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Unit on School Standards and EvaluationNational University of Educational Planning and Administration
New Delhi
School Standards and Evaluation
Framework
Evaluation for Improvement
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National University of Educational Planning and Administration (NUEPA) (Declared by the Government of India under Section 3 of the UGC Act, 1956)
© NUEPA First Published: November 2015
Published by the Registrar, National University of Educational Planning and Administration (NUEPA), 17-B, Sri Aurobindo Marg, New Delhi - 110016 and Designed and Printed at Digital Expressions, New Delhi - 110049
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Acknowledgements
The shaping of the National Programme of School Standards and Evaluation (NPSSE) has been a collaborative endeavour that has evolved through an elaborate consultative and participatory exercise.
The progress towards the NPSSE mission of ‘School Evaluation for Improvement’ received considerable impetus from the proactive support and contribution of National Technical Group (NTG) members, experts, district, cluster and block-level officials, school heads, teachers, teacher unions, representatives of NGOs, and faculty of NUEPA and NCERT. We would like to convey our sincere thanks to all of them for sharing their insights with us and putting their weight behind our endeavours.
We are particularly grateful to the Ministry of Human Resource Development, Government of India for acknowledging the significance of School Standards and Evaluation as an essential pre-requisite for achieving a holistic improvement of schools in the process of providing quality education to all children in the country.
This significant initiative would also not have been possible without the sustained and unstinted support and guidance of Professor R. Govinda, Vice-Chancellor of NUEPA. With his strong conviction that School Evaluation will lead to improvement, he was instumental in the setting up of a dedicated Unit on School Standards and Evaluation at NUEPA. He also steered the developmental phases of the programme as an able and sagacious leader. We are hugely indebted to him for his all-encompassing role in supporting and mentoring this important project.
Last but not least, we are thankful to the Publication Unit for attending to the work of editing and bringing out the different publications for this project.
Unit on School Standards and Evaluation (USSE)
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Core Team of Unit on School Standards and Evaluation (USSE)
Prof. Pranati Panda, Professor and Head, USSE
Dr. Sanjeev Kumar Jha
Ms. Anu Dabas
Mr. Biswabasu Swain
Mr. Rupendra Pramar
Ms. Vidhi Gaur
Expert Support
Members of National Technical Group (NTG)
Faculty Members of NUEPA
Faculty Members of NCERT
Experts from SCERTs, SIEs, SIEMATs, DIETs, DEOs, BEOs, School heads, Teachers
Key Functionaries from all States and UTs
Experts from Non-Governmental Organizations (NGOs)
Teacher Unions
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Contents
Acknowledgements iii
1.0 National Programme on School Standards and Evaluation (NPSSE) 1
1.1 Major Objectives of NPSSE 2
1.2 Conceptual and Operational Plan for NPSSE 3
2.0 School Standards and Evaluation Framework (SSEF) 5
2.1 Structure of SSEF 5
2.2 Key Domains and Core Standards 6
2.3 School Evaluation and Improvement Process 7
3.0 Structure of Each Key Domain 8
4.0 Approach to School Evaluation 12
4.1 Guidelines for Evaluation 12
5.0 School Evaluation Dashboard 13
6.0 State Specificity, Adaptation, Contextualization and Translation 14
7.0 Web Portal 14
8.0 Key Domains and Core Standards
Key Domain-I Enabling Resources of School: Availability, Adequacy and Usability 15
Key Domain-II Teaching-learning and Assessment 35
Key Domain-III Learners’ Progress, Attainment and Development 49
Key Domain-IV Managing Teacher Performance and Professional Development 61
Key Domain-V School Leadership and Management 75
Key Domain-VI Inclusion, Health and Safety 89
Key Domain-VII Productive Community Participation 103
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Vision
“National Programme on School Standards and Evaluation (NPSSE) is envisaged as a positive
step to enable all schools to continuously engage themselves in self-improvement”
The need for effective schools and improving school performance is increasingly felt in the Indian education system to provide quality education for all children. The quality initiatives in school education sector, thus, necessitate focusing on school, its performance and improvement. Therefore, a growing emphasis is being placed upon developing a comprehensive and holistic school evaluation system as central to school improvement.
The National University of Educational Planning and Administration (NUEPA), under the aegis of Ministry of Human Resource Development (MHRD), is leading the National Programme on School Standards and Evaluation (NPSSE). The NPSSE is an initiative that aims at evaluating each school as an institution and creating a culture of self-progression with accountability. The NPSSE visualizes ‘School Evaluation’ as the means and ‘School Improvement’ as the goal.
The programme envisions reaching all schools of the country by creating a sustainable and institutionalized system of school evaluation. Therefore, it seeks to develop a common understanding across stakeholders– of the what, the why and the how of school evaluation.
“In view of the great need to improve standards of education at the school stage, we recommend
that a nationwide programme of school improvement should be developed in which conditions will be created for each school to strive
continually to achieve the best results of which it is capable” Education Commission, 1964-66
National Programme on School Standards and Evaluation (NPSSE)
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NPSSE has built upon the strength of the current school evaluation initiatives like “Gunotsav” of Gujarat, Samiksha of Odisha, the evaluation framework developed by the Karnataka School Quality Assessment and Accreditation (KSQAAC), etc. It is also rooted in evidence-based international and national researches on school evaluation practices.
