Mnm Revised Tools

For Mentoring of School Based Assessment

For

Mentoring of

School Based Assessment

Compendium of T LS

Revised

Compendium of Tools

FIRST EDITION September, 2012 CBSE, India

COPIES: 12,000

FIRST REVISED EDITION January, 2013 CBSE, India

COPIES: 5,000

PRICE: `

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THE CONSTITUTION OF INDIAPREAMBLE

1WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a SOVEREIGN

SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens :

JUSTICE, social, economic and political;

LIBERTY of thought, expression, belief, faith and worship;

EQUALITY of status and of opportunity; and to promote among them all

2FRATERNITY assuring the dignity of the individual and the [unity and integrity of the Nation];

IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY TO

OURSELVES THIS CONSTITUTION.

THE CONSTITUTION OF INDIA

Chapter IV A

Fundamental Duties

ARTICLE 51A

Fundamental Duties - It shall be the duty of every citizen of India-

(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National Anthem;

(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;

(c) to uphold and protect the sovereignty, unity and integrity of India;

(d) to defend the country and render national service when called upon to do so;

(e) To promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women;

(f) to value and preserve the rich heritage of our composite culture;

(g) to protect and improve the natural environment including forests, lakes, rivers, wild life and to have compassion for living creatures;

(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;

(i) to safeguard public property and to abjure violence;

(j) to strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour and achievement.

1. Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "Sovereign Democratic Republic (w.e.f. 3.1.1977)

2. Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "unity of the Nation (w.e.f. 3.1.1977)

Foreword Foreword The scheme of Continuous and Comprehensive Evaluation introduced by Central Board of

Secondary Education primarily aims at bringing a paradigm shift from examination

centered learning to holistic education. It not only intends to make assessment an integral

part of teaching-learning process but improve classroom deliberations resulting in

meaningful and productive learning. The materials developed and the countrywide training

programmes on CCE organized by the Board have achieved the objective of sensitizing the

stakeholders about the scheme and its implementation.

The present scheme of Mentoring and Monitoring intends to build capacity within the

schools to implement the scheme in right earnest. Mentors and Monitors will act as Peer

Assessors as well as facilitators and capacity builders. While every school has its own

unique features, culture and resource availability, the collective and cooperative sharing

and learning experience would result in better insight about possible issues and challenges.

These challenges and insights would further help us achieve greater success in

implementation of the scheme. The Mentoring and Monitoring stage also involves working

very closely with the actual resource base that makes CCE a worthwhile initiative.

As you are aware that the Board has been conducting the Mentoring Capacity Building

programs for Mentors for the last two years. In this span of time a number of inputs have

been received which have lead to the revision of this manual.

In this journey of Mentoring, I must thank the efforts of more than 2000 Mentors who have

volunteered to be Peer Assessors. I am personally grateful to each one of them for their

contribution in making the process more robust, transparent and effective.

I would also like to thank the entire team of Mentoring including Mr. Shekhar Chandra, Desk

Officer, Mr. R.P. Singh, Asst. Education Officer, Ms. Neha Sharma, Deputy Director (E & R) and

Mr. Navin Maini , Research Officer (Tech), who under the guidance of Dr. Sadhana Parashar,

Director (Academics & Training) have helped to co-ordinate and conduct capacity building

of Mentors, revised the present Manual and created an interactive platform for Mentors.

Vineet Joshi

Chairman

Advisory

•

•

Shri. Vineet Joshi, Chairman, CBSE

Dr. Sadhana Parashar, Director (Academics & Training), CBSE

Editing

•

•

•

Mr. Mukesh G. Gupta, Delhi

Ms. P. Rajeswary, Education Officer, CBSE

Ms. Neha Sharma, Deputy Director (Exams & Reforms), CBSE

Co-ordination

•

•

•

•

Mr. R. P. Singh, AEO, CBSE

Ms. Archana Thakur, AEO, CBSE

Mr. Shekhar Chandra, Desk Officer, CBSE

Ms. Renu Gupta, Program Assistant (I.T.), CBSE

AcknowledgementAcknowledgement

ContentsContentsHANDOUT 2-A

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HANDOUT 2-C

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HANDOUT 3-B

HANDOUT 3-C

HANDOUT 3-D

HANDOUT 3-E

HANDOUT 3-F

HANDOUT 3-G

HANDOUT 4-A

HANDOUT 4-B

APPENDIX

HANDOUT 2-A

HANDOUT 2-B

HANDOUT 2-C

HANDOUT 3-A

HANDOUT 3-B

HANDOUT 3-C

HANDOUT 3-D

HANDOUT 3-E

HANDOUT 3-F

HANDOUT 3-G

HANDOUT 4-A

HANDOUT 4-B

APPENDIX

Conceptual Framework of

Continuous and Comprehensive Evaluation (CCE) 01

Mentoring and Monitoring of

Continuous and Comprehensive Evaluation 08

Mentors and Mentoring 10

Mentoring and Monitoring Check List 13

Teacher Interaction Form 18

Classroom Observation Scale 21

Self Review Form 29

Mentoring Form 50

Mentoring and Monitoring Report 52

Mentee Feedback Form 56

Process of Mentoring 60

Mentoring and Monitoring - The Process 61

CBSE Circulars on Mentoring and Montoring 63

Interactive Platform (User Manual) for CBSE Mentor/Mentee Schools

Handouts

Revised Compendium of ToolsFOR MENTORING OF SCHOOL BASED ASSESSMENT

01

Concept Note on Conceptual Framework of Continuous and Comprehensive Evaluation (CCE)

can be called the contemporary and contextual

articulation of universal human values.

An understanding of learners, educational

aims, the nature of knowledge, and the nature

of the school as a social space can help us arrive

at principles to guide classroom practices.

Conceptual development is thus a continuous

process of deepening and enriching

connections and acquiring new layers of

meaning. Alongside is the development of

theories that children have about the natural

and social worlds, including themselves in

relation to others, which provide them with

explanations for why things are the way they

are, the relationships between causes and

effects, and the bases for decisions and acting.

Attitudes, emotions and values are thus an

integral part of cognitive development, and are

linked to the development of language, mental

representations, concepts and reasoning.

As children's metacognitive capabilities

develop, they become more aware of their own

beliefs and capable of regulating their own

learning.

Accordingly, National Curriculum Framework -

2005 (NCF-05) proposing Examination Reforms

has stated -

"Indeed, Boards should consider, as a long-term

measure, making the Class X examination

optional, thus permitting students continuing in

the same school (and who do not need a Board

certificate) to take an internal school

examination instead".

The Framework :

Philosophical Basis :

The primary purpose of education is the

manifestation of perfection already in man and

woman (Swami Vivekananda); purpose of

education is all round development of the child /

individual. The Report of the International

Commission on Education for 21st Century to

UNESCO referred to four planes of living of

human individuals namely; physical ,

intellectual, mental and spiritual. Thus, all

round development as the stated purpose of

education implies optimization of hidden

potential of every child in the physical,

intellectual, mental and spiritual planes. The

CBSE in 2010 initiated for the first time an effort

to translate the lofty goal of all round

development into practice by introducing CCE –

scheme in schools.

Globalisation in every sphere of society has

important implications for education. We are

witnessing increasing commercialization of

education. We need to be vigilant about the

pressures to commodity schools and the

application of market-related concepts to

schools and school quality. The increasingly

competitive environment into which schools

are being drawn and the aspirations of parents

place a tremendous burden of stress and

anxiety on children, to the detriment of their

personal growth and development and thus

hamper the joy of learning.

The aims of education simultaneously reflect

the current needs and aspirations of a society,

its lasting values, concerns as well as broad

human ideals. At any given time and place, they

HANDOUT 2-A


02

As a sequel to the above, the Position Paper on

`Examination Reforms' by NCERT 2006, says,

"Indeed, it is our view that the tenth grade exam

be made optional forthwith. Tenth-graders who

intend continuing in the eleventh grade at the

same school and do not need the Board certificate

for any immediate purpose, should be free to take

a school-conducted exam instead of the Board

exam."

Obviously, the efforts of CBSE to provide a

leadership and pioneering role in implementing

CCE is a major breakthrough which attempts to

elevate the status of the schools as equal

partners of the Board in assessing the attainment

levels of learners.

There are several frameworks that can be

referred to derive a meaningful working

framework for assessing all round development

of the child including Scholastic and Co-

Scholastic domains.

a. The ‘Report of the International

Commission’ UNESCO referred above

propagated the concept of four pillars of

learning, namely

Learning to learn - skills of learning -

learning styles, attitude to learning;

Learning to do - skills to perform;

L e a r n i n g t o l i v e t o g e t h e r -

interpersonal skills, tolerance and

respect for difference and divergence;

Learning to be - striving for

excellence, learning for self-

actualization.

b. Multiple Intelligence-Framework

Linguistic - communication;

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Logical - mathematical - abstract,

mechanical reasoning;

Musical - vocal, instrumental, musical

aptitude;

Kinesthetic - sports and games, dance

and dramatics, sculpting, making

models;

Intra-personal - stress management,

management of positive and negative

emotions, joyfulness, optimism,

hopefulness;

Interpersonal - relationships, team

work, leadership, cooperation;

Environmental - aesthetics, ethics

and values, gardening, interior

decoration;

Spatial-understanding and organizing

of space.

c. Life Skills Framework

Self Awareness,

Empathy,

Critical Thinking,

Creative Thinking,

Decision Making,

Problem Solving,

Effective Communication,

Interpersonal Relationships,

Coping with Stress and Anger,

Managing Emotions.

d. Attitudes, interests and aptitudes

Education aims at making children capable

of becoming responsible, productive and

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of students' 'growth and development' is a

continuous process rather than an event, built

into the total teaching-learning process and

spread over the entire span of academic

session.

The second term 'comprehensive' means that

the scheme attempts to cover both the

Scholastic and the Co-Scholastic aspects of

students' growth and development. Since

abilities, attitudes and aptitudes can manifest

themselves in forms other than the written

word, the term refers to application of a variety

of tools and techniques and aims at assessing a

learner's development in higher order thinking

skills such as analyzing, evaluating and

creating. Assessment during the course of

studies or formative assessment must be based

on a variety of evidences and lead to diagnosis

of learning gaps and their remediation.

The scheme is thus a curricular initiative,

attempting to shift emphasis from memorizing

to holistic learning. It aims at creating citizens

possessing sound values, appropriate skills

and desirable qualities besides academic

excellence. It is hoped that this will equip the

learners to meet the challenges of life with

confidence and success. It is the task of school

based co-scholastic assessment to focus on

holistic development that will lead to lifelong

learning.

To he lp deve lop cogni t ive ,

psychomotor and affective skills.

To lay emphasis on thought process

and de-emphasise memorization.

To make evaluation an integral part

of teaching-learning process.

To use evaluation for improvement of

students' achievement and teaching

The objectives of the CCE scheme are :

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useful members of society. Knowledge,

skills and attitudes are built through

learning experiences and opportunities

created for learners in school. It is in the

classroom that learners can analyse and

evaluate their experiences, learn to doubt,

to question, to investigate and to think

independently.

A curriculum is what constitutes a total

teaching-learning program composed of overall

aims, syllabus, materials, methods and

assessment. In short it provides a framework of

knowledge and capabilities, seen as

appropriate to a particular level. The syllabus

provides a statement of purpose, means and

standards against which one can check the

effectiveness of the program and the progress

made by the learners. Evaluation not only

measures the progress and achievement of the

learners but also the effectiveness of the

teaching materials and methods used for

transaction. Hence evaluation should be

viewed as a component of curriculum with the

twin purpose of effective delivery and further

improvement in the teaching– learning process.

Continuous and Comprehensive Evaluation

(CCE) refers to a system of school-based

assessment of students that covers all aspects

of students' development.

It is a developmental process of assessment

which emphasizes on two fold objectives.

Continuity in evaluation and assessment of

broad based learning and behavioural

outcomes.

In this scheme the term 'continuous' is meant to

emphasise that evaluation of identified aspects

Place of Evaluation in the Curriculum

What is Continuous and Comprehensive Evaluation?


04

- learning strategies on the basis of

regular diagnosis followed by

remedial measures.

To use evaluation as a quality control

devise to raise standards of

performance.

To d e t e r m i n e s o c i a l u t i l i t y,

desirability or effectiveness of a

programme and take appropriate

decisions about the learner, the

process of learning and the learning

environment.

To make the process of teaching and

learning a learner-centered activity.

Education is concerned with the total all-round

development of the child, (physical, socio-

emotional, intellectual, spiritual, etc.) all aspects

of the learner need to be assessed. A few years

ago we did not assess the whole child, but only

his or her academic achievement in specific

areas. We assessed learners basically on

scholastic areas reflected through examination

results. We did not assess effort, performance,

attitudes to learning, ability to practically apply

what is learned in everyday situations nor did we

assess them on how creatively they used

techniques or critically evaluated different

theories.

To make the process more comprehensive in

nature, it is important that assessment of

learning be done in a wider range of situations

and environments both in and out of the

classroom. The assessment process should

provide information and feedback on the extent

to which the school and teachers have been

successful in realizing the expected outcomes of

education.

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What should be assessed?

In view of getting a complete image of learning,

assessment should focus on the learner’s

ability to -

learn and acquire desired skills

related to different subject areas;

acquire a level of achievement in

different subject areas in the requisite

measure;

develop child's individual skills,

interests, attitudes and motivation;

understand and lead a healthy and

productive life;

monitor the changes taking place in

child's learning, behaviour and

progress over time;

respond to different situations and

opportunities, both in and out of

school;

apply what is learned in a variety of

environments, circumstances and

situations;

work independently, collaboratively

and harmoniously;

analyze and evaluate;

be aware of social and environmental

issues;

participate in social and environmental

projects and causes;

retain what is learned over a period of

time.

Schools of the future will need to develop in their

learners the ability to take risks, to be adaptable,

to be flexible, to cope with constant change and

become lifelong learners. In this context, learners

become dynamic leaders with their teachers as

enablers.

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In the assessment process, one should be

careful NOT to :

label learners as slow, poor,

intelligent, etc.

make comparisons between them.

make negative statements.

Closely related to what needs to be assessed, is

the critical question about the intervals of

assessments of a child's progress. Assessment

of the outcomes of learning in holistic education

is integral to the teaching-learning process.

