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Education is empowerment. Teacher education has always been a crucial symbolically significant of education development. The strength and quality of any profession largely depends on how it manages the three stages of preparation, induction and ongoing development of its members. Implementation of Continuous and comprehensive evaluation of (CCE) in schools in the current scenario, in Tamil Nadu demands teacher development programmes which could develop the right kind of skills, attitudes, values and creative potentialities among the teachers. As the result of the curricular revision, the emerging new text books, and the implementation of CCE at the elementary level, SCERT in collaboration with British Council and Hornby Education Trust planned to prepare the Trainers manual for the �Teacher development programme - CCE theory into practice� The present study �The effectiveness �Teacher Development programme, CCE theory into practice� focuses on the impact evaluation of this quality initiative. The communicative competence of student teachers and their proficiency in English is enhanced through the quality intervention given by British council, Chennai. It enhanced the teachers� communication skill in English and helped them attain excellence and improved their self esteem which in turn enhanced motivation and confidence among the students. So the focus was on empowering the teachers/student teachers in order to meet the challenges of the new curriculum in the context of CCE. Programme evaluation is a systematic assessment of a programme/intervention/quality initiative to know whether it is working as intended or yield outcomes of interest. The key stakeholders were interviewed and program theory was evolved. Subsequently Evaluation questions were identified. Logic model was framed with the relationships between the resources, activities, outputs and outcomes of the program. Randomized design with counterfactual and with baseline was made. This design is more appropriate as it precisely answers the evaluation question how effective was the training in improving awareness and competencies of teachers. The difference the pretest � post test scores of experimental group is compared with the difference in the scores of pre and posttest of control group. The experimental group�s posttest mean score is significantly higher than the control group�s posttest mean score. Therefore, it is concluded that the Treatment (TDP) for enhancing the level of confidence and the questioning skill of student teachers for CCE is more effective. The results of the program evaluation were shared with the stakeholders of the evaluation. Education is empowerment. Teacher education has always been a crucial symbolically significant of education development. The strength and quality of any profession largely depends on how it manages the three stages of preparation, induction and ongoing development of its members. Implementation of Continuous and comprehensive evaluation of (CCE) in schools in the current scenario, in Tamil Nadu demands teacher development programmes which could develop the right kind of skills, attitudes, values and creative potentialities among the teachers. As the result of the curricular revision, the emerging new text books, and the implementation of CCE at the elementary level, SCERT in collaboration with British Council and Hornby Education Trust planned to prepare the Trainers manual for the �Teacher development programme - CCE theory into practice� The present study �The effectiveness �Teacher Development programme, CCE theory into practice� focuses on the impact evaluation of this quality initiative. The communicative competence of student teachers and their proficiency in English is enhanced through the quality intervention given by British council, Chennai. It enhanced the teachers� communication skill in English and helped them attain excellence and improved their self esteem which in turn enhanced motivation and confidence among the students. So the focus was on empowering the teachers/student teachers in order to meet the challenges of the new curriculum in the context of CCE. Programme evaluation is a systematic assessment of a programme/intervention/quality initiative to know whether it is working as intended or yield outcomes of interest. The key stakeholders were interviewed and program theory was evolved. Subsequently Evaluation questions were identified. Logic model was framed with the relationships between the resources, activities, outputs and outcomes of the program. Randomized design with counterfactual and with baseline was made. This design is more appropriate as it precisely answers the evaluation question how effective was the training in improving awareness and competencies of teachers. The difference the pretest � post test scores of experimental group is compared with the difference in the scores of pre and posttest of control group. The experimental group�s posttest mean score is significantly higher than the control group�s posttest mean score. Therefore, it is concluded that the Treatment (TDP) for enhancing the level of confidence and the questioning skill of student teachers for CCE is more effective. The results of the program evaluation were shared with the stakeholders of the evaluation.