Assignment 1

Name: MOHSIN RAZA

Roll no: BZ664692
Code : 8626
Allama Iqbal Open University Islamabad

Q.1 Compare the objectives of teacher education given in the National policies of 1998
and 2009. Report the improvement in Teacher Education programs in the light of these
policies.

Ans:

Objectives of teacher education given in the National policies of 1998 and 2009:-

In March 1998, another education policy known as Education Policy 1998-2010 was promulgated.
This policy, like the previous ones, emphasised the importance of higher education and highlighted
a wide range of deficiencies at this level. A number of structural as well functional changes were
identified in order to achieve the policy objectives. The policy recommendations regarding higher
education were: allocation of nonlapsable funds to universities; exemption of import of educational
equipment from tax; raising of funding of education from 2.2% to 4% of GNP; expansion of access to
higher education to the 5% of the relevant age group; introduction of 3 years bachelors degree with
due preference in university admission and priority in government recruitments; strengthening of
the laboratories and libraries in universities; provision of special funds for research; and
strengthening of universities to generate their own funds (Government of Pakistan, 1998). Other
recommendations included: modernisation of curricula at the university level; revision of the
universities act; establishment of a National Testing Service (NTS); upgrading of the departments
with good performance into centers of excellence; taking measures for faculty development and
incentives to teachers; introduction of tenure track system for appointment of university teachers;
establishing linkages with institutions in foreign countries, and linkages with industry; introducing
internal and external academic audits of universities; and increasing scholarships for faculty and
students for higher education (Government of Pakistan, 1998). These policy recommendations
regarding higher education were consistent and aligned with the national needs. These, were
followed during the coming years and resulted in substantial qualitative and quantitative expansion
of the higher education sector. There have been some critics of the expansion of the higher
education. sector who argue this could severely impact the higher education in terms of quality and
academic standards (Hoodbhoy, 1998).

Ali (2013) argues that the National Education Policy 2009 has been presented in a radically
different manner as compared to the policies formulated before 2009. All the education policies of
Pakistan until 1998 have been written following the sectoral approach where policy measures for
different educational levels and streams (e.g. primary education, secondary education, tertiary
education, and technical education) have been highlighted in classified form, while thematic
approach has been adopted in the 2009 education policy. It covers the areas of access, quality, and
governance. The policy recommendations included: an emphasis on research that my contribute in
the economic development of the state; focus on measures to raise the enrolment from 4.7% to
10% by 2015 and 15% by 2020; increase in the budget for higher education up to 20% of the
educational budget; promotion of research and development in universities by focusing on basic
research, development of stronger university-industry partnerships, development of science parks
and programmes nurturing knowledge application; provision of competitive research grants;
institutionalisation of tenure track system for the appointment of faculty in the universities;
designing of a programme for the continuous development of college and university teachers;
award of doctoral and postdoctoral scholarships to the students with creditable performance for
higher studies in Pakistan as well as abroad; and encouragement of universities to develop split
degree programs in collaboration with reputed foreign universities (Government of Pakistan 2009
policy)

The recommendations aimed at better access to higher education included: integration of ICTs
effectively in teaching, learning and research and providing expanded access by using ICT in
distance education; provision of access to technical and scholarly information resources for
supporting academic communication between teachers and researchers; dedication of additional
television time to the delivery of high-quality distance education programs; introduction of need
based scholarships to enhance equitable access to higher education; establishment of university
campuses to facilitate access to higher education in capital towns where universities have not been
established (Government of Pakistan, 2009).

In 2009, the civilian government of the Pakistan People’s Party presented the Education Policy
2009. The set targets for primary education were: to enrol all the children, boys and girls by the
year 2015; to make efforts to provide the necessary financial resources for the achievement of EFA
goals; to invite International Development Partners for expanding school facilities through a well-
developed plan; to take measures for making the school an attractive place for students; and to take
steps like food-based incentives and financial support for increasing enrolment and reducing
dropout. It was further recommended: to set 6 to 10 years as official age for primary education; to
facilitate poor students for getting quality education by establishing at least one school in each
province and to upgrade primary schools to middle level.