Each session on learning should involve three

parts: process of learning, applying what has

been learned, and assessment of what has been

learned. This is one way learning and

assessment can be combined and integrated.

In order to initiate the process of Continuous

and Comprehensive Evaluation, both scholastic

and co-scholastic aspects need to be given due

recognition. Such a holistic assessment

requires maintaining an ongoing, dynamic and

comprehensive profile for each learner that is

honest, encouraging and discreet. While

teachers daily reflect, plan and implement

remedial strategies, the child's ability to retain

and articulate what has been learned over a

period of time also requires periodic

assessment.

In order to improve the teaching–learning

process, assessment should be both Formative

and Summative in nature.

Formative and Summative Assessments

Formative Assessment (FA) is a tool used by the

teacher to continuously monitor a student's

progress in a non–threatening, supportive

environment. It involves regular descriptive

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When should assessment be done?

Before looking at how assessment is to be

undertaken, teachers need to determine

objectives for achievement at various levels.

They need to look at what education should

develop in children, not only in cognitive

domain, but also psychomotor and affective

domains. Along with these attributes, they

need to incorporate different age related indices

and behaviours into the assessment criteria

and practices. They also need to determine

what their expectations are from the learner at

the end of each stage, and what kind of profile

report is required in relation to different aspects

and learning areas, that reflect the child's

personal development.

Thus, assessment is a useful, desirable and an

enabling process. To realize this, one needs to

keep the following parameters in mind -

The need to :

assess the learner.

use a variety of ways to collect

information about the learner's

learning and progress in subjects.

assess the effectiveness of cross

curricular learning.

collect and record information

continuously.

give importance to each learner's

way of responding and learning, and

the time taken.

report on an ongoing and continuous

basis and be sensitive to every

learner's responses.

provide feedback that will lead to

positive action and help the learner

to do better.

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06

feedback, a chance for the student to reflect on

the performance, take advice and improve upon

it. If used effectively, it can improve student

performance tremendously, while raising the

self-esteem of the child and reducing the work

load of the teacher.

Salient features of Formative Assessment :

diagnostic and remedial.

makes the provision for effective

feedback.

provides the platform for the active

involvement of students in their own

learning.

enables teachers to adjust teaching to

take account of the results of

assessment.

recognizes the profound influence

assessment has on the motivation and

self-esteem of students, both of which

are crucial and influences learning.

recognizes the need for students to be

able to assess themselves and

understand how to improve.

builds on students' prior knowledge

and experience in designing what is

taught.

incorporates varied learning styles

into deciding how and what to teach.

encourages students to understand

the criteria that will be used to judge

their work.

offers an opportunity to students to

improve their work after feedback.

helps students to support their peers,

and expect to be supported by them.

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Formative Assessment is thus carried out during

a course of instruction to provide continuous

feedback to both the teachers and the learners, to

take decis ions regarding appropriate

modifications in the transactional procedures

and learning activities.

It involves students' being an essential part of

assessment. They must be involved in a range of

activities right from designing criteria to self

assessment or peer assessment.

Summative Assessment (SA) is carried out at the

end of a course of learning. It measures or 'sums-

up' how much a student has learned from the

course. It is usually a graded test, i.e., it is marked

according to a scale or set of grades.

Assessment that is predominantly of summative

nature will not by itself be able to illustrate a valid

measure of the growth and development of the

child. It, at best, certifies the level of achievement

only at a given point of time. The paper–pencil

tests are basically a one-time mode of

assessment; and to exclusively rely on it to

decide about the development of a child is not

only unfair but also unscientific. Overemphasis

on examination marks focusing on only

scholastic aspects makes children assume that

assessment is different from learning, resulting

in the 'learn and forget' syndrome. Besides

encouraging unhealthy competition, the

overemphasis on Summative Assessment

system also produces enormous stress and

anxiety among learners. It is this that has led to

the emergence of the concept of Continuous and

Comprehensive School-Based Evaluation.

Features of Continuous and Comprehensive

Evaluation

The 'continuous' aspect of CCE takes

care of the 'continual' and 'periodicity'

aspect of evaluation.

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include Life Skills, Co-Curricular

activities, attitudes and values.

Assessment in Scholastic areas is

done informally and formally using

multiple techniques of evaluation

continually and periodically. The

diagnostic evaluation takes place at

the end of unit/term test. The causes

of poor performance in some units

are diagnosed using diagnostic

tests. These are followed up with

appropriate interventions and

remedy measures.

Assessment in Co-Scholastic areas

is done using multiple techniques

on the basis of identified criteria;

where assessment in Life Skills is

done on the basis of Indicators.

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Continual means assessment of

students in the beginning of

instructions (placement evaluation)

and assessment during the

instructional process (formative

evaluation), done informally using

multiple techniques of evaluation.

Periodicity means the assessment of

performance done at the end of a

unit/term (summative).

The 'comprehensive' component of

CCE takes care of assessment of the

all round development of the child's

personality. It includes assessment

of Scholastic as well as Co-

Scholastic aspects of the pupil's

growth.

Scholastic aspects include curricular

areas or subject specific areas,

whereas Co-Scholastic aspects

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Carefully watch your thoughts, for they become your words.

Manage and watch your words, for they will become your actions.

Consider and judge your actions, for they have become your habits.

Acknowledge and watch your habits, for they shall become your values.

Understand and embrace your values, for they become your destiny.

- Mahatma Gandhi


08

Concept Note on Mentoring and MonitoringContinuous and Comprehensive Evaluation

Framework (2005) and National Knowledge

Commission (2008), it is felt that this is also an

opportunity for schools to revamp the internal

school assessments, especially in the area of

quality leading to enhanced learning.

"… current processes of evaluation, which

measure and assess a very limited range of

faculties, are highly inadequate and do not

provide a complete picture of an individual's

abilities or progress towards fulfilling the aims of

education."

"The types of questions that are set for

assessment need to go beyond what is given in

the book..."

(NCF 2005: Chapter 3, pages 72-74)

"… there is a need to move away from

memorisation to understanding concepts,

deve loping good comprehension and

communication skills and the need to access

knowledge independently. This also requires

substantial changes in the examination system,

especially at Board level but also earlier."

(National Knowledge Commission: Chapter on

School Education)

One of the main aims of Mentoring and

Monitoring (M & M) programme is to build

capacity within the schools to implement CCE

effectively. This will be done through 'Train the

Mentor-Monitor Framework'. Mentors and

Monitors will work as Peer Assessors. Each

Mentor is a Principal, who will be assigned two

to four schools in the neighborhood. The

Capacity Building:

The creation of an assessment paradigm that is

diagnostic in nature, provides essential

feedback about each student and helps in the

all-round growth, is the focus of the Continuous

and Comprehensive Evaluation system.

Although not a new concept, it requires

changes in the ways in which schools have

been assessing their students and there are

many on-the-ground issues that can come

in the way of its effective and efficient

implementation.

While every school has its own unique

environment, focus and resource availability; a

collective experience with different schools

would help us understand the possible issues a

school could face. These inputs would be

critical in ensuring that there is sufficient

sharing, guidance and intervention that can be

carried out to make CCE successful in schools.

The overall approach for this exercise,

therefore, is based on two major objectives:

(i) The implementation of CCE has to

be in letter and spirit, not just a

procedure fulfilled on paper.

(ii) It involves working very closely with

the actual resource base that can

make CCE a worthwhile initiative -

i.e., the teachers and school leaders,

to understand their views and their

constraints (and find ways to

overcome them).

Fur thermore, in accordance with the

recommendations of National Curriculum

HANDOUT 2-B


09

2. You need to observe at least one class in

each subject in each term.

3. You may visit once in each term.

4. Ensure that the Self Review Form (SRF-

CCE) has been received by you before you

visit and verify evidence during the visit.

5. The token honorarium for each school for

an entire year will be `1000 (Rupees one

thousand only). This claim and a Report at

the end of each term may be submitted

online in the format available in the

Mentoring Platform in the Academic

section of the CBSE website.

Mentor will visit a school and document

observations through various tools such as

Checklists, Interaction with Teacher Form,

Classroom Observation Scale, Self Review Form

and Mentoring Form on CCE. They will then

mentor the school through hand holding,

support and collaboration. A report will need to

be submitted online.

1. You may take another Head of the

Department (whose subject expertise is

other than your own) to the venue, if you so

desire.

Guidelines for Observation:

“Man often becomes what he believes himself to be. If I keep on saying to myself that I cannot do a

certain thing, it is possible that I may end by really becoming incapable of doing it. On the contrary,

if I shall have the belief that I can do it, I shall surely acquire the capacity to do it, even if I may not

have it at the beginning.”

- Mahatma Gandhi


10

Mentors and MentoringPossesses personality characteristics

and interpretational skills that make

others view the Mentor as caring,

trustworthy and encouraging.

Is assertive, positive and pleasing in

giving feedback.

The role of the Mentor is different from that of an

instructor or expert. A Mentor seeks to promote

an atmosphere of trust, support and

encouragement for the group and intervenes

only when ineffective group behavior is evident

and impacting negatively on group outcomes.

Ideally, the Mentor becomes one of the learners

in the group, creating a two-way communication

and learning processes within the group.

Characteristics of an effective Mentor

non–judgmental

flexible

honest

firmness and fairness

fosters trust

sensitive

observant

communicates effectively

participating

supportive

The Mentors can create a SAFE environment

by:

Listening actively

v

v

The Mentor's Role

v

v

v

v

v

v

v

v

v

v

v

To Mentor means to make easier; to guide

others through a process, an experience, or a

conversation. The Mentor attempts to create a

safe environment in which the participants feel

comfortable and are able to share their thoughts

openly. The environment should be conducive

to sharing and learning.

The tools developed for objectives of M & M

attempt :

To familiarise the Mentors with

the process of Mentoring and

Monitoring.

To provide an insight into the various

techniques to carry out effective

Mentoring and Monitoring.

A Mentor is a person who:

Is able to communicate a sense

of self-confidence, informality,

enthusiasm, responsiveness and

creativity.

Is willing to be challenged. This

requires giving up something

whether it is long held values,

beliefs or actions.

Is willing to take risks, which require

entering unfamiliar territory, doing

things we are unaccustomed to for

the sake of change and growth and

risk taking that requires courage.

Takes responsibility for own actions

and beliefs (and for the roles,

functions and behaviors that are

necessary to develop a collaborative

and challenging learning encounter).

v

v

v

v

v

v

HANDOUT 2-C


11

3. Give Recognition - Use names, say ‘thank

you’, etc. The Mentor should make the

members comfortable and acknowledge

their contributions to the group processes

and content.

4. Paraphrase - Clarify or summarize a

person's statement. This helps in

understanding the point of view of the

speaker and taking the discussion

forward.

5. Review - Review all that has been said by

the group during the course of the

conversation.

6. Focus on Similarities and Differences in

the Group - The Mentor should point out

the similarities and the differences in the

thoughts, feelings and actions of the

various participants.

7. Involve Everyone - The Mentor should

encourage the shy members to speak as

well to participate.

8. Transfer Leadership - Periodically allow

the participants to facilitate their own

discussions and come to their own

conclusions.

Focusing equally on process and

content

Setting expectations but not forcing

participation

Being non–judgmental

Being empathetic and sensitive to

the participants' view

Being positive and caring

The following are some of the skills that a

Mentor should keep in mind. Each skill is an

important part of the overall Mentoring

process-

1. Active Listening - Eye contact,

mannerisms, etc., should all reflect that

the Mentor is listening and paying

attention to the speaker.

2. Focus on Feelings - Example, "How did

that experience make you feel?" It is

important for the Mentor to explore the

feelings of the groups with respect to the

various group proceedings.

v

v

v

v

v

Basic Skills of Mentoring

Conversational Aids to Provide Effective Feedback : (To the Mentee School through Mentoring

Report).

State your assumptions and describe "Here's what I think, and here's how I

the data that has led to them. got there."

Explain your assumptions. "I assumed that…."

Make your reasoning explicit. "I came to that conclusion because…"

Explain the content of your point "In my point of view…they

of view: Who will be affected by will be affected like…"

what you propose, how they will be

affected, and why?

What to do What to say

v v

v v

v v

v v


12

v v

v v

v v

v v

v v

Give examples of what you "To get a clear picture of what

propose even if they are I am talking about, imagine that

hypothetical or metaphorical. you are the student who will be

affected."

As you speak try to picture the "I understand your perspective…"

other persons’ perspective on

what you are saying.

Encourage others to explore "What do you think about what I just

your models, your assumptions said?" or "Do you see any flaws in my

and your data. reasoning?" or "What can you add?"

Reveal where you are least clear in "Here's one aspect which you

your thinking, rather than making might help me thinking through…"

yourself vulnerable. It diffuses the

force of those who are opposed to

you and invites improvement.

Even when advocating, listen, "Do you see it differently?"

stay open and encourage others

to provide different views.

Respect the teacher and always seek

permission before entering a class.

During class observation, it is best to

quietly observe and not raise doubts

when the class is going on.

Maintain confidentiality at all times.

Under no circumstances should you

or any member of the team be critical

of the teacher in front of the students.

v

v

v

v

Ground Rules for Mentors

v

v

v

v

v

v

Punctuality and time management.

Do not interrupt the Principal/

teacher if they would like to make a

point.

Ask questions one at a time.

Ask questions by writing them down

on slips of paper and putting them in

the question box placed in the room.

M a i n t a i n a n o n - j u d g m e n t a l

approach.

Respect each other's feelings,

opinions and experiences, and do not

laugh at any person.


13

HANDOUT 3-A

Objectives of the M & M checklist

v

v

v

v

l

l

l

l

To gather feedback through short observation.

To focus on generic areas in a class.

To provide opportunities to the Peer Assessor to visit multiple classrooms.

To follow up the observation of the class through the checklist with the TIF (Teacher

Interaction Form)

Name of the Mentor /Monitor : ………….…………………………………...

Code No. : ………….…………………………………...

Complete address : ………….…………………………………...

………………….……………………………

………………….……………………………

….……………………………………………

Ph. No. : ………………………………………..………

Mobile No.: .....…….………….……….. …………………

Email: : ………………….……………………………

Name and address of the school mentored : ….……………………………………………

Code No. ………….…………………………………...

Complete address : ………….…………………………………...