Guiding Principles of NPSSE
• Based on Constitutional values, National Policies on Education, Curricu-lum Frameworks, Right of Children to Free and Compulsory Education Act (2009) and national schemes like SSA and RMSA
• Visualizes school as the unit for evaluation, keeping learners at the cen-ter stage
• Focuses on School Evaluation as a continuous process leading to school improvement in an incremental manner
• Envisions School Evaluation as a collaborative endeavor of all stake-holders at different levels
• Empowers each school to understand its own performance so as to em-bark on a journey of continuous self-improvement
1.1 Major Objectives of NPSSE
• To develop a technically sound conceptual framework, methodology, instrument, and process of school evaluation to suit the diversity of Indian schools
• To create an institutional mechanism and develop a critical mass of human resource for adaptation and contextualization of the school evaluation framework and practices across states
• To develop capacity of schools and system level functionaries to institutionalise school evaluation leading to school improvement in a sustainable and continuous manner
• To facilitate the system to be responsive to school-specific needs, analyse school evaluation reports across systemic levels and initiate appropriate policy interventions
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‘School Evaluation as the means and School Improvement as the goal’
• Each school is unique to its own context, size, conditions and resources
• Schools have the mandate to translate national vision in true spirit
• School Evaluation refers to evaluating the individual school- its performance in a holistic and continuous manner
• Each school needs to critically analyze the current practices to identify its strengths and areas that need immediate action for improvement
• School Evaluation creates a collaborative culture with the active participation of all stakeholders for making professional judgment and decisions
• School Evaluation enriches teachers and teaching-learning practices through reflection and collective sharing of experiences
• School Evaluation leads to better planning and effective implementation through an inbuilt review mechanism
• School Evaluation empowers the school as a whole to celebrate change and encourages sustainable transformation
1.2 Conceptual and Operational Plan: NPSSE
In order to translate the objectives of NPSSE in true spirit, it is imperative to address the key operational components of the programme, namely, development of material, capacity building of a critical mass of human resource, institutional mechanism and research support for implementation of the programme.
A National Technical Group (NTG) has been constituted comprising members from diverse institutions across the country to extend guidance and support. As part of NPSSE initiatives to engage with the states, State Technical Groups (STGs) are being constituted to take forward the programme at the state level.
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National Programme on School Standards and
Evaluation : Operational Plan
Collaborative Endeavour
Operational Plan
ResearchInstitutional Mechanism
Collaboration with government Institutions and
professional experts
Create evedence based research
support for effective
implementation of NPSSE
Development of Web Portal and
Mobile Application
Development of Material
National Programme on
School Standards and Evaluation
(NPSSE): A Programme Document
Capacity Building
School as a whole (School Head,
Teacher)
Block Education Officer, Distict
Education Officer
Faculty of SCERT, SIEMAT, DIET, etc.
School Evaluation for Improvement
School as a Unit of Evaluation
Positions Learners at the center Stage
State
External Evaluation
Education Officials, School Head, Other Public Administrator
National
Self Evaluation
Continous process embedded in day-to-day school practices
Guideline for Self Evaluation
Handbook for External Evaluation
Training Manual for SSEF
School Standards and Evaluation
Framework (SSEF)
Conceptual and Operational Plan for NPSSE
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2.0 School Standards and Evaluation Framework (SSEF)
The School Standards and Evaluation Framework (SSEF) is developed as a comprehensive instrument for school evaluation. It enables the school to evaluate its critical performance areas against the well-defined criteria in a focused and strategic manner.
The SSEF is developed through a participatory approach, involving state-level functionaries, district and block level education officers, educators, school heads, teacher unions, teachers, etc. It is based on mutual consensus of all stakeholders on ‘How to evaluate Indian schools’ to improve their performance. The SSEF has been piloted at each stage of its development.
Salient Features of School Standards and Evaluation Framework
• Identifies Key Domains as critical performance areas and a set of Core Standards under each Key Domain as reference points for evaluation and improvement
• A comprehensive instrument for both self-evaluation and external evaluation
• Flexible and adaptable for contextualization by the states, addressing the needs of diverse schools
• Clear, logical and easy-to- use by the school and external evaluators
• Makes the evaluation process consistent and transparent
2.1 Structure of SSEF
The SSEF comprises seven ‘Key Domains’ as the significant criteria for evaluating performance of schools. Each ‘Key Domain’ has a set of ‘Core Standards’ that address the most significant elements of the respective domains. The evaluation of each ‘Key Domain’ entails sequential steps. These steps are ‘Reflective Prompts’, ‘Factual Information’, ‘Core Standards’ (with descriptive content), ‘Supportive Evidences’, which, together, facilitate schools in making professional judgment of their level of performance. There is a ‘Response Matrix’ at the end of each ‘Key Domain’ to record judgments. Each school is expected to prepare a consolidated evaluation report in the’ School Evaluation Dashboard’.
