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About CTE

The Colleges of teacher Education (CTEs) were established following the National Policy on Education (NPE) 1986 and the Programme of Action POA (1992). The CTEs are meant to work in the field of secondary teacher education – both pre-service and in-service. In addition, they also have the responsibility of carrying out research, innovation, material development and provide extension and support to schools and other bodies.


In the context of RMSA, the role of CTEs has become extremely important in not only expanding the quantity and quality of secondary school teachers but also reinvent itself to proactively integrate with the larger state teacher education system.


a.Available Land area in square fit : 125339 Sq.ft.
b.Whether the available land is on
•Lease basis
•Ownership basis

SL Infrastructure No of Rooms Size(sq.ft)
    1340 sq. ft
    930 sq. ft
2 Seminar/Conference Hall 1 1340
3 Library-cum Reading Room 1 630
4 ICT Resource Centre 1 248


Role of College of Teacher Education (CTEs)

• CTEs would continue to conduct pre-service and in-service training programs for secondary school teachers.
• CTEs would conduct training need analysis and baseline surveys for organizing training programs including teacher handbooks and training modules.
• CTEs would conduct impact studies to study effect of training in classrooms processes and learning outcomes. This would have to be done through substantial school visits and classroom observations.
• CTEs would also prepare implementation guidelines for plan activities including training and projects.

Planning Approach & Methodology

(i) Each CTE has normally three districts under its jurisdiction and the CTE is expected to provide training and academic support to the teachers of secondary and senior secondary classes in those districts.

(ii) The CTEs have to closely plan with the District Education Officer of each of the districts on the long-term and short-term requirements of secondary school teachers, especially in the context of RMSA. Careful analysis also has to be done on subject wise teacher requirement.

(iii) CTEs have to plan meticulously on the training needs of the in-service teachers which would include aligning with updated curriculum, student friendly pedagogical practices and simplifying delivery of complex content. Detailed baseline surveys have to be organized so that teacher needs could be captured realistically. The baseline surveys should not be limited to current course content but also seek feedback on students’ aspirations and subjects which are more relevant in today’s socio-economic environment.

(iv) In order to develop well-updated training programs, the CTE would have to reinvent itself with latest knowledge, professional development of its own cadres and seek professional help while planning and execution.

(v) The CTEs would have to continuously engage with the schools and teachers to ensure effectiveness of the training programs and also capture feedback to strengthen the training further. Continuous impact assessment would have to be done by the faculty of CTE.

(vi) Since CTEs are not located far from each other, inter-CTE exchange could be organized to learn from each other. This would be useful in developing best practices and plugging resource gaps. Technology could play an important role and the State must ensure that CTEs are equipped to hold webinars and video conferencing.

Annual Celebration (Compulsory)

New Year's Day 1st January
Republic Day 26th January
Independence Day 15th August
National Education Day 11th November
Foundation day of the College 2nd October
Teachers Day 5th September
Saraswati Puja As mentioned in calendar

Trainees Union Body (College Trainees Council)

The trainee’s union body will be formed by the trainees which includes the following members:
1. Principal/President
2. General Secretary
3. Cultural Secretary
4. Games & Sport Secretary
5. Social Service Secretary
6. Magazine Secretary
7. Group leader -4

For Affidavid click here