………………….……………………………

………………….……………………………

………………….……………………………

Note: 3A and 3B need to be used together.

Teacher's permission may be taken before entering the class.

No critical remarks ought to be made before the students.

Structured interaction with the teacher may or may not be taken after the checklist,

depending on the time available.

Mentoring and Monitoring Check List


14

Dear Mentor/ Monitor,

This is a general checklist for observing a class on any subject. This checklist will help you to get an

overview of the class. Detailed classroom observation may be done through the Classroom

Observation Scale.

1. Classroom Atmosphere / Ambience : Yes No Remarks

(a) Neat and clean qq-------------------------------------------

(b) Well - lit and well - ventilated qq-------------------------------------------

(c) Well furnished q q-------------------------------------------

(d) Joyful learning environment qq-------------------------------------------

(e) Interactive qq-------------------------------------------

(f) Quiet qq-------------------------------------------

(g) Noisy qq-------------------------------------------

(h) Tense and threatening qq-------------------------------------------

(i) Non–threatening and caring qq-------------------------------------------

(j) Positive ambience qq-------------------------------------------

(k) Engaging qq-------------------------------------------

(l) Any other observation -------------------------------------------

2. Teacher Talk Yes No Remarks

(a) Too much qq-------------------------------------------

(b) Average qq-------------------------------------------

(c) Low qq-------------------------------------------

(d) Any other -------------------------------------------

3. Teaching Aids Yes No Remarks

(a) Listening / Audio qq-------------------------------------------

(b) Visual Clippings/PPTs/Projects qq-------------------------------------------

(c) Stories / Anecdotes qq-------------------------------------------

(d) Images / Symbols qq-------------------------------------------


15

(e) Maps / Graphics qq-------------------------------------------

(f) Use of ICT/SMART Board qq-------------------------------------------

(g) Connecting learning to qq-------------------------------------------

real-life

(h) Current / Topical qq-------------------------------------------

(i) Any other -------------------------------------------

4. Communication Skills

a) Verbal : Yes No Remarks

(i) Monolingual (Specify) qq-------------------------------------------

(ii) Bilingual (Specify) qq-------------------------------------------

(iii) Others (Specify) -------------------------------------------

b) Non–Verbal (Body language) Yes No Remarks

(i) Non–threatening qq-------------------------------------------

(ii) Positive qq-------------------------------------------

(iii) Friendly qq-------------------------------------------

(iv) Appropriate qq-------------------------------------------

(v) Any other -------------------------------------------

5. Content and its Presentation Yes No Remarks

(a) Relevant and planned qq-------------------------------------------

(b) Sharing of learning outcomes qq-------------------------------------------

(c) Interesting and invigorating qq-------------------------------------------

(d) In constructivist mode qq-------------------------------------------

(e) Good qq-------------------------------------------

(f) Monotonous qq-------------------------------------------

(g) Any other -------------------------------------------

6. Concept Clarification by the Teacher Yes No Remarks

(a) Illustrative and interesting qq-------------------------------------------


16

(b) Clear and concise qq-------------------------------------------

(c) Response evoking qq-------------------------------------------

(d) Feedback being taken qq-------------------------------------------

(e) Any other -------------------------------------------

7. Questioning Technique Yes No Remarks

(a) Clear and unambiguous qq-------------------------------------------

(b) Generic and broad qq-------------------------------------------

(c) Specific and relevant qq-------------------------------------------

(d) Provides scope for lateral thinking qq-------------------------------------------

(e) Open - ended qq-------------------------------------------

(f) Non–threatening and caring qq-------------------------------------------

(g) Any other qq-------------------------------------------

8. Mode of Assessment and Recapitulation

(a) Questioning (open ended qq-------------------------------------------

and closed ended)

(b) Concept maps qq-------------------------------------------

(c) Prioritized list qq-------------------------------------------

(d) Projects (in groups) qq-------------------------------------------

(e) Informal Observations and qq-------------------------------------------

Anecdotal Notes

(f) Learning logs qq-------------------------------------------

(g) Journals qq-------------------------------------------

(h) Structured Interviews qq-------------------------------------------

(i) Written and oral tests qq-------------------------------------------

and quizzes

(j) Products such as models, essays, qq-------------------------------------------

reports, print media (brochures

and newsletters), multimedia

(video, photo journal, slideshow,

digital book)

Yes No Remarks


17

(k) Performances such as skill qq-------------------------------------------

demonstration and presentation

(debate, speech, newscast, dance,

play skit), simulations (mock trial,

re–enactment of historical event,

role play)

(l) Activities (creative and qq-------------------------------------------

participative)

9. Student response Yes No Remarks

(a) Peer questioning qq-------------------------------------------

(b) Active participation qq-------------------------------------------

(c) Active listening (attentiveness) qq-------------------------------------------

Date: ........................... Name of the Mentor / Monitor: …………………………….

Seal of the school: ………………………………

Signature: ……………………………………

Mobile No.: …………………………………

E-mail Id.: ………………………………………


18

HANDOUT 3-B

Dear Mentor

After you have supervised the class, you may use the following questions for an informal talk with

the teacher. This interaction will help you to identify the areas of mentoring in the subsequent

sessions.

Name of the Mentor : ………….………..........…………………………...

Code No. : ………….………..........…………………………...

Complete address : ………….………..........…………………………...

: ………….………..........…………………………...

: ………….………..........…………………………...

Ph. No. : ………….………..........…………………………...

Mobile No.: ………….………..........…………………………...

Email: : ………….………..........…………………………...

Name and address of the school mentored : ………….………..........…………………………...

Code No. : ………….………..........…………………………...

Complete address : ………….………..........…………………………...

Name of Teacher/Class observed : ………….………..........…………………………...

Subject : ………….………..........…………………………...

Content / Topic : ………….………..........…………………………...

Learning Outcome : ………….………..........…………………………...

(a) Did the lesson go according to the Lesson Plan?

……………………………………………………............……………………………………..…

……………………………………………………............……………………………………..…

(b) Were the objectives realized satisfactorily?

……………………………………………………............……………………………………..…

……………………………………………………............……………………………………..…

Teacher Interaction Form


19

(c) Was the lesson warm up / motivation / raising of interest / linking with previous

knowledge done well and according to your expectations? Briefly write about it.

……………………………………………………............……………………………………..…

……………………………………………………............……………………………………..…

(d) Was the teacher happy with the level of interaction with her class? Do you agree? Justify.

……………………………………………………............……………………………………..…

……………………………………………………............……………………………………..…

(e) Was the pace of delivery of the lesson comfortable? Give examples.

……………………………………………………............……………………………………..…

……………………………………………………............……………………………………..…

(f) Were you able to administer teaching aids / support material for effective transaction?

Do you think you could have added more? Give examples.

……………………………………………………............……………………………………..…

……………………………………………………............……………………………………..…

(g) Did the students receive assignments / follow up exercises enthusiastically?

……………………………………………………............……………………………………..…

……………………………………………………............……………………………………..…

(h) Were you able to integrate the needs of inclusive' children?

……………………………………………………............……………………………………..…

……………………………………………………............……………………………………..…

(i) Were there any requirements / extensions or need felt for team/group teaching? Briefly

state your view.

……………………………………………………............……………………………………..…

……………………………………………………............……………………………………..…


20

(j) Was the challenge of inter – disciplinary approach enjoyable, if used. If not, could you

think of any idea that would help ?

……………………………………………………............……………………………………..…

……………………………………………………............……………………………………..…

(k) Were there moments of discontinuity' that impacted your personal learning and helped

to evolve an advanced learning process? Give examples.

……………………………………………………............……………………………………..…

……………………………………………………............……………………………………..…

(l) Did the recapitulation / summarization activity go according to your expectation? Give

examples.

……………………………………………………............……………………………………..…

……………………………………………………............……………………………………..…

Date: ......................... Name of the Mentor / Monitor: …………………………..…

Seal of the school: ………………………………

Signature: ……………………………………

Mobile No.: …………………………………

E-mail Id.: ………………………………………


21

HANDOUT 3-C

Name of the Mentor / Monitor : …….......….……............………………………...

Code No. : …….......….……............………………………...

Complete address : …….......….……............………………………...

…….......….……............………………………...

…….......….……............………………………...

Ph. No. : …….......….……............………………………...

Mobile No.: …….......….……............………………………...

Email: : …….......….……............………………………...

Name and address of the school mentored : …….......….……............………………………...

Code No. : …….......….……............………………………...

Complete address : …….......….……............………………………...

…….......….……............………………………...

Instructions : Study the indicators of assessment given in Appendix-I related to 0, 1, 2, 3 & 4 for each

of the item prior to rating a classroom that you are observing. Please put a (3) against each item in

the column appropriate to your assessed score. All items must be rated.

Class: ................................

1. The specific aims of the lesson are clear to the

teachers

2. The content being transacted is appropriate to

the level of students

3. Teaching techniques are appropriate to the

lesson being taught

Sl. No. Item 0 1 2 3 4

Classroom Observation Scale*

*Adapted from Dr. Mukhopadhyay's Classroom Teaching Competence Scale (CTCS)


22

Sl. No. Item 0 1 2 3 4

4. The warm-up activity or introduction was

effective

5. The content is broken into small learning

chunks to enable learning

6. Learning of concepts and principles is ensured

through verbal, visual and experiential modes

(Multiple Intelligence)

7. Sequencing of lesson is logical and follows

a plan

8. Active participation by learners

Learner Talk Time (LTT)

9. Teacher’s questions are open-ended and

appropriate

10. Learners are free to ask questions or

raise doubts

11. Positive re-enforcement is evident

12. Communication is effective and clear

13. Blackboard work and teaching aids as teacher’s

input is effective

14. Student interest has been sustained through

the lesson

15. Assessment of learning in relation to

the aim is appropriate

16. Various modes of Formative Assessment have

been used

17. Pair work / group work have been used

18. Project work and activity / experimentation

have been explored

19. Re-capitulation of main points at the end of

the lesson was appropriate


23

Sl. No. Item 0 1 2 3 4

20. Planning of the lesson is evident

21. Confidence of teacher is evident

3. Content had one-to-one correspon-

dence with objectives. Teacher

deliberately related content to aims.

4. The content was presented with

excellent correlation with the

specific objectives of the lesson.

III. Teaching and transaction techniques

appropriate to the content

0. Teaching techniques were totally

inappropriate to the lesson.

1. Techniques adopted were inapprop-

riate for some topics.

2. Techniques adopted were suitable

but not effectively employed.

3. The selection of techniques was very

well suited to the content and the

transaction was meaningful and

successful.

4. The teaching techniques were good

and transacted well . Varied

techniques were employed for

successful transaction.

IV. Introduction effective - caught students'

attention

0. There was no introduction or warm

up activity. The teaching started

abruptly.

1. Commencement of content teaching

was direct. No introduction, not even

a statement like - We will discuss "

……." today.

Indicators of Assessment forClassroom Observation

I. Objectives/themes/learning outcomes

clear to the students

0. The objectives/themes of the lesson

were not at all stated in the

classroom.

1. Object ives/themes were not

mentioned clearly. (Just mentioning

the title of the topic is not enough).

2. Objectives/themes were mentioned

but not highlighted (as, in behavioural

terms).

3. Objectives/themes were explicitly

stated. These were explained clearly

to learners.

4. The objectives/themes of the lesson

were highlighted repeatedly.

II. Content appropriate to the stated/

unstated objectives

0. The content was presented at a level

higher than the mental level of

learners.

1. Random selection of content.

Relevance with objectives not

established.

2. Content had its own logic but not

completely in correspondence with

objectives.


24

3. Appropriate examples/ demonstra-

tions were used for the concept/

principles. Multiple Intelligence

(MI) theory was kept in mind.

4. The concept and principles of

learning were taken care of and

Multiple Intelligence was extensively

used in the classroom deliberation

too.

VII. Logical Sequencing

0. No sequence of content delivery

was followed.

1. Content was in bits and pieces

without any logic.

2. Logic was evident in many cases.

There were missing links as well.

3. Logic was evident in presentation of

content and sequencing of ideas

was clear.

4. Excellent logical sequence of the

lesson plan was followed.

VIII. Learners' active participation in

learning

0. Learners were not allowed to

participate or ask questions in the

classroom.

1. Learners had absolutely no work to

do except listening, if they felt like

doing so.

2. At times learners had work - taking

n o t e s a n d a l s o a n s w e r i n g

questions, solving problems. But for

half the time, they were feeling

bored.

2. Tried to make an introduction, but

succeeded partially, couldn't catch

the attention of majority of learners.

3. Introduction made the students

eager to learn. Almost all were

set to listen. Linked to previous

knowledge.

4. Introduction was interesting,

related to the real world and prior

knowledge.

V. Content broken into small bits

0. The teacher did not have any idea of

breaking the lesson into small steps.

1. Whatever the teacher knew was

delivered as a total package.

2. Content was broken into small steps

but no feedback was taken.

3. Teacher taught the content in small

steps and took feedback to

ascertain learning.

4. All different small steps were

correlated and recapitulated as a

summary in the end.

VI. Concept and principles of learning

ensured through verbalised or concrete

examples

0. No care and attention was given to

principles of learning.

1. Understanding of concepts and

principles was taken for granted.

Examples/ demonstrations /AV aids

were not used.

2. Examples were used on many

occasions but not always appropria-

tely.


25

1. Learners were discouraged from

asking questions and getting

doubts cleared.

2. Some of the learners' questions were

ignored while some others were

properly tackled.

3. Learners asked a large number of

questions and these were handled

in a friendly and encouraging

manner. (Teacher answered the

questions himself / herself or got the

answers from other learners.)

4. Learners were encouraged to ask

more and more questions. At times,

they were prompted to ask

questions.

XI. Evidence of Positive reinforcement

0. The idea of reinforcement was

totally ignored.

1. The class was a one way affair. No

q u e s t i o n o f r e i n f o r c e m e n t

(appreciation, praise or even

rebuke) was used.

2. Either correct or incorrect responses

were reinforced and only half of the

learners' participation (response

or question) was reinforced.

3. All responses got reinforced

irrespective of the correctness of

response.

4. Excellent positive reinforcement

was ensured. Incorrect responses

were also handled collectively.

XII. Communication was effective

0. Ineffective and incorrect language.

3. Learners were kept alert. They

answered questions and participated

in discussions, solved problems,

sketched figures, etc., and also took

notes.

