Professional Development of Faculty

The quality of education is a direct consequence and outcome of the quality of teachers and teacher
education system and this consequently depends upon the professional development opportunities to the
teachers. The task of bringing qualitative change in institutional efficacy of the teacher education system
in itself is a huge and challenging one. The developments and changes over the last two decades require a
fresh look at the professional development of teachers. Professional development of teachers is based on
the theory that “teachers are made, not born” in contrary to the assumption, “teachers are born, not made”.
Since teaching is considered an art and a science, the teacher has to acquire not only knowledge, but also
skills that are called “tricks of the trade”. The overall discussion in this paper makes an attempt at
providing an understanding of professional development of teachers in terms of quality education issues
in the context of higher education.

Introduction

According to Rabindranath Tagore, “A teacher can never truly teach unless he is still learning
himself. A lamp can never light another lamp unless it continues to burn its own flame”. In the
age of explosion of knowledge at an unprecedented speed, even those who had the advantage of
acquiring the most sophisticated education will become outdated in a very short span of time. If
they have to remain up to date and relevant and face the challenge of other modes of acquiring
knowledge, the need for their re-education, re- learning and de-learning is essential.

Teachers serve education, which is an effective instrument of man making. The teachers learn
this art through pre-service and in-service teacher education programme. A weak programme of
teacher education cannot serve this purpose. Unlike in the past when the teacher was entrusted
with transferring the contents of curriculum to a passive audience of students, today new
experiments are being tried out in the classroom that includes project based learning,
development of thinking skills, and discovery learning approaches.

Higher Education in India

During the last decade, in higher education sector in India there has been a steep growth.
However, despite impressive growth, India’s higher education gross enrolment ratio (GER) is at
19.4 per cent is currently well below the global average of 27 per cent. (Ernst and Young, 2012).
The government of India plans to increase GER in higher education to 30 per cent by 2020

"A sound programme of professional education of teachers is essential for the qualitative
improvement of education. Investment in teacher education can yield very rich dividends
because the financial resources required are small when measured against the resulting
improvement in the education of millions."
AIM OF PROFFESSIONAL DEVELOPMENT OF FACULTY -

1. Enrich and update teachers’ knowledge in their discipline, pedagogy and other areas of
school curriculum continuously.
2. Develop a culture of shared learning and accountability such that teachers are not mere
recipients of training conceptualised in a top down manner but are engaged with the task
to develop their own and the group’s knowledge.
3. Evolve a mechanism by which effective programmes of teacher professional
development can be initiated for large number of teachers in vastly different areas and to
deal with a range of diverse learners for inclusive education.

4. Research and reflect on the gaps in students’ learning and their progress
5. Understand and update their knowledge on social issues
6. Apply Information Communication Technology in their classrooms for better student
learning.
7. Motivate and regenerate enthusiasm of teachers to inculcate interest in innovations.

Benefits of Faculty Development Programmes –

 Teachers Learn Better Ways to Teach

 Teachers Develop Better Organization and Planning Skills
 Teachers Gain Knowledge and Industry Insight
 Teachers want to Continue Their Education

 It ensures that teachers maintain their capabilities to keep pace with the standards of
others in the same field.

 It ensures that teachers should maintain and enhance their knowledge and skills they
need to deliver a professional service to the community.

 It ensures that teachers knowledge stay relevant and up-to-date. They are more aware
of the changing trends and direction of their profession. The pace of change is probably
faster than it‟s ever been- and this is a feature of the new normal that teachers like and
work-in.

 It helps teachers to continue to make a meaningful contribution to society.

 It helps teachers to stay interested and interesting. Experience is a great

teacher.

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  It helps advance the body of knowledge and technology within teacher’s profession.

 It can lead to increased public confidence in confidence in individual

professionals and their profession as a whole.

 Depending on the profession- contributes to improved protection and quality of

life, the environment, sustainability, property and the economy. This applies to

specialized practice areas.