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Key Domain Core Standard
Enabling Resources of School: Availability, Adequacy and Usability
School PremisesPlayground with Sports Equipment and Materials Classrooms and Other RoomsElectricity and Gadgets LibraryLaboratoryComputer (where provisioning exist)RampMid Day Meal, Kitchen and UtensilsDrinking WaterHand Wash FacilitiesToilets
Teaching-learning and Assessment
Teachers’ Understanding of LearnersSubject and Pedagogical Knowledge of TeachersPlanning for Teaching Enabling Learning EnvironmentTeaching-learning ProcessClass ManagementLearners’ AssessmentUtilization of Teaching-learning ResourcesTeachers’ Reflection on their own Teaching-learning Practices
Learners’ Progress,Attainment and Development
Learners’ AttendanceLearners’ Participation & EngagementLearners’ ProgressLearners’ Personal and Social DevelopmentLearners’ Attainment
Managing TeacherPerformance and ProfessionalDevelopment
Orientation of New TeachersTeachers’ AttendanceAssigning Responsibilities and Defining Performance GoalTeachers’ Preparedness for Curricular ExpectationsMonitoring of Teachers PerformanceTeachers’ Professional Development
School Leadership andManagement
Building Vision and Setting DirectionLeading Change and ImprovementLeading Teaching-learningLeading Management of School
Inclusion, Health and Safety
Inclusive CultureInclusion of Children With Special Needs (CWSN)Physical SafetyPsychological SafetyHealth and Hygiene
Productive CommunityParticipation
Organisation and Management of SMC/ SDMCRole in School ImprovementSchool – Community LinkagesCommunity as Learning ResourceEmpowering Community
2.2 Key Domains and Core Standards
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Key Domain Core Standard
Enabling Resources of School: Avail-ability, Adequacy and Usability
What is the availability and quality of infrastructure, human resources and teaching-learning resources? (Twelve Standards)
Teaching-learning and Assessment How effective is the teaching-learning and assessment? (Nine Standards)
Learners’ Progress, Attainment and Development
How is the learners learning progress, attainment of learning outcomes and personal and social develop-ment? (Five Standards)
Managing Teacher Performance andProfessional Development
How is the teacher performance managed and devel-oped? (Six Standards)
School Leadership and Management How are the leadership and management of the school? (Four Standards)
Inclusion, Health and Safety How inclusive and safe is the school? (Five Standards)
Productive Community Participation How productive are the community linkages for the school? (Five Standards)
Enabling Resources of School:
and UsabilityAvailability, Adequacy Teaching-learning
Assessment
and
Prod
uctiv
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rtic
ipat
ion
Com
mun
ity
Learners’ Progress,
Developm
ent
Attainm
ent and
Inclusion, Health
and
Safety
School Leadership and
Management
Managing Teacher
Performance and
Professional Developm
ent
School Standards
and Evaluation Framework
Posit
io
ns Learners at the center Stage
School as a Unit of Evaluation
Self-Evaluation
External-Evaluation
School Development Plan
Prio
riti
zing
Act
ion
for
Impr
ovem
ent
Plan Implem
entation
Identifying Strengths and Areas of Improvement
Complementar y Evaluation
C
om
plem
entary Evaluation
Com
plem
entary
Eva
luat
ion
2.3 School Evaluation and Improvement Process
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3.0 Structure of Each Key Domain
About the Key Domain
Each key domain begins with a brief introduction to highlight the importance of the specific performance area for the school. It also describes significance of the key domains.
Each Key Domain is structured in a sequential manner comprising Reflective Prompts, Factual Information, Core Standards with Descriptors and Supportive Evidences to make objective judgements for both self and external evaluation. There is also a Response Matrix at the end of each Key Domain to record judgements.
Reflective Prompts
These are a set of reflective questions that form a prelude to the main contents of each domain. They are broad-based questions that set the school to introspect and deliberate upon collectively, before attempting to evaluate itself against each key domain. They provide an insight into the kind of information that needs to be addressed, thus preparing the school for a more robust evaluation.
Factual Information
Factual information is a set of questions or data points which capture the school’s overall status in a particular key domain. These may be in the form of statistical data or short responses. Some of the information, so collected, may not otherwise be captured in the core standards that follow and would, in this sense, add substance to the evaluation. The school may use data available with it or information collected earlier from other sources.
Factual information helps a school make a more accurate judgment later when placing itself against a particular core standard. It also helps the external evaluator understand the school better as a precursor to evaluation against core standards, besides helping to corroborate judgment against the descriptors.
Core Standards
The core standards under each key domain address the most significant dimensions of the respective key domain. These formulate measurable expectations, setting benchmarks for quality, and provide a common basis for school evaluation. They place the expected level of performance in an incremental manner across three levels.
They cover the critical elements that need to be taken into account to bring about holistic improvement in a particular key domain. Core standards also provide a direction to a school that embarks on a journey of improvement.