4. Learners were motivated and

encouraged to participate in

classroom deliberations. They were

involved in various activities

through pair/group work.

IX. Teacher asks appropriate questions

0. No questions were asked.

1. Questions were asked very rarely.

'Do you understand?' 'Do you follow?'

are not treated as questions.

2. Teacher asked questions, only some

of them were purposeful. Only a few

learners were involved in answering

the questions.

3. Questioning made the lesson alive.

A large number of questions were

asked to a majority of the learners.

Teacher did not discourage learners

giving incorrect or partially correct

answers. Teacher used remedial

measures where learners could not

answer.

4. Thought provoking questions were

asked for ensuring in depth

understanding. Questions were

open ended and asked in a

non–threatening and friendly

manner.

X. Students were free to raise doubts/ ask

questions

0. Learners were not at all allowed to

ask questions.


26

2. Learners showed signs of getting

bored for sometime.

3. Students were attentive, carefully

listening, asking questions for minor

doubts/clarifications, taking notes.

From the very beginning teacher

used appropriate techniques for

promoting interest whenever it

dropped.

4. Every care was taken to motivate

interest of learners in the lesson.

XV. Assessment of learning

0. No attention was given to ascertain

learning assessment.

1. No e f fo r ts made to assess

attainment. The frequent efforts

made had very little to do with the

stated, unstated objectives.

2. Assessment made through oral

questioning of a few learners at

intermediate and final stages.

Learners not sampled for such

assessment. Tried to evaluate points

other than key points.

3. At intermediate stages and/or

asking a few questions to learners

selected almost at random helped in

assessment (purposeful means

helping assessment of learning

only).

4. Excellent care was taken to ensure

student learning through feedback

collected from various modes of

assessment used in the same class.

1. Expression poor and incomprehen-

sible - lot of distracting mannerisms.

2. Learners understand the teacher partly. Teacher sometimes checks whether the learners understand.

3. Clear expression - frequent checking as to whether students understand positive body language.

4. Very effective, unambiguous and clear language and expression, positive body language.

XIII. Effective teaching

0. No use of the board or any teaching aids at all.

1. Board used sparingly even when lesson needed it - handwriting not legible, no layout on the board, no teaching aids.

2. Handwriting legible even for backbenchers - but sketch work poor or vice versa. Board layout not satisfactory though legible, no teaching aids.

3. Handwriting legible for all - sketch work good - layout good - uses appropriate teaching aids.

4. Board work was highly well organised, systematic and legible, variety of audio visual aids / activities were used.

XIV. Students' interest sustained

0. No care or attention given to ensure learners' interest in the lesson.

1. Learners talked amongst themselves.

Dozed, created disturbance,

yawned, looked outside. Learners

appeared to be getting bored for a

considerable time.


27

XVI. Use of various modes of Formative

Assessment

0. Directions from CBSE on Formative

Assessment not being followed at

all.

1. Only paper–pen test being used for

Formative Assessment.

2. Some assessment tools used for

Formative Assessment but records

not being maintained properly.

3. Formative Assessment tools being

used systematically but records not

being maintained properly.

4. Variety of Formative Assessment

tools being used and records being

maintained systematically.

XVII. Pair work/group work used

0. Only individual work is being

promoted and encouraged.

1. Group work is done rarely.

2. Group work is done occasionally but

not enough encouragement is given

to promote it further.

3. Group work is encouraged but no

proper instructions are given for

individual contribution.

4. A number of activities are carried

out through guided individuals

within groups. Desired peer

interaction is encouraged.

XVIII. Project work and research based

activities

0. Project work/activity has never been

done or discussed with the class.

Only teaching takes place in the

school.

1. Project work is done very rarely /no

activities / experiment.

2. Project work / activities are done on

some occasions but not very

systematically maintained.

3. The quality of project work / activity

chosen is good.

4. Project work and research based

activities are done regularly and

encouraged. The output of project

work by learners is good.

XIX. Proper link-up of main points at the end

of the lesson

0. No summarizing or overall link–up of

main point.

1. Just finished when time was over.

2. Some key points taught earlier were

mentioned at the end of the lesson.

But neither was there any link nor

was it recorded on the board.

3. Main points were recorded on the

board/main points were dictated to

be noted down. Collected summary

by asking questions; link between

the consecutive points also made

out.

4. The lesson was summarized at the

end with excellent link up. All main

points covered.

XX. Planning of the lesson evident

0. No planning or scheduling of the

lesson.

1. No time scheduling - went astray

many times and the teacher was

just waiting for the lesson to finish or

rushed towards the end.


28

2. Confusion was evident at times.

3. Committed no content errors.

Confident. Explained the points in

different ways, was prepared for any

question.

4. Teacher was confident, clear and

systematic in approach. Took

questions and cleared doubts.

2. Sometimes there appeared to be

planned approach, sometimes not.

3. Kept time. Planned and systematic

approach evident. The pace of

progress was the same throughout.

4. Highly planned and systematic

approach.

XXI. Evidence of Teachers' confidence

0. Teacher was confused and nervous.

1. Got confused and parried doubts

and questions. Created confusion

amongst learners also.

Date: ................... Name of the Mentor / Monitor …………….………………

Seal of the school ………………………………

Signature ……………………………………

Mobile No. …………………………………

E-mail Id. …………………………………


29

HANDOUT 3-D

I. School Profile:

I.1 (a) Name of the school (complete address) : ….....………………………………………......…

….....………………………………………......…

….....………………………………………......…

….....………………………………………......…

(b) Name of the Principal : ….....………………………………………......…

(c) Ph. No. : ….....………………………………………......…

(d) Mobile No. : ….....………………………………………......…

(e) Email : ….....………………………………………......…

(f) Website, if any : ….....………………………………………......…

I.2 Infrastructure

(a) No. of students : ….....………………………………………......…

(b) No. of teachers : ….....………………………………………......…

(c) Student-teacher ratio : ….....………………………………………......…

(d) No. of Classrooms : ….....………………………………………......…

(e) Books in Library : ….....………………………………………......…

(f) Total computers in Computer Lab/s : ….....………………………………………......…

I.3 Are the following facilities available in the school? Yes No

(a) Assembly Place q q

(b) Maths Laboratory q q

(c) Physics Laboratory q q

(d) Chemistry Laboratory q q

(e) Biology Laboratory q q

(f) Language Laboratory q q

(g) Computer Lab q q

(h) Home Science Lab q q

Self Review Form


30

(i) Art & Craft Room q q

(j) Music Room/Dance Room q q

(k) Sports Room q q

(l) Gymnasium q q

(m) Activity Room/Audio-Visual Room q q

(n) Library q q

(o) Playroom for Primary Classes q q

(p) Playground q q

(q) Any other ……………………………

II.1 Has the school prepared its Annual Plan of Yes No

teaching and assessment according to the norms q q

suggested by CBSE, incorporating Continuous and

Comprehensive Evaluation?

II.2. For Classes I-X

II.2.1 Avaibility of documents for verification Yes No

(i) Lesson Plans of teachers of different subjects q q

(ii) Annual Plan showing split up of syllabi according q q

to FA1, FA2, SA1, FA3, FA4, and SA2 in

classes VI-X

(iii) Report Books / Achievement Record as per the

suggested format q q

(iv) Record for Certificate of School-Based Assessment

as per the suggested format q q

(v) Consolidated marks register of every section/class q q

(vi) Student assessment form in the suggested format q q

(vii) Result register q q

Scholastic Areas

II. General


31

(viii) Sample Anecdotal Records q q

(ix) Sample observation schedules q q

(x) Narrative records q q

(xi) Sample projects q q

II.2.2 Curriculum Transaction and Assessment Yes No

II.2.2.1 Classroom techniques are used

(a) Face to face and direct teaching q q

(b) Activity-oriented learning q q

(c) Constructivist approach q q

(d) Active learner participation q q

(e) Demonstration and experiments q q

(f) Catering to different learning styles q q

(g) Scope for nurturing creativity, critical and q q

lateral thinking

(h) Scope for raising questions and conducting q q

discussions

(i) Integration of Formative Assessment with q q

classroom teaching

(j) Use of appropriate teaching & AV Aids q q

(k) Effective integration of technology q q

(l) Any other ……………………………

II.2.2.2 Procedures to carry out Formative Yes No

Assessment

(a) Class work q q

(b) Home work q q

(c) Oral questions q q

(d) Quizzes q q

(e) Projects (Group/Individual) q q

(f) Assignments / Tests q q


32

(g) Experiments q q

(h) Lab. Activities

(i) Math q q

(ii) Science q q

(iii) Languages q q

(iv) Any other

(i) Group Discussions q q

(j) Interviews q q

(k) Role Plays q q

(l) Seminars / Presentations q q

(m) Dramatization q q

(n) Creative Writing q q

(o) Any other ……………………………

II.2.2.3 Tools used for Formative Assessment Yes No

(a) Observation Schedules q q

(b) Checklists q q

(c) Assignments q q

(d) Portfolios q q

(e) Projects q q

(f) Rating Scales q q

(g) Anecdotes and Cumulative Records q q

(h) Photographs q q

(i) Audio - Video Recordings q q

(j) Quiz, Games and Activities q q

(k) Tests q q

(l) Any other ……………………………


33

II.2.2.4 Maintenance of Assessment Records Yes No

(a) Individual Student Assessment Form q q

(b) Cumulative Marks Register q q

(c) Result Register q q

(d) Samples of work of learners q q

(e) Evaluated Answer Scripts q q

(f) Practical Work Registers q q

(g) Portfolios q q

(h) Any other ……………………………

II.2.2.5 What is the procedure used for Yes No

Summative Assessment?

