Directorate of Staff Development, Punjab

School Heads Leadership Training Programme

Article 25-A of the constitution of Islamic Republic of Pakistan is a binding for the
provincial & areas governments to ensure free compulsory quality education for all after the18 th
amendment.
2. Government of the Punjab is striving hard not only to meet the constitutional obligations,
but also taking measures to honour international commitments to achieve targets under
Sustainable Development Goals (SDGs) which are mainly focusing on meaningful lifelong
learning.
3. Accordingly, various initiatives have been taken to mitigate the situation like merit based
appointment of highly qualified teachers/educators, to bring Students teacher ratio to
international standards, training of teachers by using best global practices with involvement of
partners like The British Council, provision of free books and teachers guides, provision of
missing facilities in the schools etc.
4. Similarly, to groom new teachers, 4 weeks induction training is in place before going to
classes. This training aims to improve their attitudes, skills and knowledge for effective and
efficient interactive learning of students. After the re-structuring of Directorate of Staff
Development, duration of training will be enhanced to 9 weeks. The British Council is playing an
important role as partner for training material development and in conduct of training.
5. To provide supportive environment to these teachers in schools, heads of these schools
must have good knowledge and skills to perform their role effectively so that resources could be
utilized at the optimum level to ensure better student learning outcomes. Keeping in view this
realization training of heads has been planned.
6. Training to educational leaders (head teachers mainly of elementary and secondary
levels) has not been a regular feature in the past despite its high importance. Now with this
realization of need, Directorate of Staff Development (DSD) has planned to take this task on
priority basis, under its re-structuring/ revamping agenda. A comprehensive training programme
of School Leaders will be started for all level public school heads (53,068) at the earliest.
7. This leadership training progarnme will have three stages/ levels over 3 years i.e.
• Basic Leadership Certificate, (2017)
• Intermediate Leadership Certificate, and (2018)
• Advanced Leadership Certificate (2019)

• Proposed duration for each level is 8 days split (Saturday & Sunday) over 4 months + 20
days during summer vacations. These Stages/levels will be addressed in three years.
• The proposed course (part I) is designed to blend both the development of soft skills’:
the essential skills every leader should learn and apply to lead schools effectively; and
technical skills’- a selection of essential skills identified through the TNA that all Head
Teachers need as to perform their responsibilities meaningfully which are aligned with their job
description.

• In this proposed blended approach, Directorate of Staff Development (DSD) intends to

suggest collaboration with The British Council by involving their experts to develop / modify
training modules both of soft and technical skills, training delivery mechanism, process of
evaluation and impact of the training.

• The delivery mechanism has been intentionally designed to allow all participants to
learn, apply, reflect and continue to share with other participants. In particular, the course will be
delivered over four calendar months like:
Month 1: Days 1 & 2 (Saturday & Sunday) face-to-face learning;
During these 2 days trainee should develop portfolios and they should be assigned tasks
to practice/ apply in their schools during the month before coming to attend the day 3
and day 4 training. Their practical experiences are to be shared before the start of new
contents. Participants will be encouraged to discuss their learning with other participants
within their school during each face-to-face session as a way of providing professional
and collegial support.
• At the end of the 8 days course, participants will be able to:
• Explain the key components and attributes for successful training programs;
• Reflect on feedback provided by peer participants and observer to use to improve
future delivery;
• Understand the importance of the attributes that underpin successful training
including, planning and preparation, course content development, delivery and
follow-up;
• Discuss strategies to measure the impact of training and delivery; and
• Apply learning to successfully deliver a learner centered training session.

• In order to meet the courses requirements, all participants must:

• Attend all 40 hours (8-days) of the training program (20%)
• Actively participate in all activities (10%);
 • Complete all course activities that are assigned within the face-to-face training, as
well as the applied learning tasks and reflections between sessions (70%).

• Proposed topics/ areas to be covered over the 8-days include:

a. Soft skills’
• Leading and managing and leadership styles (0.5 day)
• Creating and communicating a vision (0.5 day)
• Building Teams (0.5 day)
• Understanding staff motivation (0.5 day)
• Planning, monitoring, evaluating & reviewing and self-evaluation (0.5 day)
• Leading effective teaching and learning (0.5 day)
• Leadership and time management (0.5 day)
• Community Engagement (0.5 day)
b. Technical Skills’
• Improving quality of education, enrolment, attendance and retention (1.0 day)
• Financial Management (0.5 day)
• Stress Management (0.5 day)
• Whole school improvement planning (1.0 Day)
• The essential expectations of all Head Teachers in Punjab
• Delegation and accountability
• Office management and correspondence (1.0 day)
• Maintaining office/school records
15. At the end of this part of the course, participants will be able to:
• Explain the key components and attributes for successful training programs;
• Reflect on feedback provided by peer participants and observer to use to
improve future delivery;
• Understand the importance of each of the six attributes that underpin successful
training including, planning and preparation, course content development,
delivery and follow-up;
• Discuss strategies to measure the impact of training and delivery; and
• Apply learning to successfully deliver a learner centered training session.
•
• 20 days leadership training (part II 1st year) during summer vacations (100-120 hours)

The broad focuses of this part of leadership training program include:

• Leading teaching and learning within the school through a collaborative culture of
planning, monitoring and reviewing;
• Measuring quality within your school;
• Leading and managing the school including managing staff, facilities and
financial resources effectively and meeting accountability requirements;
 • Leading improvement and change to implement the school’s vision and strategic
plan;
• Understanding the elements of an effective lesson;
• Understanding the National Professional Standards for Teachers in Pakistan and
the links to quality instruction and learning;
• Know and apply effective approaches to lesson observation;
• Know and apply techniques to provide feedback to teachers, including pre- and
post-lesson observation which is specific and focused on improvement;
• Coaching for impact – understand and apply coaching techniques with the view
of improving staff performance and impact within the classroom;
• Managing staff including conflict management;
• Principles of financial management and budgeting in school;
• How to give and receive feedback;
17. Topics/scope for Intermediate and advanced stage (2nd and 3rd year) will be worked out
jointly in due course.

18. To make this proposed training a success by ensuring measures to attain quality
results and positive impact on student learning’s, Directorate of Staff Development (DSD) needs
to establish partnership for technical and financial assistance; with globally credible organization
to carry out the following tasks
1. To modify/ develop modules for all stages/levels of proposed training of leadership.
2. To provide platform for international certification to trainers and trainees
3. To provide experts for training of super trainers
4. To assist the accreditation of the courses
5. To establish mechanism of monitoring, evaluation and impact assessment

19. The British Council, a time tested partner is the best choice, therefore Directorate f Staff
Development (DSD) cordially invites to honour this proposal through Memorandum of
understanding between Directorate of Staff Development (DSD) and The British Council.