Provincial Institute of Teacher Education (PITE) is located in Nawabshah. PITE came into being in the year 1995, under Teacher Training Project, which was assisted by Asian Development Bank (ADB). It covers pre-service, in -service and staff development for teachers and educational managers, while the delivery system encompass formal teacher training, non-formal education and distance education. One of the major components of the PITE is research in education. Unfortunately this component is not yet started at PITE because of the lack of research skills of the faculty. In this paper I am going to share a professional developmental plan for the teachers of PITE in the area of educational research. For this purpose I follow all the processes which require in a good planning. Such as situation analysis, vision building, objectives, implementation plan and monitoring plan. Before sharing the plan I would like to discus briefly about the existing culture of the institution. I am working as a teacher educator in this institute which is only one such type of institute in this Provence in public sector. Its contributions are precious in public sector because plenty of teachers provided trainings by this institute Director General (DG) is head of the institute, under his valuable leadership four directors are working. A laboratory school is also running by the institute with 10 primary and 4 secondary teachers. Director academics look after the school. Usually the school is used for testing modules, activities and different strategies. Over all, we have a collaborative culture in our institution. Teacher educators as well as high school teachers are highly motivated for their professional development, and use to attend the programs within or out side the country. Some of them already got opportunity to visit abroad for their professional development. Teachers are highly qualified in their respective field with lot of experience in teacher education. I will be the only M.Ed. graduate at PITE while two other PDTs’ are doing their PhD. and they will join after four years.
Negotiation I have already completed the first step of the plan. During summer vacation I got opportunity to meet with DG PITE, director and some of my colleagues. We discussed different issues and highlighted some areas for improvement. We all feel that the research component of the PITE is needed more attention. So they all agreed on the professional development of PITE faculty in the field of research. Moreover, DG and Director showed their willingness to strengthen PITE faculty in the field of research. He also agreed to provide me a separate room and a computer with internet facility. The plan is all about the development of research skills like planning, conducting and documenting and presenting the research study. Focus on needs during planning is the key of successful implementation of any program in context (Fullan, 2001 and Flecknoe, 2005). There are so many reasons for choosing this area, the first and important reason is the objectives of the PITE (see appendix A). Research is one of the objectives of the PITE. PITE is doing lot in trainings and workshops but in the field of research it is not worth. Educational research is important aspect for teachers’ development programs. Hagger and McIntyre (2000) stated that research offer teacher educators better understandings of educational processes, suggests good practices by ascertaining what works most effectively in divers contexts. Therefore, as a teacher educator in an institution like PITE that is working for developing manuals curriculum and educational policies is necessary to get hold of research skills. Situation Analysis I have decided that first of all I will analyze existing situation which will help in looking strengths and weakness for planning about research component. Then on the bases of the out comes we may able to take some effective decisions. As Fidler (1996) also describes that strategic decision are all those decisions which have a strategic implication and have long time consequences. He also highlighted that an improvement planning needs to develop a continuous process of monitoring and evaluation to ensure the ongoing development and bring about changes in any institution.
Development Program On the bases of situation analysis in the area of professional development of PITE faculty in the field of research I will share my ambitions (See appendix B) as a PDT (Professional Development Teacher) in a meeting with DG and teacher educators those who are earlier committed to work together for this one year (2008-09) development plan. Hopkins (2002) suggests that “If we want to improve the school first we empower teachers”. So according to his point of view, First of all, we develop a shared vision for one year development plan. Then on the bases of shared vision the team will make the goals. Sergiovani, (1998) highlighted the impotence of shared vision and said that shared vision become glue among them for collaborative work this activity will lead to set and formulate the objectives of the plan.
Planning of sessions After formation of goals and objectives the team will plan the series of sessions by involving senior teacher educators and plan other logistic arrangements For instance, lesson plans, Learning material according to activities, evaluation and feed back form. In this connection Fullan (2001) describes, “Teacher… examines together how well student s are doing relate this to how they are teaching and then make improvement” (p.127). The whole plan will be shared with DG and Directors to get approval for implementations.
Implementation The plan will be implemented. Each participant will spare two days (for two hours each) in a week for interactive sections. The PCs will be providing practical activities in each step of the research. The monitoring plan will be developed to monitor the implementation phase. Evaluation For effective monitoring plan we must make an evaluation plan in the form of criteria, through this we can know what is working according to plan and what is not accordingly and in what extent. After that we can able to review the plan for necessary changes and modifications for further implementation of it. Davis and Ellison (2003) suggested that effective strategic planning needs sustainability, therefore, evaluation and review is very necessary.
Institutionalization Phase In this phase we will plan continuous support system for teachers’ further development so that they can work together and support each other and create conducive learning environment for teacher educators. Furthermore, continuous monitoring will require for effective implementation and sustainability of program.
Possible Challenges and overcoming strategies In this whole process from planning to institutionalization we may face some challenge for instance, teachers’ resistance, work load, time management and transfer of teacher educators. Therefore, I am going to make some strategies to manage and overcome all these problems. Such as, Teachers’ resistance could be solved with ownership, rapport building and by giving them counseling. Every new initiative takes a lot of time to become a routine so in that way time management and work load become hindrance to achieving the targets. For this, we support teachers and encourage them and we will create the culture of collaboration and celebration of achievements. In that way teachers will become a responsible and dedicated towards target. Conclusion On the whole this plan of a professional development program will work because the teachers are highly motivated for their professional development. in addition, DG is also like to build capacities of the PITE in the field of research. The budget is already allocated for research purposes and DG is promised to provide physical facilities. These all aspects show that the plan will be successful. From this whole process the PITE faculty will be developed their skills in the research in the result this will strengthen PITE in the field of research. It is also valuable for my professional development. From this activity I will learn more about research. It is also significant for me to apply my learning’s in my own context.
REFERENCE
Davies, B. & Ellion, L. (2003). The new strategic direction and development of the school: Key framework for school improvement planning. London: Routledge Falmer. Elliot, D. (2005). Teaching on target, Models strategies, and methods that work. California: Carwin press.
Fidler, B. (1996). Strategic planning for school improvement. London: Pitman Publisher
Fleecknoe, M. (2005). The change that comes in securing school improvement. School Effectiveness and School Improvement. 16(4), 425-443
Fullan, M. (2001). The new meaning of educational change. New York: Teachers College Press. Hagger, H., & McIntyre, D. (2000). What can research tell us about teacher education.? Oxford Review 26 (3&4) pp 483-494.
Sergiovani, T. J. (1998). Leadership as pedagogy, capital development and school effectiveness. International journal of Leadership in Education, 1(1), 37-46.