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Descriptors for Core Standards
Descriptors are complete statements that define the extent of fulfilment of a core standard at each level. They define the scope of each core standard for a particular level. The descriptors are not prescriptive in nature and lend themselves to various ways of fulfilling a core standard. The descriptors are written in a hierarchical order across three levels. It helps a school place itself at a particular level and also understand its next aspiration-al level. Due to the incremental nature of descriptors, it is expected that a school placing itself at any particular level would be fulfilling the demands of the lower levels too. For example, a school at level three for a defined core standard is expected to be fulfilling levels 1 and 2 of the same core standard.
Sources of Evidence
Evidence helps a school to support its judgment of placing itself at a particular level. The school is expected to provide appropriate evidence for its claim against each core standard. Suggested sources of evidence have been listed out towards the end of each key domain. The school may choose appropriately from this list, depending on the level it places itself at, to support its claim. The school may also furnish alternative evidences which may not be listed. Sources of evidence may be records in the form of documents/ photographs/statistical data/ audio-visual material etc. available in the school. The school may also use U-DISE school report card as data base. Further school needs to create its source of evidence that classroom observation capturing the voices of learners, parental views and SMC suggestions.
Sources of evidence may be classified as:
• Referential Evidence – Norms/ Guidelines and Frameworks, Registers, Government Orders, etc.
• Supportive Evidence – Records Available with the School
• Evidences that a school needs to create
Response Matrix
Each key domain has a ‘Response Matrix’. The response matrix should be used by a school to record its response against each core standard. The response should be collectively decided by the school who deliberate and make judgments based on descriptors. The school should respond to or choose only one level against each core standard.
The response matrix is a comprehensive table that helps a school get a complete picture of their current status in each Key Domain. By the end of the evaluation process, the school is expected to fill seven such response matrices.
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Innovation (s)
Each domain provides an opportunity for the school to record innovative practices, if any, and/or strengths of the school, hitherto not covered in the core standards and their descriptors. It gives scope to appreciate the uniqueness of each school. It acknowledges that the school may be doing other practices beyond the scope of this framework. It provides a formal space for a school to make known its context specific micro-innovations.
Planning for Improvement
The school is required to write the level (i.e. I, II or III) in the ‘Planning for Improvement’ by using respective ‘Response Matrix’. The school can use this levelling to identify its areas of improvement. For this to be truly useful the school can collectively select some areas that it wishes to work on and leave out some areas depending on its current limitations. It may then prioritize the chosen areas in three degrees i.e. low, medium and high by putting a tick (✓) mark on appropriate degree of prioritization and decide to work on them in a phased manner over time. Decisions related to prioritization will depend on the immediate needs of the school, demands from policies, local contexts, school specific issues, etc.
The school then creates a preliminary plan (Planning for Improvement Table) based on its unique choices. It further details out proposed actions against each chosen area of improvement. It is not necessary for the school to act on all core standards at the same time or even over a period of time. For this purpose the school needs to put a tick (✓) mark against year 1, 2 or 3 (Y-1, Y-2 or Y-3) for each core standard. This depends on the informed choices the school makes based on its Response Matrix.
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Highlights the importance of the key domain
They are broad-based questions that set the school to introspect and deliberate upon collectively, before attempting to evaluate itself against each key domain
Factual information is a set of questions or data points which capture the school’s overall status in a particular key domain
These formulate measurable expectations setting benchmarks for quality and provide a common basis for school evaluation
Descriptors are complete statements that define the extent of fulfillment of a core standard at each level
Evidence helps a school to support its judgment of placing itself at a particular level
Each domain provides an opportunity for the school to record innovative practices, if any and/or strengths of the school, hitherto not covered in the core standards and their descriptors
The response matrix should be used by a school to record its response against each core standard
The school can use the Response Matrix to identify its areas of improvement. For this to be truly useful the school can collectively select some areas that it wishes to work on and leave out some areas depending on its current limitations
About the Key Domain
Reflective Prompts
Factual Information
Core Standards
Descriptors
Sources of Evidence
Innovation (s)
Response Matrix
Planning for Improvement
Structure of Key Domains
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4.1 Guidelines for School Evaluation
Guidelines for school evaluation intends to support self and external evaluation processes to be done in a sequential and professional manner.
All the schools and external evaluators are expected to follow the guidelines to make their judgement more accurate.
Self Evaluation External Evaluation
A continuous and cyclic process; embedded in day- to-day activities of the school
A complementary exercise to self-evaluation to develop a complete and objective picture of school performance
School, as a whole, acts collaboratively involving all its stakeholders, including the SMC/ SDMC
Evaluators are external to the school and internal to the system- like Education Officials, Head Teachers of other schools, other Public Administrators, etc.
Process of self-evaluation includes steps such as building preparedness among all stakeholders; collecting and analyzing evidences; recording judgment in the response matrix; preparing consolidated report in the School Evaluation Dashboard
Evaluators act as ‘Critical Friend’ to school; analyze and review self-evaluation documents; seek additional information from teachers, parents, children and other stakeholders; observe classroom practices and functioning of the school; give objective feedback to school; record judgment and prepare the evaluation report; provide support in prioritized areas for improvement
Is undertaken throughout the term (July-June)(The consolidated report filled in School Evaluation Dashboard needs to be submitted at the end of the term)
Is planned for twice a year, typically as mid-term and end-term exercise. (The states may decide on the frequency of external evaluation as per their criteria)
What
Who
How
When
ComplementaryEvaluation
4.0 Approach to School Evaluation
The SSE Framework is a strategic instrument for both self and external evaluation. Self-evaluation is considered as the nucleus of the school evaluation process. It is intended to provide the school personnel with a common understanding of the school’s overall performance and identify priority areas for development. External Evaluation follows as a complementary exercise to self-evaluation so as to ensure that the two approaches work in synergy and respect the strengths and insights that each brings to the overall evaluation. It aims to develop a complete picture of the school for supporting its overall improvement.
