Branches:


BRANCH 1
PRESERVICE TEACHER EDUCATION (PSTE):

Pre service education is aimed at the substantial improvement in the quality of education ie., striving towards excellence in all spheres of individual and collective activity. The perspective teachers who are admitted into this course undergo 10 days of Observation, 30 days of Internship and 8 days for doing a project. During observation they observe the real teaching of the teacher with teaching learning materials and the real concern they take over the health, grasping capacity, ability of the child to interact and family condition of the students. This motivates the practice trainee to do the same in her teaching also. Then during teaching practice they follow the methodology and deliver the content by following the strategies that are guided by the guide teacher then and there.   The perspective teachers are enabled to experiment, discover, learn, practice and innovate for themselves rather than being lectured to others. Learning activities are suitably planned and executed in the class room individually and also in groups modes. Regarding curriculum they learn the contents up to 10thStd level and equip and orient themselves with above said curricular activities.   
    
•    Would organize pre-service course for elementaryschool teachers. 
•    Prepare emergent teachers to respond to contemporary classroom situations by propagating teacher – centered education and focusing on their personality development. 
•    Would be well trained in the new teaching methodologies such as ABL, joyful learning and Multi-Grade Teaching. 
•    Provide psychological guidance and counseling to schools and NFE / AIE centers. 
•    Support learning of disadvantaged groups. 
•    Provide its curricular inputs into programmes and activities of
their branches viz maintaining labs, arts and sports facility.
•    Promote co-curricular activities in the DIET.    
BRANCH 2
INSERVICE PROGRAMME FIELD INTERACTION AND CO-ORDINATION (IFIC):

The in-service trainings that are carried out in our District are in the cascade mode, Edu-SAT programmes, Face to face interaction mode, Participatory approach, etc.,. The training contents are planned and discussed at the KRP level, and was delivered to the selected RPs, who are the representatives of the district at the second level and is then taken to the participants at the field level who are the real beneficiaries of the training content. Most of the trainings planned are need based and district specific covering the subject area, values and attitudes, motivational, physical education and Yoga, children related problems, changes in the pedagogical and evaluation procedures as per change in the system, improving the reading skill of the students, map and globe reading, how to identify the problem and bring remedial measures in Mathematics, Science experiments, Identification of projects, functional grammar in Tamil, to induce motor activities for disabled children and usage of ABL cards etc.,.The quality of Training is still in the hands of the teacher who has attitude towards teaching and care towards their children. Follow up work is also done then and there for all the trainings and the output of the trainings are also gathered then and there. Many projects are also done in teacher education programmes and the findings of the trainings are discussed in many forums for dissemination.
•    Would identify the training needs of teachers and prepare annual training calendar prioritizing the issues. 
•    Would not only organize the in-service training programmes for teachers but also conduct orientation programmes for resource person who train teachers. 
•    Have to conduct in-service programmes for teachers in distance mode utilizing facilities such as EDUSAT and Video conferencing.
•    Would evaluate programmes and also monitor their quality and efficiency. It would maintain a database of all teachers and resource person who undergo in-service programme.
•    Mandated to coordinate all the serious educational research activities
and disseminate their findings properly through district level conferences or meetings at Block level. 
•    Envisaged as a reference and resource centre for teachers who wish to continue their education.
•    Could try split model of training (District Level Training in which DIETs have the autonomy)
•    To train Trainers more at Block level as SSA and RMSA Trainers need inputs from DIETs

BRANCH 3 
DISTRICT RESOURCE UNIT(DRU):

    The DRU is a resource centre for the District reaching out to the society via Alternative Education / Non-Formal Education centres, Early Childhood Education (Anganwadi and BalwadiCentres) in collaboration with the social welfare and tribal welfare department. As DIETs maintain linkage with many organizations such as Universities, B.Ed Colleges, Teacher Training institutes, High and Higher secondary schools, Elementary Schools and NGOs like Nav-jeevan trust, Agal, Uthavumkarangal etc.   Faculty members from DIETs go and visit many of the institution to give guest lectures on doing researches, preparation of TLMs, health education.    The Doctors and members from nearest Primary Health Centre at Munanjipatti pay frequent visits to DIET to give health education and medications to the trainees of the institution.   During exhibitions / fairs the innovations of science are exhibited in a stall allotted for education.   During science week, “the inspire of award” given to school children are monitored and evaluated by the DIET faculty along with CEO, DEOs and DEEO to encourage the children.   Thus DIET maintains close relationship with the above said organization in the District.         
•    Would plan, conduct and coordinate training and orientation programmes for AIE / NFE which function in and outside the institute.
•    Provide instructions to evaluate and monitor the quality andefficacy of the programmes organized for AE / NFE personnel.
•     In coordination with other branches, it would develop locally relevant
curricular materials, TLM and also adopt existing materials.
•     Would intensively interact with field workers of AIE / NFE and address their academic problems.
•    Provide input to all programmes of other branches especially PSTE and IFIC branch, related to AIE / NFE programmes. 
•    Would maintain a database of AIE / NFE Personnel who undergo training. 
•    Would help educational authorities to organize media support for literacy campaigns.
•    Would reinvent it-self to address the needs of functionaries of AIE and EGS in curriculum training and evaluation.
(Responding to the demands of times, this branch could cater to the learning needs of women Self Help Groups and Men self Help Groups and thus forge a meaningful identity with other structures involved in literacy initiatives)