APPENDIX-A

PITE Objectives: ·
Enhance the quality of teacher education. ·
Develop research based innovative program. ·
Building capacity through human resource development. ·
Initiating research in teacher education and other areas. ·
Develop alternative delivery modes of program.
Provide access to teachers for their professional growth and development.
Assist in the formulation of teacher education policies in curricula.
Develop institutional linkages in and outside Pakistan.


APPENDIX-B
Suggested Vision and Objectives Vision Providing a conducive learning environment where all teachers develop their research skills. Goal Develop research skills in teachers by providing a cooperative learning environment in the institution.
Objectives

• Enable the teachers to use different type of research methods to conduct research study.

• Train the teachers to develop research questions, hypothesis, and analyses and report the findings.

• Enable the teachers to train through their own practices and as well as other fellows’ practices and their experiences.

Appendix C PITE Structure

Director General

Director Academic

Director Trainings

Director Out reach

Head Teacher School

High School Teachers

Primary School Teachers

\ APPENDIX-B SWOT

01	STRENGTH	WEAKNESSES/CHALLENGES
INTERAL	Head teacher’s authority Teachers’ willingness towards improvement. Teachers’ have the same professional qualification. Sufficient resources.(equipped computer lab) Students’ desire for learning.	Misuse of head teacher’s authority. Space between head teacher and teachers. Lack of content knowledge and pedagogical skills. Lack of collaboration and cooperation among teachers. Misuse of resources. Lack of awareness regarding their roll Fear and jealousy among teachers Blame game
02	OPPORTUNITIES	THREATS
EXTERNAL	Teacher educator and trainee teachers willingness NGOs’ support (One local NGO which is working in teachers training, is willing to support at free of cast) Structure of institute (physical resources ) Availability of trainee teachers	Political agendas External authorities Some internal influential political teachers those who don’t want to do for betterment and also not allowing to others to do so Rigidity from some teachers Underestimate the PDT Community not involved Misperception about education