(a) Pen-paper tests q q

(b) Open-book tests q q

(c) Any other ……………………………

II.2.2.6 Types of questions used in for Summative

Assessment

II.2.2.6.1 Objective type questions Yes No

(a) Completion q q

(b) Analogy q q

(c) Location q q

(d) Transformation q q

(e) Pictorial q q

(f) Interpretive q q

(g) Fill in the blanks q q

(h) Alternative Response q q

(i) Matching / Double Matching q q

(j) Matrix items q q

(k) Multiple choice q q


34

II.2.2.6.2 Descriptive questions Yes No

(a) Long Answer q q

(b) Short Answer q q

(c) Very Short Answer q q

II.2.2.7 Does the assessment have the following

characteristics? Yes No

(a) Objective based q q

(b) Clear instructions q q

(c) Definite scope of the answer q q

(d) Validity q q

(e) Appropriate level of difficulty q q

(f) Discriminating power q q

(g) Clearly spelt out value points in the

Marking Scheme q q

(h) Reliable scoring q q

II.2.2.8 Procedures to assess gifted students Yes No

(a) Special assignments q q

(b) Providing leadership roles in group work q q

(c) Providing opportunities as peer teachers q q

(d) Any other ……………………………

II.2.2.9 Procedures to assess weak students Yes No


(b) Buddy help q q

(c) Any other ……………………………

II.2.2.10 Procedures to asess the differently–abled

students Yes No


(b) Reframing oral questions q q

(c) Ignoring spelling and grammar errors q q


35

(d) Explaining the rubrics of questions q q

(e) Providing alternative questions q q

(f) Any other ……………………………

II.2.2.11 Procedures to give feedback about

Formative Assessment Yes No

(a) Individual q q

(b) Group q q

(c) Whole class q q

(d) Parent involvement q q

(e) Teacher involvement q q

(f) Any other ……………………………

II.2.2.12 Tools used for assessing Languages Yes No

(a) Activities q q

(b) Worksheets q q

(c) Class participation q q

(d) Project work q q

(e) Creative work q q

(f) Pair / group work q q

(g) Peer assessment q q

(h) Self assessment q q

(i) Students framing questions q q

(j) Presentations q q

II.2.2.13 Tools used for assessing Mathematics Yes No

(a) Problems solving, MCQs q q

(b) Data handling and analysis q q

(c) Investigative projects / group projects q q

(d) Maths lab activities q q

(e) Models/Charts. q q


36

(f) Presentations q q

(g) Self / peer assessment q q

(h) Any other ……………………………

II.2.2.14 Tools used for assessing Science Yes No

(a) Written assignments - MCQs, descriptive q q

(b) Class response q q

(c) Experiments q q

(d) Planning and designing experiments q q

(e) Research work - individual/pair/

group work q q

(f) Self /peer assessment q q

(g) Presentations q q

(h) Quizzes, competitions q q

(i) Seminars q q

(j) Field trips q q

(k) Model making q q

(l) Open book test q q

(m) Any other ……………………………

II.2.2.15 Tools used for assessing Social Sciences Yes No

(a) Written assignments - MCQs, descriptive q q

(b) Class response q q

(c) Research work - individual / pair /

group work q q

(d) Self / peer assessment q q

(e) Presentations q q

(f) Quizzes, competitions q q

(g) Seminars q q

(h) Using authentic sources q q


37

(i) Map work q q

(j) Any other ……………………………

II.2.2.16 Your conclusion of the Formative

Assessment carried out by the school Yes No

(a) Systematic q q

(b) Well integrated with teaching-learning process q q

(c) Continuous q q

(d) Variety of formative assessment tools and

techniques used q q

(e) Records/recorded evidences of formative

assessment kept q q

(f) Too many paper-pencil test, projects, home

assignments conducted under the guise of

formative assessment q q

II.2.2.17 Your conclusion of the Summative

Assessment carried out by the school Yes No

(a) Valid and reliable q q

(b) Variety of question types used q q

(c) Testing/assessment objectives well defined q q

(d) Regular and continuous q q

(e) Systematic and periodic q q

II.3.1 Availability of documents for verification Yes No

(a) Achievement Records q q

(b) Rating scales q q

II.3.2 Curriculum Transaction and Assessment Yes No

(a) Has CCE been implemented in its true spirit? q q

(b) Has homework been done away with for

classes I and II? q q

(c) Are 'Alternatives to Homework' used for

classes III-V to encourage originality and

creativity and is it interesting for the children? q q

II.3. For classes I - V


38

(d) Has pass/fail system been abolished? q q

(e) Are there class libraries? q q

(f) Has the school taken the necessary steps to

reduce the bag load on children? q q

(g) Does the school provide opportunities for

children to learn

(i) Art Education q q

(ii) Work Education q q

(iii) Physical and Health Education/Yoga q q

(iv) Any other ……………………………

II.3.3 The techniques and strategies used in

the transaction of the curriculum Yes No

(a) Interactive learning q q

(b) Learning by doing q q

(c) Learning through activities q q

(d) Learning by raising questions q q

(e) Demonstration and experiments q q

(f) Appropriate use of teaching and audio-visual aids q q

(g) Use of computers to enhance learning q q

II.3.4 Use of diverse modes during the

teaching-learning process Yes No

(a) Teacher-Learner interaction q q

(b) Peer interaction q q

(c) Individual work q q

(d) Pair work q q

(e) Group work q q

(f) Whole class work q q

(g) Any other ……………………………


39

II.3.5 Addressing the assessment of differently-abled

students Yes No


(b) Modified Course Content q q

(c) Individual attention using a teaching aid q q

(d) Peer help and Mentoring q q

(e) Use of teaching aids and computer to respond to q q

their special needs

(f) Collaboration with parents and outside agencies q q

(g) Any other ……………………………

II.3.6 Development of an effective programme of

remediation and enrichment Yes No

(a) Using assessment to diagnose q q

(b) Developing remediation to help students improve q q

(c) Special activities, tasks and other enrichment

materials to address the needs of bright children q q

(d) Any other ……………………………

II.3.7 Methods of Formative Assessment Yes No

(a) A variety of tools being used q q

(b) Only grades are entered in the Achievement

Record q q

(c) Only positive remarks are entered in

the Achievement Record q q

(d) Records such as Individual profile, consolidated

marks register, etc., are maintained q q

(e) Remedial and enrichment tasks and activities are

carried out q q

(f) Any other ……………………………

II.3.8 Tools used for Formative Assessment Yes No

(a) Class tests (written) q q

(b) Class tests (oral) q q


40

(c) Alternatives to assignments q q

(d) Experiments q q

(e) Quizzes/Mind Maps/Games q q

(f) Recitation q q

(g) Creative work q q

(h) Projects/Research q q

(i) Problem solving activities/flow charts q q

(j) Models / Charts q q

(k) Book reviews q q

(l) Any other ……………………………

II.3.9 What are the assessment records maintained

by the teachers? Yes No

(a) Observation Schedule q q

(b) Anecdotal records q q

(c) Samples of work of the learners q q

(d) Individual learner profiles q q

(e) Consolidated marks register q q

(f) Result register q q

(g) Any other ……………………………

III.1.1 Assessment of Co - Scholastic areas Yes No

(a) Life skills q q

(b) Attitudes and values q q

(c) Co - Scholastic Activities q q

(d) Health & Physical Education q q

Record Keeping

Co-Scholastic Areas

III.1 General


41

III.1.2 Reflection of assessment in the report book on the q q

prescribed grading scale

III.1.3 Classes covered from I to X in the assessment of Yes No

Co - Scholastic areas

I - V q q

VI - VIII q q

IX - X q q

III.2.1 Assessment of the three components of Life skills Yes No

(a) Thinking Skills q q

(b) Social Skills q q

(c) Emotional Skills q q

III.2.2 Conduct of activities to impart Life Skills Yes No

(a) Group Tasks q q

(b) Classroom participation q q

(c) Sports and games q q

(d) Literary activities q q

(e) Science-related activities q q

(f) Functions, celebrations and exhibitions q q

(g) Tours and field trips q q

(h) Reflective exercises q q

(i) Role plays and simulations q q

(j) Any other ………………………….

III.2.3 Tools used to assess Life Skills Yes No

(a) Checklists q q

(b) Observation q q

(c) Anecdotal Records q q

(d) Portfolios q q

III.2 Life skills


42

(e) Narrative Reports q q

(f) Any other ……………………………

III.2.4 Types of records maintained for

assessment of Life Skills Yes No

(a) Individual profile of students q q

(b) Student Assessment Form q q

(c) Record Book q q

(d) Consolidated Grade Register q q

(e) Samples of -

Checklists q q

Observation records q q

Anecdotal Records q q

Portfolios q q

(f) Any other ……………………………

III.2.5 Whether remarks and entries are made in a

systematic manner with the following: Yes No

(a) Are descriptive indicators given? q q

(b) Has the school/teacher developed its own q q

descriptive indicators on the basis of guidance

provided in the Manual?

(c) Has the assessment been done by a group of

teachers in an objective way? q q

(d) Is the assessment supported by recorded evidence? q q

(e) Any other ……………………………

III.3.1 Assessment of all components of attitudes and

values: Yes No

(a) Attitude towards teachers q q

(b) Attitude towards school mates q q

(c) Attitude towards school programs q q

v

v

v

v

III.3. Attitudes and Values


43

(d) Attitude towards environment q q

(e) Value systems q q

(f) Any other ……………………………

III.3.2 Activities through which attitudes and values are

assessed Yes No

(a) Classroom Interaction q q

(b) Functions and celebrations q q

(c) Literary activities q q

(d) Field trips q q

(e) Science related activities q q

(f) Group tasks q q

(g) Sports and games q q

(h) Club activities q q

(i) Competitions and Co-Scholastic activities q q

(j) Any other ……………………………

III.3.3 Tools used to assess attitudes and values Yes No

(a) Anecdotal Record Forms/Registers q q

(b) Observation Forms q q

(c) Individual student profile q q

(d) Check list q q

(e) Any other ……………………………

III.3.4 Records available for verifying the assessment

of attitudes and values Yes No

(a) Anecdotal records/registers q q

(b) Individual profiles q q

(c) Observation forms q q

(d) Consolidated grade/Result register q q

(e) Report books q q

(f) Any other ……………………………


44

III.3.5 Whether remarks and entries entered in a

systematic manner Yes No

(a) Proper wording of the Descriptive Indicator q q

for each learner

(b) Assessment by a group of teachers q q

(c) Grading as per the prescribed grading scale q q

(d) Any other ……………………………

IV.1 Provision of facilities for Co-Scholastic activities

to nurture and assess the following skills Yes No

(a) Literary and creative skills q q

(b) Scientific skills q q

(c) Aesthetic skills q q

IV.2 Activities offered by the school:

IV.2.1 Literary and creative skills Yes No

(a) Debate q q

(b) Declamation/Panel Discussion q q

(c) Creative writing q q

(d) Recitation q q

(e) Poster making/Slogan writing/Jingles q q

(f) Essay writing q q

(g) Any other ……………………………

IV.2.2 Scientific and ICT skills Yes No

(a) Science club q q

(b) Projects q q

(c) Maths Lab Activities q q

(d) Science Quiz q q

(e) Science Exhibition q q

IV. Co-Scholastic Activities


45

(f) Olympiads-Science/IT q q

(g) Any other ……………………………

IV.2.3 Visual and Performing Arts (Aesthetic Skills) Yes No

(a) Music (vocal) q q

(b) Instrumental q q

(c) Dance q q

(d) Drama q q

(e) Craft/ Drawing and Painting q q

(f) Sculpture/Puppetry q q

(g) Folk Art q q

(h) Any other ……………………………

IV.2.4 Organisational and Leadership Skills Yes No

(a) Eco Club q q

(b) Health and Wellness Club q q

(c) Disaster Management Club q q

(d) AEP Club q q

(e) Any other ……………………………

IV.3 Tools used for assessment Yes No

(a) Observation records q q

(b) Individual student profile q q

(c) Record of participation and achievement q q

(d) Photographs q q

(e) Narrative Reports q q

(f) Any other ……………………………

IV.4 Types of student assessment sample records

maintained for Co-Scholastic activities Yes No

(a) Samples of students' work q q

(b) Student profile q q


46

(c) Record Book q q

(d) Consolidated grade/Result register q q

(e) Photographs/Newspaper/School magazine reports q q

(f) Any other ……………………………

IV.5 Systematic entry of remarks and grades Yes No

(a) Graded as per prescribed scale alongwith q q

Descriptive Indicator

(b) By developing new indicators or adopting the

given indicators q q

(c) Assessment by a group of teachers q q

(d) Any other ……………………………

V.1 Provision of facilities for Health and Yes No

Physical Education

(a) Sports/Indigenous Games (Mention the

indigenous games offered :……………………..) q q

(b) NCC q q

(c) NSS q q

(d) Scouting and Guiding q q

(e) Swimming q q

(f) Gymnastics q q

(g) Yoga q q

(h) First Aid q q

(i) Gardening/Shramdaan q q

(j) Work Education/Work Experience q q

(k) Any other ……………………………

V.2 Adequate infrastructure for Physical and

Health Education Yes No

(a) Playground q q

V. Health and Physical Education


47

(b) Courts and fields for:

Football q q

Cricket q q

Hockey q q

Volleyball q q

Badminton q q

Kho kho q q

Kabaddi q q

Basket Ball q q

Table Tennis q q

Any other ……………………………

V.3 Any other indoor and outdoor sports facilities Yes No

(a) Gymnasium q q

(b) Tennis q q

(c) Yoga q q

(d) Any other ……………………………

V.4 Adequate equipment and play materials of

good quality are available Yes No

(a) Balls, bats, etc. q q

(b) Kits q q

(c) Gymnasium equipment q q

(d) Any other ……………………………

V.5 Provision for coaching in sports and games by

appointing part time coaches from outside Yes No

(If yes, please mention the sports and games for which q q

coaching is available……………………………………)

V.6 Tools used for assessment Yes No

(a) Anecdotal Record Forms/Registers q q

v

v

v

v

v

v

v

v

v

v


48

(b) Student Participation Registers q q

(c) Portfolios q q

(d) Observation Schedule q q

(e) Any other ……………………………

V.7 Assessment records maintained for

Physical and Health Education Yes No

(a) Student profile q q

(b) Anecdotal Forms/Registers q q

(c) Participation Register q q

(d) Photographs/Albums q q

(e) Portfolios q q

(f) Camp reports q q

(g) Any other ……………………………

VI.1 Addressing the following needs of students

through Health and Wellness club activities Yes No

(a) Basic understanding about health q q

(b) Physical fitness q q

(c) Attitude development q q

(d) Participation in Health and Wellness club activities q q

(e) Any other ……………………………

VI.2 Arrangement for medical examination of

students by qualified doctors at least twice

in a session

VI.3 Maintenance of a Health card for every student Yes No

as per the format suggested in the Comprehensive

School Health Manual (Vol. I) q q

VI.4 Entry of all the particulars in Health status Yes No

section of the Report Book q q

VI. Health Status

Yes No

q q


49

VI.5 The teachers convey any specific ailment Yes No

promptly to the parents q q

VI.6 Teachers maintain their own record of observation

of every student with regard to Yes No

(a) Physical disabilities q q

(b) Diseases (Long term/communicable) q q

(c) Defective vision q q

(d) Oral and dental hygine q q

(e) Defect in hearing q q

(f) Long absence due to illness q q

(g) Noticeable handicap q q

(h) Any other q q

Signature : ……......…………………………..

Name of the Mentor : …………………..………….

Code : ……......…………………………..

Address : ……......…………………………..

Mobile No. : ……......…………………………..

E-mail Id. : ……......…………………………..Seal of the School : …......………………

Date : ..................................


50

HANDOUT 3-E

Name of the Mentor / Monitor : …………….………………......………………….

Code No. : …………….………………......………………….

Complete address : …………….………………......………………….

…………….………………......………………….

…………….………………......………………….

Name of the school mentored : …………….………………......………………….

Code No. : …………….………………......………………….

Complete address : …………….………………......………………….

…………….………………......………………….

…………….………………......………………….

Ph. No . : …………….………………......………………….

Mobile No . : …………….………………......………………….

E–mail Id : …………….………………......………………….

1. Suggestions given regarding the implementation of CCE.

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

………………………………………………………………………........................……........................

2. Suggestions given regarding the quality of classroom observations and teacher interaction.

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………................................................

Mentoring : Areas of Concern

Mentoring Form


51

3. Mentoring Suggestions regarding tasks be used for teaching–learning and Formative

Assessment.

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

…………………………………………………………………………………………………………..…

4. Suggestions for Assessment of Co-Scholastic Skills and team assessment.

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

…………………………………………………………………………………………………………..…

5. Suggestion and materials (if any) given for Record Keeping of CCE.

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

…………………………………………………………………………………………………………..…

6. Mentor’s advice on Feedback mechanisms to students and teachers.

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

…………………………………………………………………………………………………………..…

7. Comments on your own monitoring, and suggestions for improvement.

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

…………………………………………………………………………………………………………..…

Name of the Mentor / Monitor …………………………………

Signature ……………………………………

Mobile No. …………………………………

Seal of the school : ………………………… E-mail Id: ..................................................

Date : ....................................


52

HANDOUT 3-F

Dear Mentor,

We hope you enjoyed your Mentoring experience. This is to request you to give your complete

contact details in this performa as well as an honest feedback regarding the instruments which you

may have used during your visit. The last question (Q. 24) expects you to give concrete suggestions

with respect to each school you have visited.

As you are aware, that the Board is institutionalizing Mentor Awards, your valuable work will not go

unnoticed.

Name of the Mentor / Monitor : …………….……………………………......…….

Name of the Mentee School : …………….……………………………......…….

Date of the visit : …………….……………………………......…….

Complete address : …………….……………………………......…….

: …………….……………………………......…….

Ph. No. : …………….……………………………......…….

Mobile No. : …………….……………………………......…….

E–mail Id : …………….……………………………......…….

1. CCE is being implemented effectively in the school. Strongly Agree/Agree/

Neutral/Disagree/

Strongly Disagree

2. Classroom atmosphere/ambience:

(a) Neat and clean Yes/No

(b) Joyful and interactive Yes/No

(c) Tense and threatening Yes/No

(d) Non-threatening and Caring Yes/No

3. Teaching Aids:

(a) Listening/audio Yes/No

A. GENERAL

B. MENTORING AND MONITORING CHECKLIST

Mentoring and Monitoring Report(To be submitted online)


53

(b) Visual Clipping/PPTs Yes/No

(c) Stories/Anecdotes Yes/No

(d) Images/Symbols Yes/No

(e) Maps/Graphics Yes/No

(f) Hands on experiences Yes/No

(g) Authentic World Yes/No

(h) Current/Topical Yes/No

4. The teaching aids/support materials were adequate. Yes/No

5. Concept clarification by the teacher:

(a) Illustrative and interesting Yes/No

(b) Clear and concise Yes/No

(c) Confused Yes/No

(d) Doubtful Yes/No

6. Student talk/response:

(a) Freedom to question Yes/No

(b) Active participation Yes/No

(c) Eliciting responses Yes/No

7. Level of interaction with the class was satisfactory. Yes/No

8. The objectives of lesson were realized satisfactorily. Yes/No

9. The needs of the 'inclusive children' were integrated. Yes/No

10. Learners'/students’ active participation was not visible. Yes/No

11. Planning, summarization and recapitulation of the lesson was Yes/No

done effectively.