OUTCOMES OF PROFFESSIONAL DEVELOPMENT OF FACULTIES –

1. Retention

2. Deeper subject knowledge

3. A collaborative environment

4. Student achievement

Secondary Education) is a crucial stage for children as it prepares them for higher education and
also for the world of work. It is very essential to provide good quality education available,
accessible and affordable to all our children in the age group of 14-16 years. To achieve this,
there is a need to strengthen the secondary school education by providing opportunities to
teachers for improving their professional capabilities/capacities. In majority of the schools,
untrained teachers are handling secondary classes. Even the trained teachers are facing lot of
challenges to handle classes at secondary stage of school education especially in science and
mathematics.

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 OPTIMUM LEARNING ENVIRONMENT
Effective teaching and learning can only happen when an Optimal Learning Environment is in place. In an Optimal
Learning Environment, the social and emotional elements of learning are prioritized and understood to be the
foundation of academic success and personal well-being. Optimal Learning Environments begin with a positive,
productive school climate and provide intellectually and emotionally safe, stimulating classroom communities that
are personalized and co-constructed by adults and students. They are characterized by kind, caring, and respectful
adult, adult-student, and peer relationships that cultivate a sense of belonging and foster academic, social, and
emotional skills. Optimal Learning Environments reflect a belief that all students can achieve high standards. Within
an Optimal Learning Environment, the diverse needs of each learner are addressed with an ever-present attention to
equity and continuous academic, social, and emotional growth.

An optimal classroom environment has a classroom climate full of energy, participation, movement,
spirit, respect, learning, sharing, reflecting and big goals for everyone individually and collectively.
Let’s open these doors and discover how to create an optimal learning environment.

Door #1:  Show optimism that all students will reach your high expectations.
Door #2:  Engage students in a sense of wonder and curiosity. 
Door #3:  Create a sense of belonging and a unique classroom bond.  
Door #4:  Relate to the interests of your students and the trends of their generation. 
Door #5:  Involve students in choices, plans, and decisions.

1. People are able, valuable and responsible, and should be treated accordingly.
2. Educating should be a collaborative and co-operative activity.
3. The process is the product in the making.
4. People possess untapped potential in all areas of worthwhile endeavor.
5. This potential can best be realized by places, policies, programs, and
processes
6. Provide a rationale for the person to choose to do the uninteresting activity.
It might help them to work towards something they are interested in
attaining, feel connected to a group, or avoid other undesirable problems.
Pointing out the benefits to them, not to you, is important.

7. Acknowledge that the person may not want to do what they are being asked
to do. Simply acknowledging people’s feelings helps prevent the
requirement from undermining their motivation.
8. Use a style of language that involves minimal pressure. The request should
be more like an invitation instead of a demand, emphasizing choice rather
than control.

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Schools, being the second home, serve a number of purposes in a child's life. From
boosting their confidence to making them learn the importance of team work and
socialisation, schools do it all. Away from home, schools become the place for children
to spend their maximum time.  

Kids are sent to school considering the fact that there is an experienced hand to guide
them and also a safe environment promoting growth.  We also accept the fact that
infrastructure plays a budding hand in creating a favorable environment for a child's
growth.

School buildings, classrooms, playgrounds and libraries are the most important aspect of
school infrastructure.  Spacious and refurbished buildings and well- ventilated classrooms
are a must in schools

Well-equipped labs enable them to perform lab activities more effectively. Facilities like
extracurricular workshops, libraries, halls, games equipment, assembly area and proper
sanitation facilities are some of the infrastructure essentials that every school should
provide to its students.

As per the belief of one of the world's best education system - Finland's, play and
recreation is crucial and a prerequisite to effective learning. Properly planned school
infrastructure is an out-and-out key factor in effective teaching and learning.  This can
also be an encouragement for the school faculty.THE P

THE PHYSICAL ENVIRONMENT –

1. Classroom Space
2. Semi-open or outdoor space

PARTICIPATION OF ALL CHILDREN

POLICY OF INCLUSION

DISCIPLINE AND PARTICIPATORY MANAGEMENT

SPACE FOR PARENTS AND THE COMMUNITY

CURRICULUM SITES AND LEARNING RESOURCES

Educational Technology

SCHOOL PROGRAMMES AND ROUTINES