About Us

Planning

 

The Colleges of Teacher Education(CTEs) were established following the National Policy on Education (NPE) 1986 and the POA (1992). The CTEs are meant to work in the field of secondary teacher education - both pre-service. In addition, they also have the responsibility of carrying out research, innovation, material development and provide extension and support to schools and other bodies.

In the context of RMSA, the role of CTEs has become extremely important in not only expanding the quantity and quality of secondary school teachers but also reinvent itself to proactively integrate with the larger state teacher education system.

 

Planning Approach & Methodology

 

 

  • Each CTE has normally three districts under its jurisdiction and the CTE is expected to provide training and academic support to the teachers of secondary and senior secondary classes in those districts.
  • The CTEs have to closely plan with the District Education Officer of each of the districts on the long - term and short-term requirments of secondary school teachers, especially in the context of RMSA. Careful analysis also has to be done on subject wise teacher requirment.
  • CTEs have to plan meticulously on the training needs of the in-service teachers which would include aligning with updated curriculam, student friendly pedagigical practices and simplifying delivery of complex content. Detailed baseline serveys have to be organized so that teacher needs could be captured realistically. The baseline surveys would not be limited to current course content but also seek feedback on students, aspirations and subjects which are more relevant in today's socio-economic environment.
  • In order to devlop well-updated trainig programs, the CTE would have to reinvent itself with latest knowledge, professional development of its own cadres and seek professional help while planning and execution.
  • The CTEs would have to continuously engage with the schools and teachers to ensure effectiveness of the training programs and also capture feedback to strengthen the training further. Continuous impact assessment would have to be done by the faculty of CTE.
  • Since CTE is not located far from each other, inter-CTE exchange could be organized to learn from each other. This would be useful in developing best practices and plugging resource gaps. Technology could play an impotant role and the state must ensure that CTEs are equipped to hold webinars and video conferencing.