12. Availability of facilities:

(a) Assembly Place Yes/No

(b) Maths Laboratory Yes/No

(c) Physics Laboratory Yes/No

(d) Chemistry Laboratory Yes/No

(e) Biology Laboratory Yes/No

C. CLASSROOM OBSERVATION SCALE

D. INFRASTRUCTURE FACILITIES


54

(f) Language Laboratory Yes/No

(g) Computer Lab Yes/No

(h) Home Science Lab Yes/No

(i) Art & Craft Room Yes/No

(j) Music Room/Dance Room Yes/No

(k) Sports Room Yes/No

(l) Gymnasium Yes/No

(m) Activity/Audio-Visual Room Yes/No

(n) Library Yes/No

(o) Playroom for Primary Classes Yes/No

(p) Playground Yes/No

(q) Staff Room Yes/No

(r) Any Other _______________

13. Overall impact of Formative Assessment carried out by the school:

(a) Systematic Yes/No

(b) Well integrated with teaching-learning process Yes/No

(c) Continuous Yes/No

(d) Variety of formative assessment tools and techniques used Yes/No

(e) Records/recorded evidences of formative assessment kept Yes/No

(f) Too many paper-pencil test, projects, home assignments Yes/No

conducted under the guise of formative assessment

14. Overall impact of Summative Assessment carried out by the school:

(a) Valid and reliable Yes/No

(b) Variety of question types used Yes/No

(c) Testing/assessment objectives well defined Yes/No

(d) Regular and continuous Yes/No

(e) Systematic and periodic Yes/No

15. Pass/Fail system has been completely abolished. Yes/No

16. Components of Co-Scholastic areas are assessed efficiently:

E. ASSESSMENT AND FEEDBACK


55

(a) Life Skills Yes/No

(b) Attitudes and Values Yes/No

(c) Co-scholastic Activities Yes/No

(d) Health and Physical Education Yes/No

17. The assessment is reflected in the report book on the prescribed Yes/No

grading scale.

18. All the classes from I - X are covered in the assessment of Yes/No

Co-Scholastic Areas.

19. Team assessment is carried out effectively. Yes/No

20. Mode of feedback

(a) Individual Yes/No

(b) Group Yes/No

(c) Whole Class Yes/No

(d) Parent Involvement Yes/No

(e) Teacher Involvement Yes/No

21. Feedback mechanism followed in school is satisfactory. Yes/No

22. Annual plan of teaching and assessment have been prepared Yes/No

according to CBSE norms.

23. All the documents are available for verification. Yes/No

24. Improvement regarding implementing CCE. Please give concrete suggestions.

(NOT MORE THAN 100 WORDS)

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Name of the Mentor / Monitor …………………………………

Signature ……………………………………

Mobile No. …………………………………

E-mail Id: .........................................................

F. REPORTS AND DOCUMENTS


56

HANDOUT 3-G

Dear Mentee,

The Board in its endeavour to ensure proper implementation of Continuous and Comprehensive

Evaluation (CCE) in all its affiliated schools has initiated the Mentoring and Monitoring Scheme.

Under this scheme, the Mentor school is assigned a group of three to five schools for mentoring their

process of implementation of CCE. The Mentor visits the Mentee schools and guides them in the

effective and proper implementation of the CCE guidelines issued by the Board.

Observations about the Mentee school are documented by the Mentor using the various tools

developed by the Board and submits the report to the Board twice in a session.

We hope that your Mentor has visited your school and you had a fruitful experience. We also hope

that your Mentor has given you valuable inputs that have proved useful in the implementation of

CCE as envisaged by the Board.

In order to improve and enhance this process, we request you to share some information regarding

your experiences of the Mentoring and Monitoring process.

Thank you

Dr. Sadhana Parashar

Director (Academics & Training)

Mentee Feedback Form


57

MENTEE FEEDBACK REPORT

Section - I

Section - II

a. Details of the Mentee school

Name of the Mentee school : _____________________________________________

Complete Address : _____________________________________________

_____________________________________________

Name of the Principal : _____________________________________________

Contact Details: Ph. No. : (O) ____________________ (R)__________________

Mobile No. : _____________________________________________

Fax No. : _____________________________________________

Email ID : _____________________________________________

b. Details of the mentor school

Name of the Mentor school : _____________________________________________

Complete Address : _____________________________________________

_____________________________________________

Name of the Principal : _____________________________________________

Contact Details Ph. No. : (O) ____________________ (R)__________________

Mobile No. : _____________________________________________

Fax No. : _____________________________________________

Email ID : _____________________________________________

c. Date(s) of the visit of the Mentor: (i) ________________________________________

(ii) ________________________________________

(iii) ________________________________________

DURING THE MENTORING PROCESS

1. Mentor visited various classes to see the teaching-learning process. Yes / No


58

2. Mentor interacted with various teachers regarding the teaching-learning process

and his observations thereof after visiting their classes. Yes / No

3. Mentor assisted the teachers in doubtful lessons. Yes / No

Specify the subjects (if applicable):

a) English Yes / No

b) Hindi Yes / No

c) Mathematics Yes / No

d) Science Yes / No

e) Social Science Yes / No

f) Any other Yes / No

4. Mentor checked the availability of various teaching aids and their usage. Yes / No

5. Mentor helped in developing an effective work based evaluation plan as per

CCE guidelines. Yes / No

6. Mentor suggested various tools to carry out the Formative Assessment. Yes / No

7. Mentor looked into the various components of Co-Scholastic Assessment. Yes / No

a) Please specify the components (if applicable):

i) Life skills

ii) Work Education Yes / No

iii) Visual/Performing arts Yes / No

iv) Attitude and values Yes / No

v) Activities (Co-scholastic activities) Yes / No

vi) Health and Physical Education Yes / No

8. Mentor checked the various documents being maintained by the schools for

Formative Assessment. Yes / No

9. Mentor cross-checked/verified the information provided by you in the 'Self Review

Form' submitted to the Mentor prior to the visit. Yes / No

10. Mentor facilitated the interaction of teachers of his/her schools with the teachers of

your school. Yes / No


59

Section - III

Section - IV

AFTER THE PROCESS

1. Mentor assisted you even after the visit to your school. Yes/No

2. You found the Mentoring process to be useful. Yes/No

3. Teachers are more comfortable with the implementation of CCE after the

Mentor's visit. Yes/No

4. You are able to implement the CCE guidelines issued by CBSE in toto after the

Mentoring process. Yes/No

5. Would you like the same Mentor to be retained for the next session? Yes/No

If not, please specify the reason(s):

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

1. Attitude of the Mentor

i) Supportive and collaborative Yes/No

ii) Facilitating/Guiding Yes/No

2. Mentor updated you about the latest circulars and guidelines by CBSE. Yes/No

3. PLEASE RATE THE MENTORING PROCESS DONE IN YOUR SCHOOL:

Signature................................................................

Date : ..................................... Name of the Principal...........................................

Seal of the Principal..............................................

a) Excellent

b) Very Good

c) Good

d) Average

e) Needs improvement

If you have selected 'needs improvement', kindly specify the areas that

need improvement:____________________________________________________________

_____________________________________________________________________________


60

HANDOUT 4-A

Process of Mentoring

The following is the process to be followed by the Mentor:

Pre-visit - Contact the School Principal

(to fix a week in which you may visit)

$

Carry a CBSE letter which identifies you as Mentor & Monitor

$

Carry Tools : Checklists, Classroom Observation Scale,

Interaction with Teacher Form & Self Review Form on CCE

$

Verify evidence regarding Self Review Form on CCE

$

Record feedback on Mentoring Form

$

Share areas that need Mentoring with Principal and Teachers

$

Provide support through sharing of material

$

Submit Report to CBSE online


61

HANDOUT 4-B

Stage - I: PREPARATION

v

Stage - II: SCHOOL VISIT

v

v

The Mentor and Monitor will find it useful to make preparations before visiting schools for

carrying out mentoring and monitoring. Steps are given below:

1. Ensure that the list of schools that have to be visited by you is available.

2. Contact the school Principals and prepare a schedule of your visits.

3. Send a letter along with copies of Self Review Form to the school Principals, with a

request to electronically fill in the school details in the appropriate places.

4. Your letter may include the following details and instructions:

(a) Date(s) of visit.

(b) Name(s) of Mentor and Monitor with Ph No., Address, E-mail Id, etc.

(c) The documents that you would like to look at (Marks Register, Tools used for

Formative Assessment, Samples of Summative Assessment Form, Projects,

Checklists, etc.)

(d) Instructions to the effect that the subjects and classes will be observed on a

random sample basis.

(e) Arrangements for interaction with teachers and Principal.

5. Ensure that you carry the following:

(a) Letter from the CBSE authorising you to visit schools.

(b) List of schools allocated to you.

(c) Some sample materials from your school, particularly in Formative Assessment,

like tools prepared by your teachers in different subjects, split up of syllabi,

samples of filled in report book, completed Certificate of School Based Assessment

(class - X), samples of pages from grade register, the process developed by your

school to record FAs and SAs, and tools for assessing Co-Scholastic areas.

The Mentor and Monitor may be accompanied by a senior teacher of their school (of a subject

different from their own) for school visits.

The Mentoring and Monitoring team will observe and record its findings as per the guidelines

given below:

(a) The Principal of the school will be consulted with regard to the plan of the day's work, the

sequence and the materials required.

(b) The Self Review Form completed in all respects will be collected from the Principal.

Mentoring and Monotoring - The Process


62

(c) Classes will be observed on the basis of random sampling and complete the Mentoring

and Monitoring Checklist with remarks.

(d) Talk informally to the teacher whose class you have observed and enter your remarks in

the Teacher Interaction Form.

(e) On the basis of the completed Mentoring and Monitoring Checklist and the Teacher

Interaction Form, rate the classroom teaching on the Classroom Observation Scale.

Use the Indicators of Assessment for Classroom Observation for rating the classroom

teaching.

(f) Collect the completed Self Review Form that includes Record Keeping of Co-scholastic

and Scholastic Areas.

(g) Scrutinize records of evidence to verify the entries made in the Self Review Form by the

school. Wherever the school's claim is not borne out by recorded evidence, the same may

be noted down and later brought to the notice of the Principal and / or the teachers, as

the case may be.

(h) After completing this process of (i) Classroom Observation, review and rating (ii)

Scrutiny of Self Review Form and evidences, complete the Mentoring form. Give

suggestions in clear and unambiguous language.

(i) Hold a mentoring session with the Principal and the teachers, pointing out the strengths

and weaknesses of the school in implementing CCE. Give your suggestions in a friendly

manner and offer any other help that your school can extend.

(j) Discuss with the Principal and evolve a future plan of action for:

(i) Strengthening CCE in the school by removing the deficiencies.

(ii) Further mentoring sessions.

Collect documents that you consider essential to support your remarks and suggestions.

Before leaving the school, put in place a channel of communication between your team and the

Mentee school Principal and teachers so that the school can receive mentoring help

online/over telephone/by mail.

After completing the school visit, the Mentor and Monitor have to complete the following:

(a) Fill in the Mentoring and Monitoring Report (Handout 3F) giving observations and

comments on each of the schools visited and submit them online.

(b) Fill in the following forms, complete in all respects, and keep them with you safely. These

forms should be sent to the Board only if demanded by the Board later.

(i) Mentoring Form (ii) Classroom Observation Rating Form

(iii) Self Review Form (iv) Teacher Interaction Form

(v) Mentoring and Monitoring Checklist

v

v

Stage - III: REPORTING


63

Gram: CENBOSEC Phones: 22509252-59

Website: www.cbse.nic.in Fax: 225185826

(An autonomous Organization under the Union Ministry of Human Resource Development, Govt. of India)

Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi110092

thCBSE/ACAD/CCE/M&M/2010 5 July, 2010

Circular No. 29

All the Heads of Institutions

of Private Independent Schools

affiliated with the Board

CENTRAL BOARD OF SECONDARY EDUCATION

Subject: Mentoring and Monitoring of Continuous and Comprehensive Evaluation (CCE) implemented by

the Central Board of Secondary Education.

Dear Principal

The Central Board of Secondary Education has introduced a number of steps for reforms in the school

education sector. The creation of an assessment paradigm that is diagnostic in nature, provides

essential feedback about each student and helps in the all-round growth of the learner is the

backbone of the Continuous and Comprehensive Evaluation (CCE) system. Although not a new

concept, it requires changes in the ways in which schools have been assessing their students and

there are many issues that can come in the way of its effective and efficient implementation.

While every school has its own unique environment, focus and resource availability, a collective

experience with different schools would help us understand the possible issues a school could face.

These inputs would be critical in ensuring that there is sufficient sharing, guidance and intervention

that can be carried out to make CCE successful in schools.

The overall approach for this exercise in Mentoring and Monitoring of Schools, therefore, is based on

two major objectives:

to ensure that the implementation of CCE has to be in letter and spirit, not just a procedure

fulfilled on paper.

v

MENTORING AND MONITORING CIRCULARS


64

v

v

v

v

v

v

v

v

v

it involves working very closely with the actual resource base that can make CCE a worthwhile

initiative – i.e., the teachers and school leaders. This involves understanding them, their views

and their constraints (and finding ways to resolve them).

Furthermore, in accordance with the recommendations of National Curriculum Framework (2005) and

National Knowledge Commission (2008), it is felt that this is also an opportunity for schools to

revamp the internal school assessments, especially in the area of quality leading to enhanced

learning.

Capacity Building:

One of the main aims of M & M programme is to build capacity within the schools to implement

CCE effectively. This will be done through 'Train the Mentor–Monitor framework'. Mentors and

Monitors will work as Peer Assessors. Each Mentor is a Principal who will be assigned three to six

schools in the neighborhood. The Mentor will visit a school and document observations through

Checklists, Interaction with Teacher Form, Classroom Observation Scale, Self Review Form and

Mentoring Form on CCE. They will then mentor the school if required. A report will need to be

submitted online.

