CTE's and the Experience

1. The CTE is a college of Tecaher Education Between three districts there has been atleast one CTE set up The support is under a the central scheme The support includes for some support over the staff already appointed Also includes support for some infrastructure CTE's and the Experience

2. Functions Of the CTE • Pre-Service teacher preparation as a TTI. The training is for the secondary teachers • In-service secondary teacher preparation • Research activities • Support to the DIET's

3. Pre-Service Education • The CTE is a part of the university program and hence there are no new ideas that can be included in it • The admissions and assesment calendar and manner is all Governed by the university • University councils and academic bodies have a large number of persons without a coherent perspective and purpose • No CTE can involve students in any alternate activities or plan for its own capacity building

4. In-Service training • The program of the CTE orientations are not formulated by itself based on its ideas and strengths. It is decided at the State the CTE has to follow the program • The SCERT, the SSA/RMSA, the Directorate lack co-ordination and hence programs have to be organised in a hurry • The faculty does not recognise the need for and does not have the time to work as a team and link modules or share them

5. In-Service training -2 • The programs are planned without any comprehensive plan of capacity building of individual teachers • The Faculty does not have structures to review and reflect on their modules or their delivery • The numbers even in the secondary schools are too many for the institution to handle • The faculty needs to have a regular experience of interacting with schools and teachers in their settings as observers and learners

6. Research • The research is not open and has very little quality check • The faculty does not opportunity to interact with seminars and have courses on research methodology and re-vitallise their knowledge and curiosity of their experience • There is no consolidation of the research undertaken even at the level of a university

7. Co-Ordination • The CTE relats to the Directorate, the SCERT and the university, with no Co-ordination among them • The nodal office that is supposed to Co-ordinate among the CTE's and the IASE's does not have a academic nature but is largely administrative • The teachers to be invited for the orientation have to come from schools and therefore released and deputed by the DEO/DDO. That requires a lot of effort and pursuance to meet the targets

8. Capacity- building of CTE • Of Nodal officers and Principals • Of Faculty • On vision, research activities, purpose • On disciplines, research methods • On planning and work organisations • Who will do it? • Where will it be done?

9. More Possible Work • Capacity building of new training college teachers • Set-up of network of teachers colleges • Elementary teacher preparation • Preparing reading materials for the teachers

10. Key Issues • Need to have a new cadre • Need a structure for their visioning, review, institutional capacity building and planning • Need a Co-ordinating and organising structure • Need to have autonomy for their work • They need to have scaffolding to build their plan and implement it