Teacher Education :
To increase the effectiveness of the system by institutionalizing in-service training of
teachers, teacher trainers and educational administrators through school clustering and other
techniques. To upgrade the quality of pre-service teacher training programmes by introducing
parallel programmes of longer duration at post-secondary and post-degree levels i.e. introduction
of programs of FA/FSc education and BA/BSc education . The contents and methodology parts of
teacher education curricula will be revised. Both formal and non-formal means shall be used to
provide increased opportunities of in-service training to the working teachers, preferably at least
once in five years. A special package of incentives package shall be provided to rural females to join
the teaching profession. A new cadre of teacher educators shall be created.

Reason behind NEP 2009:

1. There are two main reason that promted Ministry of education to launch a policy before
time horizon of NEP 1998-2010 1.The previous policy was not producing desied result and
performance remained defecient in several aspects like quality and equity in getting
education

2. The second reason behind the policy is international challenges like Millennium
development goals (MDG’s) and education for all (EFA).

CHALLENGES :-

Poor Quality of Teachers & Managers

• Quality of curriculum, textbooks & exams

• Low level of literacy

• Out of school children

• Dropouts

• Public Private Partnership

• In-adequate financing

• Gender Equity

• Poor monitoring & evaluation

• Imbalance in primary, middle & secondary schools

• Inconvenient school location

 So,The government has made a good education policy, and the aims and objectives of the
government are at increasing the literacy rate of the country and development of education
sector within five years. The government has made targets and defined the policy to be
implemented. The policy designed is good and will only be successful if there are implemented
as is desired.

Q2. Discuss the usability of teaching methods recommended by Muslim scholars in the
current teaching learning environment.

Ans: According to Zahiah Haris (2011), in order to ensure the teaching and learning process can be
implemented effectively and meet the objectives set, these are the rules recommended by the
Division of Teacher Education for each field in Islamic Education, namely: First, Field of Al-Quran
Recitation and Memorization. The proposed methods for this field are talaqqi musyafahah, tikrar,
hafazan, and tasmi’. Second, Field of Aqidah. Under this particular field, the proposed techniques
are discussion, workshops, brainstorming, reflection, and teaching with computer. Third, Field of
Ibadah. For this field, the proposed methods are discussion, brainstorming, practical, simulation,
collaboration, and co o-operative learning. Fourth, Field of Akhlak and Morality. The suggested
teaching techniques under this field are lectures, discussions, simulations, forum, future studies,
contextual teaching, reflection, and group activities. According to a study done by Ab. Halim Tamuri
(2010), question and answer technique, demonstration, memorization, drills and lectures are
techniques commonly used by teachers when teaching. In addition, based on a study conducted by
Kamarul Azmi Jasmi (2011), generally the majority of outstanding teachers of Islamic education are
using questionnaires, group discussions, student-teacher discussions, reciting verses from the
Quran, demonstration motivation, memorizing individually, memorizing in groups and practice in
their teaching. However, storytelling and brainstorming techniques are used more frequently by
excellent Islamic Education teachers in urban areas. Generally, the course delivery methods in
higher education are in the forms of lectures, tutorials, and e-learning as well as individual or group
assignments, discussions and presentations (Course Outline, Tamhidi Centre, 2013). It is very
apparent that educators will apply and implement various teaching techniques during lecture or
tutorial in order to ensure the teaching objectives are met. Hence, the primary challenge for Islamic
studies courses in USIM is when the lecturers need to deal with students who are not native
speakers of Arabic and in general do not have the experience of studying with full Arabic language
medium in schools. Students' ability to understand the content of lessons in Arabic during lecture is
the main objective of each lesson, but the lecturer cannot and should not simply translate the
content into Bahasa Malaysia or English. This definitely violates teaching ethics in USIM.