APPENDIX-C ACTION PLAN (2007-8)FOR TEACHERS PROFESSIONAL DEVELOPMENT IN PEDAGOGICAL SKILLS

Phases	Action Steps	Objectives	How/Strategies	Who will do	When/Time/ Duration	Resources	Challenges	Alternatives
KNOWLEDGE PREPRATION INSTITUTIONALIZATION	Informal gatherings, meeting, class observations and discussions for situation analysis Series of workshops on different pedagogical skills Peer coaching & cooperative learning	Develop friendly relationship Provide orientation Realize their existing status Enable the teacher educator to use different kind of instructional techniques for effective learner centered teaching Enable the teacher to train through own practice and from others support	Opportunities for different kinds of training from net working institute Provide learning resources in the sense of text material, computer & net facilities and Provide expenses of training. Workshops on different techniques and making & developing of Resource Material Observing each others classes as a way of development Mentoring and co-teaching	Principal by using collaborative institute membership & their provided opportunities (The Education Foundation TEF) Principal, senior teacher, professional development teacher Principal, senior teachers Trained teacher educator, Professional development teacher	July-August 2007 (Summer holidays) Last Saturday & Sunday of every month (Aug-March) Ongoing process Twice a week (observations) Use every Saturday for discussing feed back	Experts Learning materials Time Place	Might be possible that initially large people agree after that very few people remain Senior teachers may resist Time for planning Only like minted people start work together others not allow to observe their classes	Ownership and trust Responsibility, involve into supervision &monitoring Use continuous time Encouragement and some rewards and certificates

APPENDIX-D MONITORING PLAN FOR PEDAGOGICAL SKILL DEVELOPMENT PROGRAM

ACTION STEPS	WHAT TO MONITO?	HOW TO MONITOR? By using check list items these all methods will be used for triangulation of data.	WHY TO MONITOR?	WEHEN TO MONITOR?	WHO WILL MONITOR?	HOW DATA WILL USE?	WHOME TO REPORT?	REQUIRED RESOURCES
Develop conducive learning environment Series of workshops on different topics Peer coaching & cooperative learning	INPUT Correspondence with collaborative institutes, Facilitator knowledge & competencies Quality of course Planning of module Text material & references PROCESS Time management Learning resource management Activities Delivery of instructions Teachers participation Interactions of teachers OUT PUT Reflections Work sheets Evaluation forms OUTCOMES Implementation with innovations of this knowledge Promotion opportunities Nomination for higher level courses	Document analysis certificates of experience & other testimonials Course module Lesson planning Hand outs Observation Anecdotes Note taking Document analysis Reflective journals Work sheets & assignments Result of evaluation Interviews Participant Teachers Facilitators Principal	Document analysis Give rapid overview & provide record of events over a period of time Observation Ensured the required data Direct & ‘first hand’ information May reveal facts Interviews May reveal interviewee’s real perception & attitude More flexible & friendly then paper exercise Check initial information	During planning Of workshop During facilitation (2 days work shop, 3 hours daily) After workshop Ongoing meetings & weekly feed back sessions	Vice principal Professional Developed Teacher (PDT) & senior teacher educators	Further planning of effective science workshops Improvement of these type of workshops Teachers individual needs analysis through workshop participant	Management (Principal)	Expert Teachers Learning Material Time Moni-toring tools Money

Statements	YES	NO
Are objectives/activities, align with the vision of the school?
Will completing the action bring the intended outcome?
Does implementation of the plan require any change in the management structure?
Are the resources required for action in place?
Can progress be measured?
Will action plan likely to enhance the enrolment of trainee teachers from institute?
Will action plan enhance the learner achievement?
Will this plan make the authorities to support?
Will this plan be shared with all stakeholders?

APPENDIX-E EVALUATION