Continuous

Teachers
Professional
Development
C-1 EXTENSIVE TRAINING
PROGRAM

Date

30th & 31st December 2014

Venues

GBHSS COMPREHENSIVE
GGPS BAGARJI
GBHSS KANDHRA
GBHSS PANO AQIL
Chemonics

Organized by

Total participants teachers 300

Reported by

Syed Israr Ahmed Shah

DPM-SRP-Sukkur

The only person who is

educated is the one who has
learned how to learn and
change.
(Carl Rogers)

C-1 EXTENSIVE TRAINING PROGRAM

Table of Contents
Title

Page #

Acknowledgement

04

Objectives

05

Detail of training

06-08

Key findings

08

Challenges

08

Key learning

09

Suggestions and Recommendations

09

Visitors

09

Photo gallery

10-14

Thanking note

15

C-1 EXTENSIVE TRAINING PROGRAM

Acknowledgement
First of all let us thanks to Almighty Allah (Subhan-e-Taalah) who has blessed us with an organization like HANDS,
that has provided us a wonderful platform to serve humanity and enabled us to contribute good deeds, to bring relief
in the lives of poorest of the poor. We also acknowledge all the founding members of HANDS for nurturing HANDS,
when it was a delicate sapling.
Apart from the efforts of myself, the success of any project depends largely on the encouragement and guidelines of
many others. I would like to show my greatest appreciation to Dr. Shiekh Tanveer. I can't say thank you enough for
his tremendous support and leadership. I feel motivated and encouraged by taking him as an inspiration.
I would like to express my deepest appreciation to all those who provided me the possibility to complete this
report. A special gratitude I give to our General Manager Education, Mr. Qalander Bhelani, whose contribution in
stimulating suggestions and encouragement, helped me to coordinate my project especially in writing this report.
Furthermore I would also like to acknowledge with much appreciation the crucial role of the senior management
Mr. Zahid Khaskheli, who supported us from scratch to complete this task in better manner. Special thanks go to
my team mate, Mr. Salman, who helped me to assemble the parts and gave suggestion about the task.
Many thanks go to the head of the project, Ms. Shabeena Ashfaque whose have invested her full effort in guiding
the team in achieving the goal. I have to appreciate the guidance given by other supervisor as well as the panels
especially in our project presentation that has improved our presentation skills thanks to their comment and advices.
Finally, but by no means least, thanks go to my parents for almost unbelievable support. They are the most important
people in my world and I dedicate this report to them.

With Best Regards

Syed Israr Ahmed Shah

DPM SRP, HANDS SUKKUR

C-1 EXTENSIVE TRAINING PROGRAM

Objectives
Continuous Teachers Professional Development is probably more important than pre-service programs. In the pre-service
programs, the prospective teacher learns about teaching, while in the class-room, the beginning teacher learns how to teach.
CTPD for teachers consists of those programs of professional study in which teachers are involved after they are actively
employed. If the educational enterprise is to be fully effective, it is imperative that teachers be involved in CTPD on a regular
and regular basis. Many teachers need to change their teaching either in style or in content, or in both. Increased knowledge
boosts confidence. We would like to have class-room teachers who know mathematics and have reading skills in considerable
depth, who are so wellprepared academically that they are comfortable with the role of mathematics in society and
incorporate it with reading, who understand students and communicate with them well, who would lead the students to the
powerful goals of independence and self-esteem, who will provide moral and intellectual models for their students. Also
teaching technology is constantly changing. This makes old skills and content obsolete. Educational and psychological research
continues to provide new insights into the ways in which students learn mathematics and these new understandings needs to
be translated into class-room practice through effective reading. How is the teacher to cope with the day-to-day reading and
mathematical problems also of simply keeping abreast of the times? The need for teacher-training is apparent. In a nutshell the
aims of training program for teachers are:

To develop understanding of reading in mathematics and mathematics in reading.

To keep teachers aware of recent developments in reading and mathematics.

To keep teachers abreast of recent trends in reading and mathematical skill development methods.

To keep teachers aware of fast developing applications of reading and mathematics.

To help teachers in communicating the students the style, the structure and concepts in mathematics and reading
skills.

In developing the students the ability to solve mathematical problems, to mathematize a situation, to achieve
computational skills and improve reading.

To come to their aid in writing texts for reading.