1. Question-answer Method

Lecturing is a common method frequently used by majority of lecturers in which one-way teaching
takes place. In order to reinforce this technique, lecturer should give about ten to twenty minutes
for the students to ask questions after the lecture has ended (Zahiah Haris@Harith & Mustapha
Kamal Ahmad Kassim, 2011, p. 286). This technique is also implemented through the lecturer
asking questions relating to the subject matter and students need to respond accordingly.
Questions are raised after the completion of briefing sessions for each sub-topic. This technique is
intended to detect the level of understanding of students, encourage students to explain
information clearly as well as to assess the ability to speak in Arabic. This technique will be more
effective when planned and quality questions are asked as it can help sharpen students’ thinking
skills while creating a more dynamic and efficient learning environment.

2.Role-play Method:
 This technique is usually used spontaneously by the lecturers. When majority of students
cannot understand the situation explained, the lecturer will ask some of the students who
are able to understand it well to dramatize it. This technique is a form of drama that does
not require scripts memorization and the lecturer will only act as a facilitator before the
play starts. Students who act in this technique will try to explain a situation to other
students through acting and language styles that can be understood easily among them.
Simul Simulation method is a controlled learning situation and deliberately created in
which it simulates the real situation with the aim of training to solve a problem. There are
two types of methods, namely sociodrama and role-play. Sociodrama is acting activities
based upon a story. On the other hand, role-play is acting spontaneously involving a group
of students (Zahiah Haris @ Harith & Mustapha Kamal Ahmad Kassim, 2011, p. 286), Not
only is this technique able to turn a very positive learning environment, but also it can build
positive qualities in students. Habit of helping others to understand the lesson content can
be fostered indirectly by using this technique.
3. Story-telling Technique:
One purpose of this technique is to give simple examples of the subject content which can
be understood easily and remembered well by the students. Most lecturers use appropriate
personal experiences and present it in a simple, easy and effortless language style. Good
intonation and body language help students to better understand the story and its
relationship with the teaching content. A study conducted by Maimun Aqsa Lubis (2005)
showed techniques of storytelling and acting are among effective techniques for students to
think in an Islamic way, which can encourage their interest to learn Islamic knowledge, help
them practice Islamic teachings, improve their moral and attitude, assist them in assessing
and improving their character, building their sense of responsibility towards themselves,
their families and communities as well as help them to be good. An appropriate story that is
told in an interesting style makes it a technique that can attract students’ attention and
concentration in teaching and learning process. (Ee Ah Meng, 1993).
4. Drilling Method:
Lecturers apply drilling technique when they have to repeat the facts learned repetitively. It
aims to achieve a skill such as pronunciation skills, or to make the students remember and
memorize important facts. Through this technique, students need to be alert as they need to
listen, see and think about the meaning of the words according to context. According to the
Division of Teacher Education, it is known as tikrar technique that is suggested for the
Quranic recitation and memorization, whereby the lecturers ask the students to read the
Quran repetitively so that it can be remembered easily. It is also suitable to be applied by
the author as most Arabic words have more than one meaning.

5. Discussion Method:

This technique is usually made in tutorial classes. The purpose is to train students to
express themselves excellently. The lecturer divides the students into groups; assigns each
group to discuss among themselves while being monitored so that the discussion is focused.
After the discussion period ends, the lecturer will ask for a report from each group. The
lecturer will encourage the students to present in a form of speech, not through reading out
loud. Indirectly, this can enhance the students’ ability to speak in Arabic with the correct
use of language. Some lecturers use e-learning to create forums with topics related to their
subject matter. Lecturers will participate in that online forum to monitor any negative
element in the discussion. In addition, they can also monitor the progress of students in
writing Arabic language. This is a very significant technique e because it involves all
students in the class and they play an active role in the discussion sessions. It aims to train
 students to express their thoughtful, logical and mature views within a defined time period,
encourage students to collaborate and share ideas, create an interest to read as it is
necessary for them to make references (Mak Soon Sang, 1993). Discussion technique is
strongly encouraged by Imam As-Syafie since a problem could be discussed without any
restrictions of giving an opinion as long as it does not contradict with Islamic law.