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5.0 School Evaluation Dashboard
The School Evaluation Dashboard facilitate each school to provide consolidated self-evaluation report in key performance domains and core standards, including action for improvement. It has three parts i. Basic Information about learners and teachers ii. ‘School Evaluation Composite Matrix’, which provides the holistic picture of school performance across seven key domains and their core standards and iii. Action for Continuous School Improvement Plan. The dashboard has also the provision for external evaluation report.
The ‘School Evaluation Dashboard’ is available online in a dedicated web portal. Each school can submit its self-evaluation report by using the interactive web portal. The external evaluators have to use the same web portal to provide their evaluation report. A consolidated school evaluation report, encompassing both self and external evaluation is generated online by the web portal.
The ‘School Evaluation Dashboard’ can be used for viewing and analysing school evaluation report and data which can further be consolidated at the block, district, and state level to extend appropriate support to school. It also facilitates schools in monitoring their own progress and improvement over the years. It would further direct the schools to take appropriate action for its continuous improvement and allow for revisiting their practices. The consolidated data at the block, district and state level can also direct policy-level decisions across the levels.
Self-Evaluation Guidelines
Building Preparedness
Collecting Evidences
• Capturing Stakeholder Voices
• School Observations
• Classroom Observation
• Review of Documents
Identifying and Recording Status of School Functioning
Identifying Strengths and Opportunities for Improvement
Formulation of Action for Continuous Improvement Plan (ACIP)
Integration of ACIP with School Development Plan
External-Evaluation Guidelines
Building Preparedness
Collecting Evidences
• Capturing Stakeholder Voices
• School Observations
• Classroom Observation
• Review of Documents
Identifying and Recording Status of School Functioning
Identifying Strengths and Opportunities for Improvement
Examining the Action for Continuous Improvement Plan (ACIP)
Examining integration of ACIP with School Development Plan
Com
plem
enta
ry E
valu
atio
n
*Refer to the guidelines for School Evaluation
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6.0 State Specificity, Adaptation, Contextualization and Translation
The SSEF provides the broad guidelines to institutionalize school evaluation by the respective states. It encourages local adaptation by the states, based on their socio-cultural context and state-specific policies. The framework is flexible for adaptation, contextualisation & translation in the state specific language.
7.0 Web Portal
The National Programme on School Standards and Evaluation (NPSSE) is supported by a dedicated and interactive web portal. The web portal has all programme related documents which can be downloaded by all the users.
The web portal has an interactive platform wherein each school can submit its self-evaluation report online. The external evaluators have to use the same web portal to provide their evaluation report. A consolidated school evaluation report is generated online encompassing both self and external school evaluation report.
Each school can create its login ID by using UDISE code as login ID and can generate its password. Similarly blocks, districts and states can create their login ID and password. The web portal has a most unique feature in that it has access to school evaluation report of any school by the parents and public to observe and provide feedback.
The web portal can be used by all the stakeholders as follows:
1. School• CreatesitsloginIDbyusingUDISEcodeasloginIDandcangeneratetheirpassword• Feedsschoolselfevaluationdataandactionforschoolimprovementonline• Finalsubmissionofself-evaluationdatageneratesschoolself-evaluationreport
2. External evaluators • CreateloginIDandpasswordfortherespectiveschool• Accessschoolself-evaluationreportoftherespectiveschool• Feedschoolexternalevaluationdataandgenerateexternalevaluationreport
3. Consolidated school evaluation report • Generate online school evaluation report encompassing both self and external
evaluation
4. Block, District, State and National • CreateloginIDandpasswordfortheblock,district,stateandnationallevel• Accessevaluationreportofeachschool,monitortheprocessandprogressattheblock
and district level• Generatesummaryoftheschoolperformanceevaluationandanalyzethelevelsinthe
respective domains and core standards at the block, district, state and national level
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Enabling Resources of School: Availability, Adequacy
and Usability
IKey Domain
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About the Domain
The enabling resources are critical to the effective functioning of the school. Every school requires a variety of resources for its operations– infrastructure, human resources, financial, material, etc. In a school, enabling resources are those resources which facilitate learning in comfortable, safe and stress- free surroundings. The main characteristics of school resources are accessibility and efficiency. Accessibility refers to the availability of safe and vital facilities to all users. Efficiency refers to the optimum utilization of resources. Therefore, it is significant for a school to optimally use available resources for learning to happen in a conducive environment while maintaining high standards of safety, health and hygiene.
Enabling Resources of School: Availability, Adequacy and Usability
IKEY DOMAIN
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Reflective Prompts
Q1. What enabling resources are available and adequate for the school?
