Teacher Development & Engagement Framework is designed with context to the Indian education system. This is not a research paper this is the compiled version of many research articles and ppts.

1. Teacher
Development & Engagement
Framework
Bimal Raturi
Yo Zindagi
(A Campaign To Promote Mental health & Emotional Maturity)

2. "If you educate a boy, you educate one
individual. If you educate a girl, you educate
the whole family and if you educate a
teacher, you educate the whole community. "
Teacher Education = Teaching Skills + Pedagogical skills + Professional skills.

3. TeachingSkills

4. Responsive
Classroom ApproachTeachingSkills

5. TeachingSkills
 Engaging Academics: Teachers offer lessons and
assignments that are active and interactive, appropriately
challenging, purposeful, and connected to students’ interests so
that students reach higher levels of motivation, skill mastery,
creativity, critical thinking, and problem-solving.
 Effective Management: Teachers establish and teach
behaviour expectations, handle behaviour mistakes, manage the
schedule, and organize physical spaces in ways that enable
students to work with autonomy and focus.

6. TeachingSkills
 Positive Community: Teachers create an environment in
which every child feels safe and fully included, teacher and
students share a common purpose, and a sense of joy envelops
hard work, which together enable children to take the risks
necessary for learning.
 Developmental Awareness: Teachers have knowledge of
child development and use that knowledge, along with regular
observations of students, to create a developmentally appropriate
learning environment.

7. Pedagogicalskills

8. PCK
Pedagogical Content
Knowledge
Pedagogicalskills

9. Pedagogicalskills
Generic knowledge about pedagogy, how
students learn, teaching approaches, methods of
assessment and knowledge of different theories
aboutlearning,etc.
Knowledge of the subject matter without
consideration about teaching the subject matter.
(e.g.Mathematics,Physics,etc.)

10. Pedagogicalskills
PCK represents the blending of content and pedagogy into an
understanding of how particular aspects of subject matter are organized,
adapted, and represented for instruction.
PCK: originally proposed by Lee Shulman

11. Pedagogicalskills
 Pedagogical content knowledge (PCK) is an “amalgam” of
content and pedagogical knowledge.
 PCK includes an understanding of what makes the learning of
specific topics easy or difficult: the conceptions and
preconceptions that students of different ages and back-
grounds bring with them to the learning of those most
frequently taught topics and lessons.
 Pedagogical content knowledge is of special interest because it
identifies the distinctive bodies of knowledge for teaching.
 It represents the blending of content and pedagogy into an
understanding of how particular topics, problems, or issues are
organized, represented, and adapted to the diverse interests
and abilities of learners, and presented for instruction.

12. Professional
Development

13. Professional
Development
 Adaptability
In this modern, digital age, teachers need to be flexible and be able
to adapt to whatever is thrown their way. New technologies are
developed every day that can change the way students learn, and
the way teachers teach. Likewise, administrators are changing and
updating expectations and learning standards. Being able to adapt
is a skill that every modern teacher must have. If it’s being able to
adapt to the way students learn, the behavior their classroom
exhibits, or their lesson plans, it is a definitely a trait that is a must-
have.
 Confidence
Every teacher needs to have confidence, not only in themselves but
in their students and their colleagues. A confident person inspires
others to be confident, and a teacher’s confidence can help
influence others to be a better person.

14. Professional
Development
 Communication
Being able to communicate with not only your students but with
parents and staff is an essential skill. Think about it: Almost all of a
teacher’s day is spent communicating with students and colleagues
so it is crucial to be able to talk clear and concise in order to get your
point across.
 Team Player
Part of being a teacher is being able to work together as part of a
team or a group. When you work together as a team, it provides
students with a better chance to learn and have fun. Networking
with other teachers (even virtually) and solving problems together
will only lead to success. Doing so fosters a sense of community not
only in your own classroom, but school-wide as well

15. Professional
Development
 Continuous Learner
Teaching is a lifelong learning process. There is always something to
learn when you are teacher. The world is always changing, along
with the curriculum and educational technology, so it’s up to you,
the teacher, to keep up with it. A teacher who is always willing to go
that extra mile to learn will always be an effective, successful
teacher.
 Imaginative
The most effective tool a teacher can use is their imagination.
Teachers need to be creative and think of unique ways to keep their
students engaged in learning. teachers are finding imaginative ways
to make learning fun again.