 

BRANCH 4
PLANING AND MANAGEMENT (P&M):

•    To organize training programmes to the heads of schools, community members and field officers in educational planning and management and  to provide feedback support for planning programmes of all branches of the DIET and District level structures.
•    Would establish links between the block, field and the different branches of DIET. 
•    Would keep in view the alternative objective of universalization of elementary education by way of providing for access, enrolment, retention and standards. 
•    Would maintain all appropriate database of the district required
for planning exercise aimed at UPE goals and for monitoring progress.
•    Envisaged to conduct Research studies in enrolment, retention, and attendance on the effect of interventions, community perception and participation and the development norms and techniques for evaluation with a view to giving policy advice to Educational Planners regarding Universalization of Elementary Education of institutions of the district. 
•    Provide technical assistance to educational activities in school mapping, micro-planning and institutional planning and evaluation.
•    Would serve as the model branch to conduct all programmes to promote community involvement in elementary education. 
•    Would conduct programmes for Headmasters, and Block level Educational Officers' coterie areas such as leadership, motivation, institutional planning which are  vested with this branch. 
•    It would prepare Perspective and annual institutional plans and annual self-evaluation reports for the DIET.
•    Above all, it would provide planning related inputs into all programmes and activities of other branches of DIET.

BRANCH 5 
EDUCATIONAL TECHNOLOGY (ET):

•    Would ensure that ET reaches out to all schools and centers for improving the quality of elementary each.
•    Would devise simple and effective teaching aids from easily available materials prepare low cost TLM for various segments and develop radio / audio materials for training. 
•    Would provide resource support and services to other branches in the DIET and to educational institutions and agencies in the district.
•    Would maintain AV labs, equipments, computer lab, and the library of audio and video materials. 
•    Envisaged to train teachers in the effective utilization of educational broadcasts of telecasts, in the handling of AV equipments and in the preparation of low cost TLM. 
•    It would liaise with nearly local radio station / television station for arranging broadcasts for children.
(This branch today is well equipped with EDUSAT networks for Tele-conferencing and video-conferencing programmes. This up linking facility in each DIET enables educational personnel to interact with state and nation level experts on line.)

BRANCH 6
 WORK EXPERIENCE (WE):

•    Would dignify manual labor work related values amongtrainees. 
•    Would identify locally relevant work experience areas, in co-operation with other branches and develop sample curricular units, TLM, Low-cost TLM, and Evaluation with in such areas.
•    Would help educational activities in schools / AIE /EGS centers. 
•    Conduct in-service training for teachers also provide work experience related inputs into all programmes and activities of other branches.
•    Campus is kept neat and tidy by this branch. 
•    Though sanitary workers pay visit to work areas, this branch would enable the institution to reach out to people breaking the social barriers between educated and illiterate masses.
(Local people involved in doing variety of handicrafts and Physical labourare invited to demonstrate how well they make handicrafts and how such handicrafts could be used as TLM too)

BRANCH 7 
 CURRICULAR MATERIAL DEVELOPMENT AND EVALUATION (CMDE):

    Curriculum, teaching, learning and assessment is working together to ensure that every day, in every classroom, every student is learning and achieving. Curriculum sets out clear system-level requirements, expectations and principles of teaching, learning and assessment. The curriculum, teaching, assessment and reporting provides information and support materials to help schools implement a clear focus for the delivery of curriculum, teaching, learning and assessment in schools. The priorities form the basis of commitment to high-quality teaching and student engagement in meaningful learning and achievement. The Dimensions of teaching and learning, which form the basis of every teacher's professional practice, support teachers to meet this commitment.
The importance was given to :
•    The curricular units – New, locally relevant units could be developed for the district.  In various subjects to supplement the generally prescribed curriculum such as local geography, folklore, legend, customs, forests, flora and fauna, fairs and festivals, demography, geology, minerals, agriculture, industry, service occupations, folk art, handicrafts, communities and tribes, institutions etc.
•    Teaching learning for general as well as locally developed curricular units – especially primers for classes I and II for child labours in the districts having substantial population of children involved in beedi rollers, mat making, fire workers, working in shops, flower sellers etc.,
•    Techniques and guidelines for continuous and summative learner-evaluation – the state project in this academic year, where due stress is given on.
•    Tests, question/item banks, rating scales, observation schedules, guidelines for diagnostic testing/remedial programmes talent identification procedures etc. 
•    Would serve as a centre for providing support in the area of development of local specific curriculum and materials, and evaluation for elementary schools as well as for AE / NFE centers at district level. 
•    Would customize existing curriculum and develop locally relevant curricular units and prepare specific teaching learning materials to fill gaps in the curriculum continuum.
•    Would develop techniques and guidelines for continuous and summative evaluation.
•    Would prepare item / question banks, evaluation tools and tests for diagnostic testing on remedial purpose. It would conduct on sample basis, achievement tests measuring students' competency attainment levels. 
•    Would provide CMDE related inputs into programmes and activities of other branches in the DIET.
•    Has to extend its activities to coordinate state level and national level assessment surveys at district level.