The present study aimed to develop and validate an instrument by employing quantitative measures for the assessment of prospective teachers’ professional ‘Dispositions of Instructional Planning and Strategies’ (DIPS) in line with National Professional Standard for Teachers in Pakistan (NPST) developed by Ministry of Education (MoE) as policy guideline in the context of Pakistan. The instrument was employed to 424 prospective teachers in the Institute of Education and Research University of Punjab using stratified sampling with the representation of prospective teachers form all programs, semesters, and gender. Five dimensions of DIPS Scale namely, Critical Thinking and Multiple-ways of Problem Solving, Team Work and Cooperative Learning, Collaboration and Cooperation, Enabling Students for Independent Learning, Attainment of Curriculum Goals were identified. The Cronbach Alpha reliability of the instrument was found 0.8. The finding provides preliminary evidence of a valid and reliable tool for the pre-service teachers in Pakistan.