6.Brainstorming:

This technique can encourage broad, critical and creative thinking. One advantage of
brainstorming compared to other techniques is that it is particularly suitable to train
students in communication skills. In addition to learning how to present their views
responsibly, students also learn to accept the views of others who may not be in line with
theirs. Indirectly, this can widen the students' perspectives towards many things
particularly to knowledge and student life (Maria Chong Abdullah etc., tt, p. 11).
Effectiveness of brainstorming session depends on some situation. lecturer shows a positive
attitude as well as promotes positive thinking among pupils, students' active participation,
unbiased lecturer that does not favor any individual or group and the chosen ideas should
be used accordingly.
Conclusion and recommendation:
1.Able to read, either reading out loud, in heart or analytically. Reading out loud is carried
out with a loud voice and able to be understood by others. Reading in heart is to gain
understanding and get important points. Meanwhile, reading analytically is to train
students to search for information.
2. Able to write, either the information is able to be written well enough, or able to express
opinions and feelings in a good piece of writing.
3. Able to listen, either in identifying hijaiyyah hurufs or phrases in matching and
differentiating information, or obtaining general information accurately.
4. Able to speak, either to convey information orally with simple sentences, or make a
simple dialogue well, or express opinions.
No one strategy, approach, method or technique that works best for all courses for all
students in all circumstances. It should be changed according to circumstances of time,
place and students. According to Al-Kailany and Iyad, among the important guidelines
before applying any method or technique of teaching in general, first, it must be
commensurate with the goals and objectives of the lesson, second, it must be in line with the
objectives intended to be achieved, third, it must be in accordance with the nature of the
subjects taught, fourth, it must be suitable with the age of students; fifth, it can be applied by
instructors to have enough time to implement it and finally, it is in accordance with the
existing facility. In addition, the teaching session will be successful with the selection of
teaching methods and techniques that can have a profound impact not only on the
understanding of students, but also affecting and touching their heart. In this way students
will stay focus and be able to remember the lessons faster and better.

Q.3 Discuss the effect of 18th amendment on issues of quality regarding teacher
education programs run by the provinces across the country.

Education has been understood as preparation for life. It is an essential element

in development and social change in accordance with our needs. Higher Education (HE) in
particular is considered to play a crucial role in the grooming of the new generation for
socio-economic change. It provides professionals to cater to the needs of private and public
enterprises through knowledge exchange.
The 18th Amendment Act, 2010, passed in the National Assembly on April 8, 2011, introduced a
number of changes in the Constitution of Pakistan-1973. It amended 102 articles and devolved 47
subjects to the exclusive legislative and executive domain of the provinces. Education is one of the
key subjects being devolved to the provincial mandate. The concurrent legislative list that included
education as a shared legislative jurisdiction at the federal and provincial level has been omitted,
which will have a negative impact on education in general and HE in particular.

The omission of articles from the concurrent list and new entries in federal legislative list will have
significant implications on the HE sector in Pakistan and Higher Education Commission (HEC). For
example, one can hardly separate item 38 being devolved to provinces from Entry 12 FLL part-II.
This reflects the negligence of the parliamentary committee in consulting scholars, educationists,
VCs, reviewing HEC’s role, arranging seminars and conferences before devolution of the education
sector.It is important to note that articles 12, 6 and 13 were inserted as the mandate of the Council
of Common Interest rather than HEC. The mandate of HEC under its ordinance of 2002, clause 10
(A, G, O and V) has been devolved to the province as per article 38 and is a significant shift. It has to
justify its legitimacy as a single federal body on HE. The emerging scenario would need to re-
articulate the federal, provincial and HEC’s role

Federal Role:

The federal government is left to deal with international treaties, education in federal territories
and inter-government coordination. Entry 16 (federal agencies/institutions for research), entry 17
(Pakistani students in foreign countries and vice-versa), and entry 7 (national planning and
national economic coordination of scientific and technological research) remained unchanged. The
federal government has to abolish inter-provincial coordination e.g., inter-board committee’s and
inter-provincial education ministerial which were a part of the federal ministry of education.