The process to be followed by the Mentor–Monitor is at Annexure A.

Identification of Mentoring Schools: Mentoring Schools have been identified based on the following

criteria:

Reach

Vicinity to other schools

School's relations with schools that it will be required to mentor & monitor

Motivated and Proactive Management

Visibility

Vision to incorporate new ideas

Nominated and supported by Regional Offices

Prior experience in leading new educational initiatives

The Mentoring schools are expected to provide a helping hand to such schools in their respective

areas by sharing their best practices or inviting schools to their own schools and by making use of

the Mentoring tools developed by the Board.

The Role of the Mentor & Monitor:

The role of the Mentor is different from that of an Inspector or an Auditor. A Mentor seeks to

promote an atmosphere of trust, support and encouragement. Ideally, the Mentor is a Peer willing to

share and learn in the process.

CBSE CCE and Mentor Awards 2010-2011 for Private Independent Schools:

I am delighted to share with you the initiation of the CCE and M&M awards for Private Independent

Schools with effect from the present session, i.e., 2010-2011:


65

A. CCE Award for schools:

One award for every 100 schools and each award shall consist of 25,000/- and a certificate.

B. Mentor Award for Principals:

One award on every 100 schools , i.e., one award on every 10 to 15 mentors and each award

shall consist of 10,000/- and a certificate.

Criteria for CCE Award for schools:

These awards will be decided on the basis of the following criteria:

1. Awareness of CCE

2. Implementation of the following in the School Based Assessment:

a. Classes I & II: Achievement Card

b. Classes III – V: Rating Scale

c. Classes VI – VIII: As per the guidelines provided in the Teacher's Manual

d. Classes IX & X: As per the guidelines provided in the Revised Manual

3. Awareness Generation regarding CCE:

a. Advocacy Programme for Parents

b. Training Programme for Teachers –

Organized by CBSE

Organized by some other agency

4. Record Keeping:

a. Student's Profile and Portfolios

b. Marking of the project work

5. Implementation of CCE:

a. Lesson planning

b. Use of teaching aids

c. Kind of activities done/planned for the formative assessment

6. Format of the Report card/Assessment Sheets

7. Assessment of Scholastic and Co-scholastic Areas

Note: The schools will apply for the CCE awards by filling in the Self Review Form with evidence.

This can be uploaded on the CBSE website in the CCE corner under CCE Awards.

Criteria for Mentor Award for Principals:

Alongwith the above mentioned criteria, the following will also be considered:

v

v


66

1. Percentage of schools covered.

2. Kind of support given to the mentored schools.

3. Reports submitted to the Board.

4. Feedback received from the Mentee schools.

The letter to the Chairman/Director/Manager of the Mentor school, letter to the Principal of the

Mentor School and letters to the Principals of the Mentee Schools have already been dispatched by

CBSE.

In case the Mentee schools have a concern regarding the Mentor Schools chosen by the Board, they

can write in confidence to Dr. Sadhana Parashar, Head (Innovations & Research) at

or ; the cases received so far are being reviewed

and their concerns will definitely be addressed.

Moreover, for any further enquiry or information regarding the Mentoring & Monitoring Programme,

further M&M trainings, change of Mentor or Mentee schools or inability to access the website for

online submission of the reports, you may contact Mr. R. P. Singh, Assistant Education Officer at

telephone no. 011-23231070.

We look forward to your continued support, cooperation and motivation in taking this venture

forward. The concept of learning through sharing is implicit in Mentoring and we hope that it will be

an enriching experience both for the team of the Mentors as well as for the team of the Mentee

schools.

The CBSE places implicit faith as always in its collaborative partners, Principals, Teachers and

Management who will be a part of this massive exercise.

Regards,

Yours sincerely,

(VINEET JOSHI)

CHAIRMAN

Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below, to

also disseminate the information to all concerned schools under their jurisdictions and adapt the

scheme accordingly:

1. The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh

Marg, New Delhi-16.

2. The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.

3. The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat, Delhi-

110 054.

[email protected] [email protected]


67

4. The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9,

Chandigarh-160 017.

5. The Director of Education, Govt. of Sikkim, Gangtok, Sikkim – 737 101.

6. The Director of School Education, Govt. of Arunachal Pradesh, Itanagar-791 111.

7. The Director of Education, Govt. of A&N Islands, Port Blair-744 101.

8. The Secretary, Central Tibetan School Administration, ESS Plaza, Community Centre, Sec 3,

Rohini, Delhi-85.

9. All the Regional Officers of CBSE with the request to send this circular to all the Heads of the

affiliated schools of the Board in their respective regions.

10. The Education Officers/AEOs of the Academic Branch, CBSE.

11. The Joint Secretary (IT) with the request to put this circular on the CBSE website.

12. The Library and Information Officer, CBSE

13. EO to Secretary, CBSE

14. PA to CE, CBSE

15. PA to Secretary, CBSE

16. PA to Director (Acad.)

17. PA to HOD (AIEEE)

18. PA to HOD (Edusat)

19. PRO, CBSE

CHAIRMAN


68

Annexure-A

Pre-visit-Contact the School Principal(to fix a week in which you might visit)

Carry CBSE letter which identifies you as Mentor & Monitor

Carry Tools: Checklist, Classroom Observation Scale, Interaction withTeacher Form & Self Review Form on CCE

Verify evidence regarding Self Review Form on CCE

Record feedback on Mentoring Form

Share Areas that Need Mentoring with Principal and Teachers

Feedback needs to be positively shared with Empathy and Sensitivity

Provide support through sharing of material

Submit report to CBSE online by registering through your unique Mentoring id

PROCESS TO BE FOLLOWED BY THE MENTOR–MONITOR

$

$

$

$

$

$

$

$


69

Gram: CENBOSEC Telefax: 23234324

Website:


17, Rouse Avenue, New Delhi – 110 002

F. No. CBSE/ACAD/Dir (Trg.)/M&M/2011 December 5, 2011

Circular No.86/2011

Sub.: Mentoring and Monitoring exercise for the session 2011-12 – regarding appointment of Mentors.

Dear Principal,

Mentor/Mentee schools,

For proper implementation of CCE in its schools, the Board has conducted a number of Mentoring and

Monitoring workshops to train the Mentors throughout the country. In the academic session 2010-11 and in

the current session together the Board has covered almost entire country for M&M training.

Nowadays mails and phone calls are being received regarding M&M training and the Mentors allotted to an

individual school for the current year.

In reference to such queries it is for information of the Mentors and Mentee schools that :

1. The mentee schools where Mentors were appointed last year may continue to take Mentorship of old

mentors until they receive any communication from the Board about change of Mentor.

2. The Old Mentors are requested to Mentor the schools allotted to them last year with the same Mentor ID

which was allotted last year until they receive any fresh communication following a training programme,

if any, attended by them in the current session.

3. New Mentors who have been trained during the current session may kindly start mentoring those schools

which have been allotted to them at the time of training or through letter sent/being sent on your e-mails.

4. After the Mentee schools are visited and mentored by the Mentors, they are requested to kindly submit

the Online Reports at the earliest in the Handout-3F in respect of each school mentored by them. No

combined report in respect of all the schools mentored should be sent. They may also submit their Bills

for Token Honorarium and actual conveyance duly certified and supported with documents strictly as per

guidelines contained in appointment letters issued to them.

5. For further information, if any, they may kindly contact Mr. Shekhar Chandra, Section Officer (CCE/M&M)

through e-mail on: [email protected] or on telefax No. 011-23234324.

www.cbse.nic.in



70

With regards,

Yours sincerely,

(Dr. Sadhana Parashar )

Director (Trg.)

Copy to :

1. The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh Marg,

New Delhi-110 016.


3. The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,

Delhi-110 054.

4. The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9, Chandigarh-160 017.

5. The Director of Education, Govt. of Sikkim, Gangtok, Sikkim – 737101.

6. The Director of School Education, Govt. of Arunachal Pradesh, Itanagar – 791 111.

7. The Director of Education, Govt. of A&N Islands, Port Blair - 744101.

8. The Secretary, Central Tibetan School Administration, ESS Plaza, Community Centre, Sector 3, Rohini,

Delhi-110 085.

9. All the Regional Officers of CBSE with the request to send this circular to all the Heads of the affiliated

schools of the Board in their respective regions.


11. The Joint Secretary (IT) with the request to put this circular on the CBSE website.


13. EO to Chairman, CBSE

14. PA to CE, CBSE



17. PA to Director (Spl. Exam)

18. PA to HOD (Edusat)

19. PRO, CBSE

(Dr. Sadhana Parashar )

Director (Trg.)


71

Gram: CENBOSEC Telefax: (011) 23234324

Website: Email-id: [email protected]


“Shiksha Sadan”, Rouse Avenue, New Delhi – 110 002

F. No. CBSE/ACAD/Dir (Trg.)/M&M/2012 July 9, 2012

Circular No. Acad-31/2012

Sub.: Important changes in CCE Mentoring and Monitoring Framework– Updation and upgradation of

Mentoring Corner in the Board's Academic Website i.e. www.cbseacademic.in

Dear Principal,

Mentor/Mentee schools,

Continuous and Comprehensive Evaluation (CCE) in its strengthened form was initiated by Central Board of

Secondary Education at Secondary Stage in all schools affiliated to it from the academic session 2009-2010.

The CCE scheme has been implemented in its schools successfully with the cooperation and untiring efforts

of various stakeholders in general and that of the Mentors in particular. During the last 2-3 years, the Mentors

appointed by the Board have significantly contributed positively towards implementation of CCE scheme in

CBSE schools. Now we need to give further impetus to the implementation of CCE scheme and carry

mentoring further through handholding and collaboration. Mentors can now access the CBSE Academic

Website (www.cbseacademic.in) to reach Mentoring-Monitoring Framework under the Mentoring Corner.

In the above website an exclusive corner for Mentoring has been provided in which all documents

related to Mentoring and Monitoring are available. The Mentoring Corner as on date contains:

All about Mentoring and Monitoring

Notifications about Mentoring and Monitoring Workshops

Circulars regarding Mentoring and Monitoring

Mentors Data

Contact details

User Manual

The above information is accessible to every user.

As you are aware the Board started Mentoring and Monitoring exercise in the year 2009-10 and to monitor

the progress of implementation of CCE in the Board’s affiliated schools, willing principals from across the

country were trained as Mentor and Monitors and were allotted Mentor Codes to operate online with the

Board.

www.cbseacademic.in


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•

•

•

•

•

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Now, to streamline the process and further automate its Mentoring and Monitoring activities, it has

been decided that all the Mentor/Mentee IDs allotted earlier and now onwards be named as

Mentor/Mentee Code(s). Online interaction with Mentor/Mentee schools has now been made

operational through a new Login ID for every Mentor/Mentee school.

This Login ID for any school whether it is a Mentor or a Mentee will be its “School No.” which is

allotted by the respective Regional Offices of the Board. The guideline for allotting Login IDs and

generating Password is explained in Annexure-1.

Each Mentor and Mentee school will also be allotted Mentor/Mentee Code which represents the school

as a Mentor or as a Mentee and will be used by them after properly logging into the Mentoring Corner for

accessing specific material related to mentoring. The method for allotting Mentor/Mentee Codes is

explained in Annexure-2.

The Mentor Codes will be allotted to only those School Principals who attend the Mentoring and

Monitoring Orientation Programme and Mentees will also be allotted to these trained Mentors after the

Orientation Programme only.

However, the information specific to Mentor school and the Mentee school has been made accessible

only after entering through Unique Login IDs in the Login window and entering valid Password.

Guidelines to login as a User school are also given in the home page of Mentoring Corner of Board’s

academic website www.cbseacademic.in which may be read very carefully before logging in.

All documents to be used by the Mentors such as Appointment letter as Mentor, letter to the

Chairman/Manager of the Mentor school, Mentee list and Mentor Report etc. can be accessed

through properly Logging in with Login IDs and getting a password and then clicking on latest

Mentor Codes. Guidelines to login through Login IDs are given in Annexure-1, Points 5,6 & 7-A.

The format of On-line Report (Handout-3F) which is to be sent to the Board by the Mentor has been

modified. It has been made more objective and analytical in character. This would enable quality

monitoring and effective implementation of CCE in the affiliated schools of the Board and help in

identifying the resourceful and competent Mentors. The outcome analysis of these reports shall be

one of the criteria for the CBSE Mentor Award selection process.

All documents to be used by the Mentee schools i.e. i) Mentee letter which contains information about

the Mentor allotted to them, ii) Self Review Form (SRF) to be downloaded, filled-in and sent to the

Mentor allotted to their school and iii) Mentee Feedback Form about improvement in implementation

of CCE after mentoring by the allotted Mentor is also accessible to the Mentee schools which shall be

submitted online to the Board. Guidelines to login through Login IDs are given in Annexure-1, Points

5,6 & 7-B.

Through this upgraded mentoring website efforts have been made to make Mentoring and Monitoring

activities transparent and to ensure access to every school and a kind of responsiveness among the

schools. Now on one hand every school which is a Mentor or a Mentee can get to know online about their

Mentor/Mentee through Login IDs and Password generated by them and on the other hand the Board also

can take stock of the Mentee through Mentor Report and about the Mentor through the Mentee Feedback.

The mentee schools where no new Mentors have been appointed or changed, will continue to take

Mentorship of old mentors until they are contacted by the New Mentor or receive any communication from

the Board about change of Mentor. However, their Mentee Codes will now stand changed as per new


73

Method given in Annexure-2 and to submit their online Mentee feedback they are requested to follow

new guidelines as given in Annexure-1.

Old Mentors who have not been changed or retrained are requested to continue to Mentor as many

schools as can be mentored by them until they receive any communication following a fresh training

programme, if any, attended by them or otherwise. However, their Mentor Codes will now stand

changed as per new Method given in Annexure-2 and to submit their online reports they are

requested to follow new guidelines as given in Annexure-1.