Q2. What is the quality & extent of usability of enabling resources in school?
Q3. What is the mechanism adopted by the school to ensure cyber safety?
Factual Information
1. Total area of school premises with covered area (square metre) _______________
2. Area of playground, if available (in square metre) ___________________
3. Area of open space in the school, if there is no playground (in square metre)
4. Classes taught in school: from _______________ to _______________
5. Total enrolment in the school ________________ (as on 30th September)
i. In Primary classes: a. boys ________ b. girls ________
ii. In Upper primary classes: a. boys ________ b. girls ________
iii. In Secondary classes: a. boys ________ b. girls ________
6. The condition of school building:
a. good b. needs minor repair
c. needs major repair d. no building
7. List of games/ sports, art education, work experience and other co-scholastic activities and list equipment/ material available for different activities:
(School may give response for more than one option in a question, if required)
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8. a) Total number of classrooms in the school ____________________________
b) Number of classrooms with adequate space for learner (SSA/ RMSA norms)
9. Number of classrooms where learners sit on mats/ tatputtis: _____
10. Number of classrooms in which learners sit on benches/ chairs and have desks: _____
11. Number of learners for whom additional benches/ chairs are required/ mat/ tatputtis are needed, if existing provisions are insufficient: _____
12. Availability of other rooms: a. school head b. staff c. girls
any other, (Please mention) _______________________________________________
13. Is there a separate room for library?
Yes No if yes, area (sq. metre) ______________________________
14. Number of learners who can sit and read at a time in library ___________________
15. The library manages by:
a. full-time librarian b. teacher c. School Head
d. any other arrangement (specify) _______________________________________
16. Number of periodicals the school has subscribed to:
a. dictionaries and Encyclopaedias
b. newspapers
c. magazines
d. other Reference Books
17. The numbers of books other than dictionaries & encyclopedia per 100 learners in the library _____________________________________________________________
18. Laboratory available in the school:
a. integrated science laboratory
b. separate laboratories for different purposes (demonstrating experiments)
c. only a corner or almirah for keeping apparatus and equipment
d. no equipment for conducting experiments
Sch
oo
l Sta
nd
ard
s an
d
Eval
uat
ion
Fra
mew
ork
20
19. Number of computers available in the school for:
a. teaching–learning b. administration
c. library d. no computer
20. Internet facility available in school is used by:
a. school head only b. teachers only
c. learners d. not available
21. Availability of other equipment:
a. radio b. television
c. CD/DVD player d. LCD projector
e. generator f. any other (Please mention) _____________
____________________________________
22. Number of functional toilets available:
a. toilet seats for boys b. toilet seats for girls
c. toilet units for CWSN d. urinals for boys
e. separate toilets for staff f. no toilets
g. only one toilet unit
23. Ratio of number of learners to number of taps/ outlets for:
a. hand-washing b. drinking water (if different)
24. Source of drinking water:
a. tube-well/ hand pump b. supplied through taps from a common source
c. any other (please mention) ___________________________________________
25. Process of purification of water in school:
a. boiling b. chlorination
c. filtration d. no arrangement
e. any other (please mention) ___________________________________________
26. Type of hand-washing facility available:
a taps b. buckets and mugs
c. no facility d. any other (please mention)______________
Do
main
I
21
27. a. Whether water is stored in an overhead tank: yes no
b. Number of times cleaned in previous years _____________________
28. School assembly held in:
a. verandah/ corridor b. assembly hall
c. open space d. designated place exists
29. i. Mid Day Meal in the school is:
a. prepared in b. supplied from outside the school (by some agency)
ii. If it is prepared in the school, is there a kitchen shed or a room for cooking Mid-day meal for learners in school? Yes No
30. Precautions taken to ensure that the food is safe to eat with no chance for insects/reptiles to contaminate the food:
31. Is there electricity in school? Yes No
If yes, a. Number of rooms having fans _____
b. Number of rooms having light facility _____ (in the form of bulbs, CFLs, tubes)
32. List other rooms (other than classrooms) available in school for different purposes along with the use being made of each room:
33. Incentives (free textbooks, free uniform, scholarships, etc.) available for learners:
a. number of learners given free textbooks _________________
b. number of learners given uniforms _________________
c. number of learners given scholarships _________________
d. other incentives and number of eligible learners (please mention) ___________
___________________________________________________________________
Sch
oo
l Sta
nd
ard
s an
d
Eval
uat
ion
Fra
mew
ork
22
Scho
ol
Prem
ises
Ope
n ar
ea is
in
suff
icie
nt w
ith
limite
d sp
ace
for
asse
m-
bly;
kuc
hcha
/ se
mi-p
ucca
/ ten
t ty
pe b
uild
ing
is av
aila
ble;
bou
nd-
ary
wal
l/ fe
nce
does
n’t e
xist
or
is di
scon
tinuo
us
with
big
gap
s; n
o ga
rden
/ tre
es in
th
e co
mpo
und
Ope
n an
d bu
ilt
area
is ju
st
suff
icie
nt w
ith
avai
labl
e as
sem
-bl
y ha
ll/ s
pace
bu
t ina
dequ
ate
to a
ccom
mod
ate
all l
earn
ers
com
-fo
rtab
ly; p
ucca
bu
ildin
g ex
ists
with
bou
ndar
y w
all/
fenc
e w
ith-
out g
ate;
few
ga
rden
/tree
s in
th
e co
mpo
und
Am
ple
open
an
d bu
ilt s
pace
s av
aila
ble
for f
ree
mov
emen
t of
lear
ners
with
des
-ig
nate
d sp
ace
for
asse
mbl
y; b
ound
-ar
y w
all/
fenc
ing
with
pla
ntat
ion
and
gate
exi
sts;
w
ell m
aint
aine
d ga
rden
and
law
n
Ope
n sp
ace
is us
ed o
nly
for a
s-se
mbl
y; g
roun
d is
unev
en; p
rem
ises
appe
ar to
be
un-
clea
n an
d la
ckin
g m
aint
enan
ce;
maj
or re
pairs
ar
e ne
eded
in
floor
/wal
ls/ ro
of/
door
s/ w
indo
ws,
et
c.