Provincial Role

The 18th Amendment redefines the role of provinces. Since its passage in April 2011, no concrete
steps are being taken by the provinces, in particular the province of Balochistan, to deal with the HE
sector.

Challenges of provinces

The curriculum and standard of education must be competitive at national/international levels

(uniformity with national and international standards). This would need experts especially at the
higher education level. New wings/sections have to be established for new responsibilities and new
policies have to be approved from the cabinet or assembly e.g., Balochistan does not have the
compulsory Primary Education Legislation for implementing article 25-A (Free and compulsory
education for children of ages 5-16 years).

The province would require specialised arrangements to respond to the challenges confronting the
HE sector. It must therefore have in place a provincial HEC or council in line with the HEC
Ordinance of 2002 with clear composition, power and functions to deal with the HE sector and its
standards, and it must be an autonomous body.

Legislation of study center

A new legislation would be required for centres of excellence, area study centres and Pakistan
Study centres devolved to the provinces and previously working under Acts of 1974, 75 and 1976.
Provision of HR and Financial Resources:

Balochistan needs to hire new staff to perform function in the HE sector. New wings/sections have
to be established, delegation of new responsibilities to provincial education department e.g., Board
of Intermediate and Secondary Education, textbook boards setting standards for the private sector
on policy and curriculum. This may require legislation from the parliament.

The legislative and administrative capacity of the provinces and provision of funds could be a
serious challenge. The provinces have to project financial resources required for HE. The HE sector
in Balochistan is under severe financial and HR crisis. It is not even in a position to pay salaries to
its employees. Under clause (4) Article 167, the provinces can make plans to engage federal and
international partners to borrow/receive assistants/loans for projects.

Impacts on HE

• The 18th Amendment Act will have a significant impact on the HE sector nationally and
provincially. At the national level, no legal and legislative protection is given to the HEC as a federal
unit. As per Article 38 devolved,HEC may not justify its position as a single body on HE.

• Devolution would encourage multiplicity of standards/regulations on admissions, and minimum

quality requirement for appointment, promotion, quality assurance on academics, curriculum and
scholarships and would impact on overall knowledge exchange.

• HE at the national level will face serious challenges on access, quality, relevance and equity that
hold fundamental positions promoting national cohesion. HEC will also face international
challenges from international donor agencies on adopting economic and social change essential to
education innovation at the institutional level. As devolution limits the HEC’s role in the provincial
HE sector, it would also limit its role in cross borders/collaboration in sharing knowledge.

• The socio-economic development plan is very much connected with the country’s HE and science
and technology programmes. For instance the HR requirements such as doctors, engineers,
scientists and economists have to be determined at the national level and so is the funding that
comes from the federal government. Devolution will have a negative impact on the process of
national socio-economic development provincially and federally.

The devolution of the education sector especially Article 38 will have a negative impact on the HE
sector at the national and provincial level as it is challenging the mandate of HEC.

The HEC and the provinces will face national/international challenges. Article 129 (“the provincial
government subject to the Constitution, the executive authority of the province shall be exercised in
the name of governor by the provincial government consisting of chief minister or ministers” will
deeply politicise the appointment of VCs, rectors and presidents.

Uniformity, standards/regulations compatible with the national/international standards may not

be maintained in the HE sector in all provinces. The 18th amendment would be a failure as far as
the HE sector is concerned.

Challenges such as access, quality, relevance and equity require further response from the HEC.

Entry 38 may have to be placed in the concurrent FFL Part II. This requires HEC to approach the
Council of Common Interest/federal government for reconsideration by the National Assembly. The
dissenting note from Mr Ahsan Iqbal (member of the committee, now federal minister) that Entry
38 should be in the FFL Part II is already on record.

The HEC ordinance 2002 must be enacted from the Parliament.

The provinces need legislation for devolved subjects. There should also be specialised
arrangements responding to challenges confronting the HE sector e.g., administrative and resource
capacity. Policy and planning wings in the provincial education secretariat also need to be
established. Besides, the development of autonomous bodies such as the HEC or councils is needed
at the provincial level. Heads also need to be put together to come up with financial resources for
HE.

