The Centre is invested in strengthening existing state and private systems of teacher education. CETE works with the central and state governments in varying capacities, in building capabilities of state functionaries and teacher educators, in curriculum development, conducting CPD workshops, and evaluation studies.

We have worked in the past with DIETs, BRCs, CRCs and Teacher Education Institutes in different states. Some recent activities include:

Central and State Governments

• With Central Government:  The faculty of the Centre have wide engagement with Central government, MHRD/MoE and National bodies such as CBSE and have been knowledge partners and contributed to assignments with them.  These engagements have drawn on the Centre’s experience of working with middle level sub district functionaries. 
• National Council of Teacher Education to develop guidelines for recognition of TEIs, and on committees to strengthen design and delivery of the new 4-year teacher education curriculum.
• The centre works with a strong collaborative network within India, which includes both higher education institutions as well as NGOs.  This includes:  Mumbai University leading to the formation of the ‘teaching learning consortium’ (TALC).  The Consortium is active in supporting CPD of teacher educators and students of Masters in Education Programme through webinar-based expert interactions and a community of practice.  
• Intensive collaboration with several leading expert groups in the country leading to the design and development of educational resources and modules, several of which are offered on https://clixoer.tiss.edu, in English, Hindi and Telugu, and practices of teacher support and lesson planning support using mobile-based communities of practice and professional development modules offered through blended learning. These include: Eklavya, Madhya Pradesh in resource design and development for science education, Homi Bhabha Centre for Science Education, Mumbai, Mizoram University for CLIx, Vikram Shila, Kolkata, National Institute of Advanced Studies, Bangalore.  These resources promote active learning, and learning of 21st century skills, involving project learning.  The practices are designed and have already been implemented extensively in government schools across the country.  Many of the resources are available for free download from https://clixoer.tiss.edu.

Teacher Educators

• Collaborate with the Karnataka state government in professional development of teacher educators and administrators (DERC) since 2017 with SCERT and DIETs for DIET strengthening, and development of educational resource centres in DIETs for curation of resources and strengthening DIET school’s connection, and quality of in-service teacher education.  Capacity building of DIET through a post graduate certificate course for research and content knowledge. 71 DIET faculty have obtained certificates and over 140 DIET faculty have participated in webinars and workshops conducted by TISS across all DIETs.
• Government of Maharashtra and schools of Mumbai Municipal Corporation, since 2019 to foster ‘school synergy’ to support school teachers and promote inclusive active learning practices using the Education Resource Centre and professional development.
• Anusha Ramanathan is a member of Chhattisgarh State Ed-Tech Innovation Committee and a member of  Chhattisgarh State Focus Group: Position Paper on Teaching of English.

CPD workshops

• We have been organising Design Thinking workshops in Chhattisgarh (CTE, Raipur) for teacher educators. 
• TPD in ICT and subject pedagogies for English, Mathematics and Science through blended and modular certificate programmes in Chhattisgarh, Mizoram, Rajasthan and Telangana - https://cpd.tiss.edu/rtict/
• Strengthening teachers’ TPACK skills in the North East (Assam) through ITE programs, and webinar series (WebQuests) - Teacher professional development for use of ICTs in Education to enhance quality of teaching learning, 21st century skills and project-based learning. (Integrating technology in Education project) Reached 2,512 teachers and impacted 2,57,834 students through continuous Teacher Professional Development using a model of blended learning and certification.
• CBSE in the design and delivery of Experiential Learning Course (blended learning) to over 80,000 teachers of CBSE schools in 2020 (CPD).
• Government of Goa in the design and delivery of online 5-day workshop for school teachers on pedagogic leadership, reaching over 10,500 teachers of the State.

Teaching and Learning Consortium (TALC) 2020 -  Webinar Series

CETE, TISS in partnership with Department of Education, University of Mumbai, provided online support to students of M.Ed, and teacher educators from affiliated colleges through weekly webinars on relevant topics from the MEd curriculum of University of Mumbai, over a period of 3 months from April to June 2020. Subsequently, a community of practice has been set up to further the discussions and to share ideas and practice. All the sessions conducted are available on our YouTube channel (https://www.youtube.com/c/CETEITISS/featured) and also on the NCTE website. 

Roundtable Meetings 

1.Round table on “In-service Teacher Professional development: Perspectives and Possibilities” was held in collaboration with Ambedkar University Delhi on 28-29 April, 2018. The roundtable was aimed at providing a platform for sharing experiences in the use of ‘alternative’ models of teacher development and explore the diversity in thoughts about teacher knowledge, material development, teacher identity and motivation. The rich and stimulating discussions that ensued as a result of experience-sharing, challenges, questions, failures, learnings and possible theoretical models laid the ground for the rather ambitious task of working ‘with’ teachers for their and our own professional development.This roundtable brought together teachers, scholars and experts from civil society organizations for a critical dialogue on the theme of in-service Teacher Development. The discussions were spread over nine sessions across two days. This report is a summary of the discussions in the sessions. Access the report.

2.Roundtable on Regulation of Teachers and Teacher Education, March 14 & 15, 2019- Teacher education sector in India is faced with complex concerns of quality as highlighted in the National Education Policy, 2019. The twenty-first century brought a series of important policy reforms in India. The National Curriculum Framework for Teacher Education, 2009 (NCFTE) noted that quality teacher education was essential for achieving educational goals. Quality of teacher education gained national importance following the Justice Verma Commission (MHRD, 2012) report. The commission recommended locating teacher education within higher education and offering integrated teacher education programmes. This has been the basis for the current reform efforts initiated by NCTE.  It is within these larger policy transitions and recent reform efforts toward regulating teacher education quality that a Roundtable on ‘Regulation of Teachers and Teacher Education’ was held on 14 & 15 March, 2019 at the Tata Institute of Social Sciences, Mumbai with a purpose of sharing interests and concerns of the teacher education sector and exploring possibilities of understanding and formulating these in the larger interests of the growth of the sector.Access the report.

3.Roundtable on Regulation of Teachers and Teacher Education, in collaboration with the Department of Education, Mumbai University from 23rd and 24th January 2020- A second edition of Roundtable on Regulation of Teacher and Teacher Education was conducted to engage more deeply with issues and concerns that had emerged in the first roundtable.  This roundtable was attended by international participants and dignitaries from many states across the country. The discussions continued from the previous roundtable around three broad themes, namely, Governance and Regulation, Curriculum and Policy and Systemic issues. Access the report.

Curriculum Development

•  Support and development of Experiential Learning modules for CBSE, NCERT. 
• NITI Aayog with specific focus on secondary school curriculum.

• Arindam Bose is National Resource Person for the Bihar State Curriculum Framework 2021

  and for Textbook Development (Mathematics), Grade 1-2, Bihar SCERT, Patna

Evaluation Studies

•  Evaluation of textbooks for the SCERT, Uttar Pradesh.
• MoE/MHRD: for DIKSHA, as a part of the technical group involved, Evaluation of Centrally Sponsored Scheme in Teacher Education scheme (2017), as part of the Teacher Education Joint Review Missions, and to develop guidelines for revitalising BRCs and CRCs leading to the report titled ‘Approaches to School Improvement, 2013. 
• NCERT: including extensive engagement with NCF 2005, and its focus group papers, and evaluation in mathematics handbook.