Teacher Professional Development involves a continuous process of reflection, learning and action to further teacher's knowledge and skills, leading to enhanced teaching practices that positively impact on students' learning. “Professional Development of teachers is not an event, rather it is a continuous process”. Teacher Professional Development aims to improve teachers and their practice by adopting a holistic approach to developing the teacher as a professional practitioner.

The broad aims of Teacher Professional Development programmes for teachers are to:

1. Explore, reflect on and Develop one’s own practices.
2. Deepen one’s knowledge and update oneself about one’s academic discipline or other areas of school curriculum.
3. Research and reflect on learners and their education.
4. Understand and update oneself on educational and social issues.
5. Provide teacher training on new strategies, techniques, resources, latest knowledge and skills, new technologies, teaching methodologies for improving teaching practice and enhancing student outcomes.
6. Organize workshops, seminars, short-term focused sessions, conferences, face to face trainings, online trainings, Webinars, Mentoring and coaching, virtual and hybrid workshops, AI Powered personalized learning etc., to teachers for equipping themselves.
7. Developing Master Trainers for Teacher Professional Development.
8. Teacher Professional Development in Content and Pedagogy.
9. Teacher Professional Development for Elementary and Secondary Teachers.
10. Planning and Management in Teacher Professional Development.

The Department of Education Technology and Material Development aims to encourage and promote technological skill among the teachers in the district. Digital materials provided by SCERT will be disseminated in the district. The best performing teachers' video contents are identified and sent to SCERT to keep in the digital library.

This department would render the following services (or) activities:

1. Organize technology-based training for all stakeholders involved in the school system and TEIs (e.g. Teachers, Heads of School, Teacher Educators, BRCs, CRCs).
2. Assist in creating a variety of technological aids and digital learning resources to aid the teaching-learning process of different subjects for teachers and students-through web, as well as mobile platforms.
3. Constantly innovate and adapt global and national innovations in digital learning as relevant for the needs of the State, working in collaboration with other faculty from Division of Curriculum Studies.
4. Carry out action-research/projects of ICT innovations with a particular emphasis on determining the impact of new ICT interventions on quality of students’ learning-outcomes or teacher-education outcomes.
5. Maintain DIET’s website.
6. Produce digital learning materials.
7. Conduct online or offline Assessment in the district.
8. Create a database of e-resource group in the district.
9. Extend technological support to other departments of the DIET.

The Assessment and Evaluation Department in DIET is focusing on assessment of the comprehensive development of learners and teachers. This department is dedicated to advancing the quality of education in the district through assessments. The findings of assessment would lead to changes in the pedagogical process in the classroom.

This department would render the following services (or) activities:

1. The academic personnel in this department at the DIET level shall maintain a close rapport with SCERT for assessment.
2. The qualitative analysis of the answer scripts and question papers for board examinations (X, XI and XII) at the district level.
3. Explore, implement, and evaluate the use of educational technologies and digital tools to enhance teaching effectiveness, student engagement, and learning outcomes.
4. Develop and implement assessment strategies to evaluate student learning outcomes, instructional effectiveness, and quality of PSTE and ISTE programmes.

The major purpose of this department is to identify the problems for research in the districts, do action research supervision, and feed into TPD, PSTE, etc.

This department would render the following services (or) activities:

1. Formulate the district research committee (DRC) at the district level consisting of the Principal as the head and Vice Principal, two experts from colleges of Education/ department of universities, and the research coordinator, as the members of the DRC. The committee shall evaluate and approve the research proposals for Action research and for District-specific research projects.
2. Frame the yearly timetable for research activities at the beginning of each academic year and the detailed guidelines and procedures to implement research programmes.
3. Identify areas/problems for action research, surveys, carry out relevant research studies, and disseminate the findings through workshops and publications.
4. Feed the findings of the action research into other departments like TPD, and PSTE.
5. Publish the consolidated research documents every year.
6. Undertake yearly school-based projects so as to give attention to thrust areas of school education to gain valuable insights which can be utilized for pinpointing and framing training needs.
7. Monitor and supervise all programmes implemented by SCERT and gather relevant data that can be used for improving the In-service programmes.
8. Establish feedback mechanisms and analysis for evaluating the effectiveness and appropriateness of training so as to make changes if required. This can be based on the performance of the school students in various board examinations (X, XI, and XII), NAS, and SEAS.
9. Assort data from various stakeholders of school education so that SCERT can design and implement relevant training, workshops, and refresher courses that are need-based and feasible.
10. Collect data periodically to ascertain various aspects of Teachers Professional Development (TPD) and report them to the government from time to time for policy input.