Q.4 Describe the scope and significance of induction training of teachers also highlight
the models of induction training.

Ans: In human resource development, induction training is a form of introduction for

new employees in order to enable them to do their work in a new profession or job role within an
organisation.

Training can be systematic or unsystematic training. Induction training is systematic training. The
systematic model supplements natural learning with a systematic intervention that relates to the
organisations objectives. The features of induction training include:

 Training is part of the organisations overall planning process and is in line with its goals.

 The organisation has a training strategy which shapes the approach to employee
development.

 Skills are planned for and addressed systematically through formal training.

 There is a continuous cycle of training analysis, activity and evaluation.

 Induction training provides employees with a smooth entry into the organisation by
providing them with the information they require to get started.The goals of induction training
are in line with those of the wider induction process. These goals are Create a positive
atmosphere
 Address any new job concerns
 Increase comfort level and feeling of belonging
 Increase knowledge of the organisation and its procedures and policies
 Share organisational values
 Share job specific information.
In small organisations, the responsibility for carrying out the induction training usually rests with
one person. In larger organisations, the responsibility is shared
between managers, supervisors and human resources. In the case of both big and small
organisations the employees and his/her, senior manager play a major role in inducting an
employee. Their responsibility is to ensure that the induction program is followed and the desired
induction goals are achieved. During the Induction, the human resources are responsible for
preparing the induction checklist (updating periodically), the planning and administration of the
formal program, assisting and advising employees.
The induction itself is usually conducted within the workplace by competent trainer and speakers
in a presentation format. Induction training can also be in a written format, which can be sent to a
new employee before they start, or handed to them when they start or delivered as a computer-
based format.
The induction training should satisfy two objectives:

 The new employee who wants to be integrated into the social group of the organisation will
know about the particular task that they will do within the whole system of the organisation
 The trainer is able to get to the trainees trained up in order to successfully integrate them
into the specific area of the organisation for which the individual is being trained.

Considerations for planning effective induction training:

