DPDKP

What is CPD?

            CPD stands for Continuing Professional Development. It refers to the process of tracking and documenting the skills, knowledge and experience that a professional gain both formally and informally. The term CPD should not be understood to mean solely a set of activities aimed at improving the performance of the in-service teachers—such as regular in-service teacher training, mentoring, and supervision. While such activities are part of CPD, the latter must encompass the totality of professional development activities that any practicing professional must undergo throughout his or her professional career, using different means and resources. This point becomes clearer if you consider the ways in which professional development happens in other professions such as medicine or engineering. CPD ensures that one maintains and enhances the knowledge and skills need to deliver professional services. The Well-crafted and delivered continuing professional development is important because it delivers benefits to the in-service teachers, their profession and learners.

            For teachers in Khyber Pakhtunkhwa, CPD encompasses such school-based activities as periodic guided reflection, professional mentoring, specific training workshops and structured follow-up and monitoring. In addition, the regular professional development forums of teachers to share their experiences among the peers should also be seen as part of the CPD. In sum, CPD will involve planned activity aimed at improving teaching practice through improvement and up-gradation of teachers’ knowledge and skill.

 The Purpose of Continuing Professional Development:

            The aim of CPD for teachers in Khyber Pakhtunkhwa is to improve the performance of teachers in the classroom in order to raise students’ academic achievement. It is a career long process of training and developing professional knowledge and skills through independent, participation-based or interactive learning. The CPD program aims to improve teacher content knowledge and pedagogical skills and, thereby, student learning outcomes through a combination of monthly, cluster-based Professional Development Days (PDDs), school-based observations of teaching by head teachers, and self-reflection.

 Scope of CPD Program:

            The competent authority (Secretary E&SED) has approved up-scaling² of the CPD program to all districts of the province except NMDs (in NMDs it will be up-scaled in a phased manner). However, it is being implemented in 18 districts and all the initial planning for up-scaling to remaining 10 districts has already been completed. But the implementation is suspended due to the COVID-19 PANDEMIC. Keeping in view the capacity and effectiveness of the program it was up-scaled in a phased manner. A specific criterion was adopted for selection of the districts. As there are four regions of the province, Central, Hazara, Malakand and Southern districts. So, it was decided by the Directorate of E&SE, DCTE and DPD to select 02 districts from each of the four zones keeping in view the assessment results of Grade-5 & 2. It was also agreed that keeping in view the results, one top and one bottom district, should be selected for this intervention.   Under the overall umbrella of ESED, DPD is working in close coordination with Directorate of E&SE and concerned district management for its smooth and successful implementation.

Elements of CPD Model:

Following are the main four elements of CPD program:

1.      Professional Development Day (PDD) (center-based all teachers, once in a month/total 08)

2.      Self-Reflection (school-based Individual, daily activity)

3.      Classroom Observation & feedback (school-based all

 teachers, fortnightly/monthly activity)

4.      Quarterly Monitoring Meeting (QMM) (circle-based, quarterly/03 in academic year). In Quarterly Monitoring Meeting (QMM) all the head teachers have to share progress of teaching & learning of their schools.