16. Professional
Development
 Leadership
An effective teacher is a mentor and knows how to guide her
students in the right direction. He leads by example and is a good
role model. He encourages students and leads them to a place of
success.
 Organization
Modern teachers have the ability to organize and prepare for the
unknown. They are always ready for anything that is thrown their
way. Need to go home sick? No problem, they have a substitute
folder all ready to go. Studies show that organized teachers lead
more effective learning environments. So it is even more imperative
to be organized if you want higher-achieving students.

17. Professional
Development
 Innovative
A modern teacher is willing to try new things, from new educational
apps to teaching skills and electronic devices. Being innovative
means not only trying new things, but questioning your students,
making real-world connections and cultivating a creative mindset.
It’s getting your students to take risks and having students learn to
collaborate.
 Commitment
While being committed to your job is a traditional teaching skill, it is
also a modern one. A modern teacher needs to always be engaged
in their profession. The students need to see that their teacher is
present and dedicated to being there for them.

18. Professional
Development
 Ability to Engage
Modern teachers know how to find engaging resources. In this
digital age, it is essential to find materials and resources for
students that will keep them interested. This means keeping up to
date on new learning technologies and apps, and browsing the web
and connecting to fellow teachers. Anyway that you can engage
students and keep things interesting is a must.
 Ability to Empower
Teachers inspire, that’s just one of the qualities that come along
with the title. Modern educators have the ability to empower
students to think critically, be innovative, creative, adaptable,
passionate, and flexible. They empower them to be able to solve
problems, self-direct, self-reflect, and lead. They give them the tools
both digital and knowledgeable to succeed, not only in school but in
life.

19. Teacher
Progression Plan

20. Teacher
ProgressionPlan  Planning for progression is an important aspect of any teacher
development.
 Effective planning involves carefully and deliberately sequencing
the curriculum content and experiences that teachers and trainers
intend learners to have.These plans should build on previous
learning and achievements to promote future learning.
 Long-term (programme) and medium-term (schemes of work)
curriculum plans should enable teachers and trainers to select
learning opportunities in their short-term (session) plans, which
promote progress and achievement for all learners.

21. Teacher
ProgressionPlan
Skills development
where learners are encouraged to gain
new skills, or to practise, develop, refine,
maintain, combine, transfer or generalise
existing skills
Breadth of curriculum content
In order that learners’ access to new
knowledge and understanding is
extended, for example by teaching all
learners about personal safety or giving
them some level of financial understanding
A range of contexts for learning In which learners are offered a variety of
activities, resources and environments
appropriate to their age, interests and
prior achievements – for example,
encouraging learners to use their senses to
explore events and environments beyond a
class/session room

22. Teacher
ProgressionPlan
A variety of support equipment
To enable learners to take control of their
environment; to increase mobility; to
develop and practise literacy and
numeracy skills
A range of methods of delivery
Determined by learners’ individual
strengths and learning preferences – for
example, promoting increasing co-
operation between learners and a reduction
in the need for staff support where
appropriate
Negotiated learning Where learners are encouraged to take a
greater part in the learning process, and in
planning or measuring success

23. Teacher
ProgressionPlan Working towards the indicators
across different settings
Where learners are offered learning
opportunities in specialist, mainstream
and community environments – for
example, in encouraging learners to apply
their developing numeracy skills in
alternative learning environments (e.g. out
in the community)
Strategies for independence
Where learners are helped to move away
from staff support and supervised or class-
based activities towards autonomy and
self-advocacy in the community, to foster
greater independence – for example,
learners might work with supervision in a
vocational setting, or independently use
facilities in a local community centre or
college

24. Thank You