Ass
embl
y sp
ace/
ha
ll is
used
for
orga
nizi
ng o
ther
ac
tiviti
es s
uch
as
phys
ical
exe
rcis-
es, o
rgan
izin
g fu
nctio
ns, e
tc.;
grou
nd is
eve
n;
min
or re
pairs
ar
e ne
eded
in
floor
/ wal
ls/ ro
of/
door
s; o
ccas
iona
l m
aint
enan
ce is
un
dert
aken
Ope
n sp
ace
and
build
ing
are
clea
n an
d w
ell-m
ain-
tain
ed; r
epai
rs
are
unde
rtak
en in
a
timel
y m
anne
r
Core
Sta
ndar
d
Des
crip
tor
Avai
labi
lity
and
Adeq
uacy
Qua
lity
and
Usab
ility
Leve
l-1Le
vel-2
Lev
el-3
Leve
l-1Le
vel-2
Lev
el-3
Do
main
I
23
Core
Sta
ndar
d
Des
crip
tor
Avai
labi
lity
and
Adeq
uacy
Qua
lity
and
Usab
ility
Leve
l-1Le
vel-2
Lev
el-3
Leve
l-1Le
vel-2
Lev
el-3
Play
grou
nd
and
Spor
ts
Equi
pmen
t/
Mat
eria
ls
Play
grou
nd is
un-
avai
labl
e; s
choo
l oc
casio
nally
use
s th
e pl
aygr
ound
of
a n
eigh
bour
-ho
od s
choo
l or
a co
mm
unity
Sp
ace;
no
or
limite
d eq
uip-
men
t/ m
ater
ial i
s av
aila
ble
Play
grou
nd o
f in
adeq
uate
siz
e is
avai
labl
e;
play
grou
nd o
f ot
her s
choo
l use
d oc
casio
nally
for
cert
ain
gam
es;
adeq
uate
mat
eri-
al a
nd e
quip
men
t av
aila
ble
only
for
a fe
w g
ames
Play
grou
nd o
f ad
equa
te s
ize
is av
aila
ble
with
in
scho
ol p
rem
ises;
ad
equa
te s
port
s eq
uipm
ent a
nd
mat
eria
l also
av
aila
ble
for a
va
riety
of g
ames
Lear
ners
som
e-tim
es p
lay
only
th
ose
gam
es
for w
hich
no
or
min
imum
equ
ip-
men
t is
need
ed;
no g
uida
nce
and
supe
rvisi
on is
av
aila
ble
Lear
ners
util
ize
the
play
grou
nd
wel
l, t
houg
h fo
r lim
ited
num
ber
of g
ames
; spe
cific
tim
e is
allo
cate
d fo
r spo
rts/
gam
es;
play
grou
nd
activ
ity is
alw
ays
supe
rvise
d;
equi
pmen
t is
mai
ntai
ned
and
mad
e av
ail-
able
as
and
whe
n re
quire
d;
spor
ts e
vent
s ar
e co
nduc
ted
in th
e sc
hool
pl
aygr
ound
or
outs
ide
Lear
ners
par
tic-
ipat
e in
a v
arie
ty
of g
ames
/ spo
rts
in a
pla
nned
m
anne
r; fa
cili-
ty fo
r tra
inin
g/
coac
hing
for
spor
ts is
ava
ilabl
e;
scho
ol m
aint
ains
in
vent
orie
s of
all
equi
pmen
t and
re
plen
ishes
mat
e-ria
l as
and
whe
n ne
cess
ary;
org
a-ni
zes
inte
r-sc
hool
sp
orts
mee
t ev
ery
year
Sch
oo
l Sta
nd
ard
s an
d
Eval
uat
ion
Fra
mew
ork
24
Clas
sroo
ms
and
Oth
er r
oom
s
Cla
ssro
oms
are
crow
ded;
no o
ther
room
s ar
e av
aila
ble
exce
pt fo
r Sch
ool
Hea
d;
furn
iture
(mat
s in
th
e ca
se o
f pri-
mar
y cl
assr
oom
s)
is av
aila
ble
but
not s
uffic
ient
A f
ew c
lass
-ro
oms
are
crow
ded;
ro
oms
for
Scho
ol H
ead
and
com
mon
ro
om f
or t
each
-er
s ar
e av
ail-
able
; fur
nitu
re
is a
dequ
ate
as p
er r
equi
re-
men
ts o
f th
e sc
hool
All
the
clas
s-ro
oms
have
ad
equa
te s
pace
fo
r le
arne
rs a
nd
for
grou
p w