All the Mentors are requested to visit the Mentees allotted to them twice in an academic year with one

visit performed in each term. After the Mentee schools are visited and mentored, the Mentors are

requested to submit separate Online Reports at the earliest in respect of each school mentored by them in

the newly developed format i.e. Handout-3F, available on website. No combined report in respect of all

the schools mentored should be sent. They may also submit their Bills for token Honorarium and actual

conveyance/TA/DA as the case may be, duly certified and supported with documents as per guidelines

contained in appointment letter issued to them. Token Honorarium Form, Conveyance Form and TA/DA

Form can be accessed through Mentor IDs allotted to the Mentors.

All the Mentors are requested to undertake the Mentoring work with above information/guidelines into

perspective and continue to extend their valuable cooperation in the effective implementation of CCE

scheme in all the schools affiliated to the Board.

It is important to mention that allotment of Mentors to newly affiliated schools may take some time.

Therefore, these new schools and those schools which have not been allotted Mentor so far may take

help of Board appointed neighbouring Mentor schools or from the Experts of CBSE Sahodaya school

Complex of their area to ensure proper implementation of the CCE in their schools. The Mentor Data

is available in the Mentor corner of Board's academic website i.e. www.cbseacademic.in.

The Board has appointed about 3000 mentors with each mentor allotted 3 to 5 schools for mentoring in the

neighborhood/nearby cities. Taking cognizance of efforts, hard work and improvement in quality of education

through mentoring by mentors, the Board has decided to Award such outstanding Mentors w.e.f. academic

session 2011-12. The details shall be made available on above website soon.

For further information, if any, they may kindly contact Mr. Shekhar Chandra, Desk Officer (M&M) through e-

mail on: [email protected] or on telefax No. 011-23231667.

With regards,

Yours sincerely,

(Dr. Sadhana Parashar)

Director (Training)

Copy to :

1. The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh Marg,

New Delhi-110 016.

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3. The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat, Delhi-110

054.

4. The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9, Chandigarh-160 017.

5. The Director of Education, Govt. of Sikkim, Gangtok, Sikkim – 737101.

6. The Director of School Education, Govt. of Arunachal Pradesh, Itanagar – 791 111

7. The Director of Education, Govt. of A&N Islands, Port Blair - 744101.

8. The Secretary, Central Tibetan School Administration, ESSESS Plaza, Community Centre, Sector 3,

Rohini, Delhi-110 085.

9. All the Regional Officers of CBSE with the request to send this circular to all the Heads of the affiliated

schools of the Board in their respective regions.


11. The RO (Technology) with the request to put this circular on the CBSE website.


13. EO to Chairman, CBSE

14. PA to CE, CBSE



17. PA to Director (Spl. Exam)

18. The Joint Director, CBSE

19. PRO, CBSE

Director (Training)


75

ANNEXURE-1

GUIDELINES FOR MENTORS AND MENTEE SCHOOLS FOR LOGGING IN AND ACCESSING VARIOUS

DOCUMENTS FROM THE CBSE ACADEMIC WEBSITE i.e. www.cbseacademic.in or CBSE MENTORING

CORNER www.mnm.cbseacademic.in

The following guidelines may kindly be read by every Mentor/Mentee school very carefully:-

1. As you are aware, the Board initiated Mentoring and Monitoring exercise in the year 2009-10 to monitor

the progress of implementation of CCE in affiliated schools. Willing principals from across the country

were trained as Mentors and were allotted Mentor Codes to operate online with the Board.

2. Now, to streamline the process and further automate its Mentoring and Monitoring activities, it has

been decided that all the Mentor/Mentee IDs allotted earlier and now onwards be named as

Mentor/Mentee Code(s). Online interaction with Mentor/Mentee schools has now been made

operational through a new Login ID for every Mentor/Mentee school.

3. This Login ID for school whether it is a Mentor or a Mentee will be its “School No.” which is allotted

by the respective Regional Office of the Board.

4. Each Mentor and Mentee school will also be allotted Mentor/Mentee Code which represents the school

as a Mentor or as a Mentee and will be used by them after properly logging into the Mentoring Corner

for accessing specific material related to mentoring.

5. While accessing Mentoring Corner of the Board’s Website, please remember to login with the correct

User/Login ID i.e. your school Number.

6. First get your password by clicking on "Generate your Password" option and follow the steps given

therein. On completion of given steps you will get your password and you will become a Registered

User of the Board for Mentoring and Monitoring. You are requested to preserve this password and

use it for all online interactions related to Mentoring and Monitoring with the Board. Until and

unless the correct User/Login ID (your school no.) and password is entered, you will not be able to

access documents related to Mentoring and Monitoring.

7. After the password is generated, as a registered user you will have access to view and download the

Mentoring documents related to your school as a Mentor or as a Mentee as the case may be. The

webpage, after entering the User/Login ID and the Password, will show the content as per the status of

the school as a Mentor as well as Mentee or a Mentee only.

A) If the school is a Mentor as well as a Mentee the webpage will show the following contents:

Welcome User "Sch. No.": "School Name and address"

Details of all Codes allotted so far to User

(please click on the corresponding Codes for viewing Documents)

Codes as Mentor

Sl.No.

01

02

Mentor Code Workshop Venue Date of Workshop

*M_M(RegionCode)_Affln. No.

Report Details

about Mentee

M_M(RegionCode)_Affln. No.

Name of School

Name of School

date

date

Summary of Reports

Summary of Reports


76

As a Mentor you have to follow the guidelines given below:

i) (*) mark at Sl. No.1 as shown in the table above indicates latest Mentor Code and it is to be used by the

Mentor for future online interactions. On clicking on this Mentor code, a Mentor can view and/or

download various letters and documents used by the Mentors, i.e.;

a) Mentor letter, letter to Chairman of Mentor school, Mentee list and Mentee letter.

b) Mentoring Tools – M & M checklist, Teacher Interaction Form, Classroom Observation Scale, Self

Review Form, Mentoring Form and Mentor Report. Mentor Report i.e. Handout 3-F to be submitted

online to the Board separately for each Mentee school just after visit to the school. All other

handouts will be kept in safe custody by the Mentor and should be sent to the Board only if

demanded by the Board.

c) Process of Mentoring and Monitoring

d) Collaterals used during the M & M Orientation Program

e) Claim/Bill Forms

ii) The CBSE has reshuffled the original list where there were about 10 schools given to a Mentor. These

schools are being reduced to 2-5 schools per Mentor. Kindly bear with us. Changes/additions in the old

mentor list are also being done where necessary.

iii) Each school has to fill in the Self Review Form (SRF) for themselves only and not for any other school.

iv) The Mentor school will only observe evidence in case of the data filled in by the Mentee School in the SRF.

v) Various tools to be used for the Mentoring & Monitoring of CCE are available to all the schools in

Mentoring Corner of Board’s Academic website.

vi) CBSE is also addressing concerns that have been raised by certain Mentee as well as Mentor Schools

and these are being communicated to them on one-to-one basis.

vii) Mentors are requested to understand and carry out the M&M initiative in the spirit of learning from each

other as Peer Assessors. It should not be used as a brand building or advertising exercise for one’s own

Institution. Any Mentor found to be doing so will be disqualified and will not be considered for the CBSE

Mentor Award.

viii) There are certain procedures for Mentoring, which have to be followed by all the Mentor Schools. These

have been shared in the various Mentoring Workshops conducted by the Board and are also available in

the "Tools for Monitoring & Mentoring of CCE". These procedures should always be kept in mind while

mentoring. These are also being reproduced here for reference and perusal.

Sl.No. Mentor CodeCode of Mentoring

School

Venue of

Mentor

Training

Date of

Training

Feedback

Details

about Mentor

01

02

M_M(Region

Code)_Sch. No.

- - -

M_M(RegionCode)_Affln.

No.

Name of

SchoolDate

Summary of

Feedback

- -

Codes as Mentee


77

ix) The Mentors who have been trained/retrained in the Mentoring workshops organized by the Board are

requested to extend all possible help to mentor/guide newly affiliated schools of their area and other

schools which have not been allotted Mentors by the Board as and when approached by such schools.

x) Some Mentors who have undergone training in the Mentoring workshops have been kept as Reserve

Mentors and their services will be utilized as per requirement.

CONVERSATIONAL AIDS TO PROVIDE EFFECTIVE FEEDBACK TO THE MENTEE SCHOOL

THROUGH THE MENTORING REPORT:

WHAT TO DO WHAT TO SAY

ØState your assumptions and describe the data

that has led to them.

ØExplain your assumptions.

ØMake your reasoning explicit.

ØExplain the content of your point of view: Who

will be affected by what you propose; How will

they be affected, and Why?

ØGive examples of what you propose even if they

are Hypothetical or metaphorical.

ØAs you speak try to picture the other people’s

perspective on what you are saying.

ØEncourage others to explore your models, your

assumptions and your data.

ØReveal where you are least clear in your thinking,

rather than making you vulnerable. It diffuses

the force of those who are opposed to you and

invites improvement.

ØEven when advocating, listen, stay open and

encourage others to provide different views.

Ø“Here's what I think, and here's how I got there.”

Ø“I assumed that…”

Ø“I came to that conclusion because…”

Ø“In my point of view…they will be affected

like…”

Ø“To get a clear picture of what I am talking about,

imagine that you are the student who will be

affected.”

Ø“I understand your perspective…"

Ø“What do you think about what I just said?” or

“Do you see any flaws in my reasoning?” or

“What can you add?”

Ø“Here's one aspect which you might help me to

think through…”

Ø“Do you see it differently?”


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GROUND RULES FOR THE MENTORS

Punctuality and time management.

Do not interrupt the Principal/teacher if they would like to make a point.

Ask questions one at a time.

You may ask questions by writing them down on slips of paper and putting them in the question box

placed in the room.

Non-judgmental approach – do not laugh at any person.

Respect each other’s feelings, opinions and experiences.

Respect the teacher and always seek permission before entering any class.

During class observation it is best to quietly observe and not raise doubts there and then.

Maintain confidentiality at all times.

Under no circumstances should you or any member of the team be critical of the teacher in front of the

students.

B) If the school is a Mentee school the webpage will show the following contents:

Welcome User "Sch. No.": "School Name and address"

Details of all Codes allotted so far to user

(please click on the corresponding Codes for viewing Documents)

As a Mentee you have to follow the guidelines given below:

i). After logging in, the Mentee school can access and download various letters and documents useful to

the Mentee schools, i.e.:

a. Mentee letter

b. Self Review Form (SRF) to be filled and submitted to the Mentor as and when demanded by

him/her.

c. Mentee Feedback Form about improvement in implementation of CCE after mentoring done

by the allotted Mentor is to be submitted online to the Board.

ii). Each Mentee school has to fill in the Self Review Form (SRF) for themselves only and not for any other

school and filled-in SRF has to be submitted to the Mentor as and when asked for by the Mentor

allotted to the Mentee school.

v

v

v

v

v

v

v

v

v

v

Codes as Mentee

Sl.No. Mentor CodeCode of Mentoring

School

Venue of

Mentor

Training

Date of

Training

Feedback

Details

about Mentor

01

02

M_M (Region

Code)_Sch. No.

- - -

M_M(RegionCode)_Affln.

No.

Name of

Schooldate Status

- -


79

iii). The Mentor allotted to the particular Mentee school will only observe evidence of the data filled in by

the Mentee School in the SRF.

iv). Various tools to be used for the Mentoring & Monitoring of CCE are available to all the schools in

Mentoring Corner of Board’s Academic website.

v). CBSE is also addressing the concerns that have been raised by certain Mentee as well as Mentor

Schools and these are being communicated to them on one-to-one basis. Changes in the old

mentor/mentee list are also being done where necessary.

vi). While the Mentors are requested to understand and carry out the M&M initiative in the spirit of learning

from each other as Peer Assessors, the Mentee schools are also requested to cooperate with the

Mentors allotted to them.

ANNEXURE-2

The method for allotting Mentor/Mentee Codes

i) The allotment method of Mentor/Mentee Code is given in the table below:-

Sl.

No.Region/Region Code

States covered under

the region

Mentor Code

(Region Code_Aff No.*)

Mentee Code

(Region Code_Sch No.**)

01.

02.

03.

04.

05.

06.

AJMER/ M_M01

ALLAHABAD/M_M02

CHENNAI/M_M03

DELHI/ M_M04

GUWAHATI/

M_M05

PANCHKULA/

M_M06

Rajasthan, Gujarat,

Madhya Pradesh, Dadra

and Nagar Haveli

U.P. and Uttaranchal

Tamil Nadu, Kerala,

Andhra Pradesh,

Karnataka,

Maharashtra, Goa,

Puducherry, Andaman &

Nicobar Islands, Daman

& Diu

NCT of Delhi and

Foreign Schools.

Assam, Nagaland,

Manipur, Meghalaya,

Tripura, Sikkim,

Arunachal Pradesh

Haryana, Chandigarh,

Punjab, J&K, Himachal

Pradesh

M_M01_AFF No.

M_M02_AFF No.

M_M03_AFF No.

M_M04_AFF No.

M_M05_AFF No.

M_M06_AFF No.

M_M01_Sch. No.

M_M02_Sch. No.

M_M03_Sch. No.

M_M04_Sch. No.

M_M05_Sch. No.

M_M06_Sch. No.


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* Aff No. is the number allotted by the Board to the school at the time of Affiliation.

** Sch. No. is the number allotted by the respective Regional Offices of the Board for examination purposes.

ii) The Mentor Code for any trained Mentor school will be as “Region Code_ School Affiliation Number”.

(For example: the Mentor Code for a principal of school with affiliation No. 123456 falling in Patna

Region who has attended Mentor workshop of the Board will be : M_M07_123456). The Mentor

Code should be quoted in all correspondence to the Board while writing as a Mentor.

iii) The Mentee Code for any particular school will be as “Region Code_School Number”. (For example:

the Mentee Code for a school with school No. 12345 falling under Patna Region which has been

allotted a Mentor will be: M_M07_12345). The Mentee Code should be quoted in all correspondence

to the Board while writing as a Mentee.

*********

07.

08.

PATNA/ M_M07

BHUBANESWAR/

M_M08

Bihar & Jharkhand

West Bengal, Orissa

and Chhattisgarh

M_M07_AFF No.

M_M08_AFF No.

M_M07_Sch. No.

M_M08_Sch. No.


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To e-mail: [email protected] [email protected]

Please send in your valuable feedback/suggestion for improvement of this Compendium of Tools for M & M.

E-mail