To

C-1 EXTENSIVE TRAINING PROGRAM

1. Recitation of Holy Quran

Indeed to reflect on Allahs verses is a form of worship that will draw one close to Allah Most High. Hence
every single cluster of training started with recitation of Holy Quran by worthy teachers turn by turn which
fulfils heart of participants with spirituality, sacredness and enthusiasm towards performing their duties in
better manner every day.
2. Naat e Rasool Maqbool
After the recitation of verses from holy Quran it is mandatory to remember our Holy Prophet Peace be upon
him. So following the legacy every day of training started with Naat e Rasool Maqbool by teachers in all
clusters to fulfil gratitude in our hearts.
3. Registration of teachers
Registration was the most important part of training it involves number of forms to be fulfilled by
participants. Each form required great deal of concentration and clear cut instructions to avoid discrepancies.
Thus all SRP Team members in all clusters got all forms fulfilled by teachers smoothly in given time frame.
It was achievement of only Sukkur district to have all information and sent before time. On the other hand
Sukkur was only district to have 100% participation.
4. Opening Ceremony.
With the blessing of almighty Allah another achievement of Sukkur district, the training was inaugurated by
Madam Nuzhat Bukhari DEO General at GBHSS Comprehensive Sukkur with her worthy suggestions and
speech. It motivated the teachers to take this training with great deal of sincerity and it put us on centre of
easy to carryout training process.
5. Introduction of SRP
Sukkur SRP staff and the Mentors from education department introduced themselves to participants. Our
worthy field mentors elaborated the term SRP, its goals and future line of action. Different teachers generated
discussion on the Scope of SRP and its applications in long run.
6. How pupils learn
Field mentors had explained the participants that how pupils learn through different classroom teaching
methods and activity based learning approaches. Mentors drew participants attention towards 7 multiple
intelligence in a common pupil or human being.

C-1 EXTENSIVE TRAINING PROGRAM

7. Curriculum of language and maths

Curriculum plays pivotal role in the early education system. They explained curriculum as it is the planned
interaction of pupils with instructional content, materials, resources, and processes for evaluating the
attainment of educational objectives. This process includes the use of illiteracies and demagogies. This
amazed most of the participants they were shown their curriculum of Urdu, Sindhi and maths. This activity
let to long question answer session.
8. Components of reading
Mentors elaborated the 5 essential components of reading to the participants which are;

PHONEMIC AWARENESSthe knowledge and manipulation of sounds in spoken words.

PHONICSthe relationship between written and spoken letters and sounds.
READING FLUENCY, INCLUDING ORAL READING SKILLSthe ability to read with accuracy, and
with appropriate rate, expression, and phrasing.
VOCABULARY DEVELOPMENTthe knowledge of words, their definitions, and context.
READING COMPREHENSION STRATEGIESthe understanding of meaning in text.

This activity led to lots of activities performed by participants in order to understand it well.
9. Stages of reading
The Stages of Reading Development is a continuum that explains how students progress as readers. These
stages are based on the students' experience and not their age or grade level.
Emergent readers need enriching and enjoyable experiences with books, especially picture books. Students
can become comfortable with books even before they can read independently & recognizing letters and words
and even language patterns.
Early readers are able to use several strategies to predict a word, often using pictures to confirm predictions.
They can discuss the background of the story to better understand the actions in the story and the message
the story carries.
Transitional readers often like to read books in a series as a comprehension strategy; the shared characters,
settings, and events support their reading development. They read at a good pace; reading rate is one sign of
a child's over-all comprehension.
Fluent readers are confident in their understandings of text and how text works, and they are reading
independently. The teacher focuses on students' competence in using strategies to integrate the cueing
systems.

C-1 EXTENSIVE TRAINING PROGRAM

10. Closing ceremony

On the last day of training all the participants were very used to of their routine, none of them wanted to
leave that training venue that was the biggest achievement of trainers and HANDS staff Sukkur.

Key Findings
Training for early grade teachers is very much essential for professional development.
Trainers had very little time with respect to stuff.
It requires great deal of efforts to make teachers punctual and regular to training.
Government teachers are well trained all we need is to have proper follow ups from them.
SRP staff is the trend setter in education department.
The logistic and procurement is the key thing for arrangement of training.

Challenges

To ensure the 100% participation of teacher and make teachers punctual.

To create harmony among participants from diverse background.
To get the registration done in the given time frame.
Lack of availability of stationary.
To make teachers stay for 8 hours as they are used to do work of 5 hours in school.
To contain the behaviour of the trainees and to provide them cheaper quality food.
To arrange timely nutrition for participants as the vendor management was extremely
poor.

C-1 EXTENSIVE TRAINING PROGRAM

Suggestions / Recommendation
The logistic / procurement should be given to HANDS.
The role of TLC should be in monitoring of all venues he should not be stuck at single
venue.
Academic team from Chemonics should interact properly with SRP staff and
interaction should be through proper channel.
Resources should be given to trainers before training.
Participants should be provided with abundant resources.
Vendor should be professional and should know the dynamics of training process.

Visitors

Ms Huma
Ms Shela Devi.
Mr Kumail Rizvi
Ms. Yasmeen Mubarak
Madam Nuzhat Bukhari

C-1 EXTENSIVE TRAINING PROGRAM

PHOTO GALLERY

10

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Words are often inadequate to express joy for help. For

sharing dreams; for invaluable help, support and
patience, I say thank you to all.

15

C-1 EXTENSIVE TRAINING PROGRAM