The induction is the first real opportunity new employees get to experience their new employer. If
for example the trainer is no good or the facilitation lacks, new employees may quickly become
bored and may even question their choice of employment. Induction training must be
comprehensive, collaborative, systematic and coherent to be effective . and make a positive impact
with the trainee. According to TPI-theory, training should include development of theoretical and
practical skills, but also meet interaction needs that exist among the new employees. [11] There are
different ways in which different businesses conduct induction training in order to enable new staff
and recruits to do their work. I.e. Starbucks, who ensure their induction is very practical to set the
expectations of the job compared to the Exxonmobil Graduate schemes program which spans the
first year of employment, with the bulk of the induction training happening in the first two weeks to
ensure they have built up the background knowledge before learning about job or role particular
training. The right balance of training will not be too intensive an information-giving session as this
will be ineffective as individuals will start to lose concentration and may end up missing crucial
information.
Importance of Induction Method:
the induction process familiarises new employees with the business and the people. Induction
training enables a new recruit to become productive as quickly as possible. The cost of not training
is considered higher than the cost of training. [19] The main advantage of induction training is that it
can be brief and informative allowing businesses to save time and money on planning and
conducting the training whilst supplying key information to new entrants. Induction training also
helps to provide individuals with a professional impression of the company and its aims and
objectives allowing new entrants to work towards these aims and exceed them.
Induction models:
There are several components to a well-designed comprehensive induction/mentoring
program. These components are: 1) A school-wide support system to guide beginning teachers. 2) A
fair and honest system to evaluate and critique beginning teachers. 3) A process to allow beginning
teachers to grow and develop professionally. An orientation program begins the comprehensive
induction program. Opportunities are provided to learn key information about the district and
school beginning with mentoring. The mentoring relationship provides the novice teacher with an
opportunity to work closely with and learn from an experienced teacher. Daresh and Playko (1995)
assert that the mentoring relationship is shaped by the activities that the beginning teacher and
mentor participate in together. Release time is a necessary part of the mentoring relationship as it
enables mentoring activities such as observation, co-teaching, and lesson planning to take place.
Oftentimes, a support team is introduced in an induction program. The purpose of the support team
is to link the beginning teacher with a network of veteran teachers, in addition to their mentor, that
they can rely on for assistance and guidance.
Mentors need to receive training in the skills of effective mentoring prior to their
assignment to a beginning teacher as well as opportunities to meet with one another to share
successes and trouble-shooting strategies (Education Reform Act, 1993; Nolan & Hoover, 2004).
Such opportunities are an important part of professional development for the mentor. Nolan and
Hoover (2004) emphasize that in order for beginning teachers to gain an understanding of their
strengths and weaknesses and to grow professionally, it is important for the teacher to participate
in a formal evaluation administered by a supervisor by means of clear expectations and welldefined
standards and criteria (Daresh & Playko, 2004; Seyfarth, 2002). These expectations and standards
of the evaluation form a "curriculum" for the joint work of the mentor and beginning teacher
throughout the school year that leads to a successful mentor/induction process.
Mentor Development, Ongoing Assessment, and Communities of Practice. The NTC provides a
researchbased, sequenced curriculum of mentor professional development. Full-release mentors
(veteran teachers who are released from all their classroom duties to serve as full-time mentors)
participate in the 2- or 3-year Mentor Academy Series: four 3-day sessions in Year 1 cover Inquiry
into Practice; four 3-day sessions in Year 2 cover Equity in Education; and three 2-day sessions in
the optional third year cover Inquiry into Mentor Practice. Partial-release mentors (veteran
teachers who continue with their classroom duties while serving as mentors) participate in a 2-year
Professional Learning Series: four 2-day sessions in Year 1 cover Mentoring for Effective
Instruction; and four 2-day sessions in Year 2 cover Reaching All Learners. Both series teach
mentors to use the NTC’s Formative Assessment and Support (FAS) system, which is a set of tools
and protocols aimed at structuring mentor/mentee interactions and advancing teacher practice
and student learning (see below). The professional development series is also designed to build a
community in which mentors support one another in their professional growth.
Principal and Site Leader Capacity Building: The NTC provides principals and other school
leaders with professional development workshops. Offerings include a 1-day workshop on the Role
of the Principal in supporting the development of new teachers, a 3-day workshop on Improving
Student Achievement, a 1-day workshop on Professional Learning Communities, a 2-day workshop
on Supervising and Supporting Principals as Instructional Leaders, and a year-long series of 10 half-
day Leadership Institutes focused on developing instructional leadership skills.
Program Leadership and Induction Systems Development:The NTC’s Induction Program
Standards provide a framework for district and state induction program leaders to follow as they
work with the NTC to design, implement, and evaluate their induction programs. The NTC also
supports program leaders through ongoing consultation and professional development, including
an NTC Induction Institute that presents the components of the NTC Induction Model.
New Teacher Development, Ongoing Assessment, and Communities of Practice: The FAS
system that guides teacher induction is designed to collect and analyze data on teacher practices
and student learning. The tools and protocols are organized around four collaborative processes
between mentors and beginning teachers: (a) Understanding Context includes knowing students,
exploring school, family, and community resources, and knowing teachers; (b) Setting and
Reflecting on Professional Goals includes using collaborative assessment logs and co-assessing
teaching practice; (c) Advancing Teaching and Learning Through Inquiry includes analyzing
student work, designing effective instruction, conducting classroom observations, and engaging in
an inquiry cycle; and (d) Communicating, Collaborating, and Coordinating includes communicating
with families, supporting student learning, and communicating with administrators.
Q5. Discuss the effects of National Professional Standards on Teacher Education Programs
in Pakistan. Suggest measures to meet the standards set by higher Education
Commission of Pakistan.

