This paper presents the design of a Monitoring Process for the Professional Development Program (PDP) for Primary School Teachers (PSTs) in Sindh, launched by the United Educational Initiative (UEI) in collaboration with five governmental and non-governmental organizations under the Education Sector Reform Assistance (ESRA). The PDP aims to enhance the learning environment through ongoing professional development of teachers and administrators. Implementation occurs in four districts of Sindh, facilitated by a dedicated team of professionals. Recognizing the significance of capacity building, 130 Master Trainers were selected to train 17,000 teachers and 3,000 head teachers/administrators over two years. The monitoring process utilizes various data collection methods, including pre/post-observations, interviews, questionnaires, and reports, allowing monitoring teams to assess program progress and implement corrective actions as needed. The evaluation framework employs both formative and summative techniques, with formative evaluations guiding immediate improvements and summative evaluations categorizing schools based on training effectiveness. This categorization is intended to identify schools requiring further enhancement and to stimulate research into the factors contributing to the varied success levels of schools. The findings aim to improve the educational system in Sindh by fostering a culture of continuous learning among educators.
