In the original case studies upon which this cross case analysis of teacher leadership development is based, the emergence of teacher leadership roles in the case study schools and school systems functioned within the domain of academic coordination as a significant mediating variable between the AKU-IED pedagogical training inputs and evidence of changes in teaching methods and student learning.
At the time of the study, there were 20 teachers in the CBO Girls Secondary; the majority had received qualifications through AKU-IED teacher education programs.
Between 1995-97, the teachers who completed the AKU-IED four month subject area certificate programs were paired with untrained teachers in a formal program of 'peer-coaching' that replicated the strategy begun by the PDT.
In the next phase of school improvement, a subject-focused pool system was created at the systems level (serving all campuses) for teachers' professional development with senior secondary subject teachers (often graduates of the AKU-IED subject specialist diploma program) being appointed as pool heads to mentor teachers in their subject areas.
Appointment of teachers with higher level of qualifications from AKU-IED with associated knowledge, skills and attitudes for teacher leadership was facilitated by the number of human resources developed by AKU-IED through its long-term partnership with this school system.
Prior history of school improvement initiatives in GMS indicates that teachers on return from their training programs at AKU-IED, and elsewhere, worked in their individual capacity at the level of their own classrooms with no organized infrastructure for utilization back in schools and across the system.
undertakes classroom based and policy related research focusing particularly on the thematic areas of access and equity, supporting curriculum and school improvement, monitoring and documenting the effectiveness of programmes; and undertaking research which informs and influences educational policy.
In its work and priorities, AKU-IED complements, extends and adds value to the work of other agencies which seek effective strategies for social sector development.
In order to improve the quality of education in Sindh and Balochistan provinces, the AKU-IED launched its first Certificate in Education: Primary Education Program for supervisors in primary education (SPEs), learning coordinators (LCs) and resource persons (RPs).
The role of AKU-IED was to involve these teachers in mentoring and prepare them as mentors.
During their first phase at AKU-IED the Course Participants (CPs) were encouraged to rethink their existing beliefs, attitudes and practices towards teaching and learning.
During this period they were facilitated by the AKU-IED team who continued to mentor them.