Ans: Education play a vital role in national development. National Professional Standards for
Teachers in Pakistan will prove a mile stone in educational development. These standards are
necessary for every teacher to improve his teaching style and strategy. In Quran, Allah states that
prophets are obliged to deliver His messages and describes prophets as an instructor and trainer.
Prophet was a teacher and his duty was to deliver the message of God. Indeed, the Prophet himself
emphasized that his primary duty as a Prophet was to teach by saying, I have been sent only as a
teacher to you. To explain his duty, he also said, I have been sent only to complete moral virtues.So
we as Muslim should follow His (PBUH) methods of teaching.
. Subject Matter Knowledge If anything is to be regarded as a specific preparation for teaching,
priority must be given to a thorough grounding in something to teach. (Peters, 1977, p. 151). That
subject matter is an essential component of teacher knowledge is neither a new nor a Controversial
statement. After all, if teaching entails helping others learn, then understanding what is to be taught
is a central requirement of teaching. The countless tasks of teaching, such as selecting worthwhile
learning activities, giving helpful explanations, asking productive questions, and evaluating
students' learning, all depend on the teacher's understanding of what it is that students are to learn.
As Buchmann (1984) points out, it would be odd to expect a teacher to plan a lesson on, for
instance, writing reports in science and to evaluate related student assignments, if that teacher is
ignorant about writing and about science, and does not understand what student progress in
writing science reports might mean.
The Role of Subject Matter Knowledge in Teaching Helping students learn subject matter
involves more than the delivery of facts and information. The goal of teaching is to assist students in
developing intellectual resources to enable them to participate in, not merely to know about, the
major domains of human thought and inquiry. These include the past and its relation to the present;
the natural world; the ideas, beliefs, and values of our own and other peoples; the dimensions of
space and quantity; aesthetics and representation; and so on. Understanding entails being able to
use intellectual ideas and skills as tools to gain control over everyday, real-world problems.
Students should see themselves, either alone or in cooperation with others, as capable of figuring
things out--of using mathematics to define and reason through a problem; of tracking down the
origins of current social policy; of interpreting a poem or story, of understanding how physical
forces operate.
They should both be able and inclined to challenge the claims in a politician's speech, to make sense
of and criticize presentations of statistical information, and to write an effective letter to the editor.
A conceptual mastery of subject matter and the capacity to be critical of knowledge itself can
empower students to be effective actors in their environment.
Human Growth and Development The emphasis of Islam on learning and teaching was not
confined to the Quran or the teachings of the Prophet. The Quran, in fact, has given a new outlook, a
new perspective or paradigm as coined by Thomas Kahn (The Structure of Scientific Revolution,
1955). According to this Quranic paradigm, man’s most important activity being intellectual
contemplation or reflection, he was not supposed to blindly follow any idea or notion just because it
was attributed to his ancestors or some other authority. He had to ponder on it critically and
realistically. That is why we find that the Quran is replete with hundreds of inspirational and
motivational verses that invite man to reflect on the wonderful creatures of God. He should be well
aware about all developments in science as well as social sciences .It is the need of the teacher that
he should know about all new trends In educational developments and methodology.
Islamic Values and Ethics Prophet of Islam observed: “ those who learn virtues and teach it to
others are the best among humankind (AlBayhaqi).”
Holy Prophet Muhammad (PBUH) is the finest example of a perfect man in every sense of the term.
He was a model of virtue and is the best exemplar for the human race. The Almighty distinguished
him from all and sundry by instilling in his magnificent personality such fine qualities as modesty,
truthfulness, kindness, patience, loyalty, honesty, courage, bravery, generosity, magnanimity
,wisdom and the like. By studying his ideal character and the marvelous simple life he (PBUH) led
with his household, companions, wives and others. We are able to learn valuable lessons from his
conduct and accordingly mould our own life-style.A teacher should keep in mind. His personality
and mould his character accordingly.
Instructional Planning and Strategies Now it is the need of the time to make proper
planning for future combat with foreign cultural, as well as educational war in world. Latest
methodology, techniques and research we can improve our standard of education. We can merge
true Islamic sprit in it with latest techniques and research.
Assessment:Assessment methods and requirements probably have a greater influence on how and
what students learn than any other factor. This influence may well be of greater importance than
the impact of teaching materials (Boud, 1988, p.39).