ork
and
othe
r ac
tiv-
ities
; add
ition
al
room
s to
be
used
as
offic
e,
stor
e, c
raft
, etc
. ar
e av
aila
ble;
ea
ch c
lass
room
ha
s su
ffic
ient
nu
mbe
r of
be
nche
s an
d ch
airs
; tea
cher
s ha
ve lo
cker
s/cu
pboa
rds
Cla
ssro
oms
incl
udin
g ot
her
room
s ar
e po
orly
ve
ntila
ted
with
in
adeq
uate
nat
u-ra
l/ el
ectr
ic li
ght;
som
e cl
assr
oom
s ha
ve p
oor q
ualit
y of
bla
ckbo
ards
w
ith fe
w d
ispla
ys
like
char
ts a
nd
map
s; fu
rnitu
re
is of
poo
r qua
lity
and
requ
ires
re-
pairs
or r
epla
ce-
men
t
Maj
ority
of
clas
sroo
ms
have
goo
d ve
ntila
tion
, na
tura
l lig
ht
and
fans
(whe
re
need
ed);
mos
t
clas
sroo
ms
have
cha
rts
and
map
s di
spla
yed
on t
he w
alls
; fu
rnitu
re is
co
mfo
rtab
le
and
cate
rs t
o th
e ne
eds
of
the
lear
ners
Ever
y cl
assr
oom
ha
s go
od v
en-
tilat
ion,
ligh
t;
othe
r ro
oms
are
appr
opria
tely
fu
rnis
hed;
dis
-pl
ay o
f pi
ctur
es
are
used
to
cre-
ate
an a
ttra
ctiv
e en
viro
nmen
t;
furn
iture
is
wel
l-arr
ange
d an
d ae
sthe
tical
-ly
ple
asin
g; is
ag
e-ap
prop
riate
an
d fr
iend
ly f
or
diff
eren
tly-a
bled
le
arne
rs
Elec
tric
ity
and
Gad
gets
No
prov
ision
for
elec
tric
ity; b
atte
ry
oper
ated
gad
gets
lik
e ra
dio
etc.
are
av
aila
ble
Elec
tric
sup
ply
is ir
regu
lar;
no
alte
rnat
ive
ar-
rang
emen
ts f
or
pow
er f
ailu
re/
cuts
; all
room
s ha
ve e
lect
ric
light
s an
dfa
ns; e
lect
roni
c eq
uipm
ent(
T.V
, ra
dio,
etc
.) ar
e av
aila
ble
Scho
ol h
as it
s ow
n po
wer
ba
ck-u
p fa
cilit
y,
such
as
gene
ra-
tor
or in
vert
er
to d
eal w
ith
pow
er f
ail-
ures
; all
room
s ha
ve a
dequ
ate
elec
tric
ligh
ts
and
fans
; pub
lic
addr
ess
syst
em
is in
pla
ce
Scho
ol b
orro
ws/
hire
s ge
nera
-to
r/ba
tter
y an
d ot
her
elec
tric
al
equi
pmen
ts f
or
spec
ial o
cca-
sion
s
Wiri
ng a
nd
switc
h bo
ards
ar
e in
goo
d co
nditi
on;
elec
tric
al e
quip
-m
ent
(fan
s,
etc.
) is
serv
iced
fr
om t
ime
to
time
Min
iatu
re
Circ
uit
Brea
ker
switc
hes
(MC
B),
are
in p
lace
to
prev
ent
fire
due
to s
hort
circ
uit;
al
l ele
ctric
al
and
elec
tron
ic
equi
pmen
t ar
e re
gu-
larly
che
cked
, m
aint
aine
d an
d ke
pt in
wor
king
or
der
Core
Sta
ndar
d
Des
crip
tor
Avai
labi
lity
and
Adeq
uacy
Qua
lity
and
Usab
ility
Leve
l-1Le
vel-2
Lev
el-3
Leve
l-1Le
vel-2
Lev
el-3
Do
main
I
25
Clas
sroo
ms
and
Oth
er r
oom
s
Cla
ssro
oms
are
crow
ded;
no o
ther
room
s ar
e av
aila
ble
exce
pt fo
r Sch
ool
Hea
d;
furn
iture
(mat
s in
th
e ca
se o
f pri-
mar
y cl
assr
oom
s)
is av
aila
ble
but
not s
uffic
ient
A f
ew c
lass
-ro
oms
are
crow
ded;
ro
oms
for
Scho
ol H
ead
and
com
mon
ro
om f
or t
each
-er
s ar
e av
ail-
able
; fur
nitu
re
is a
dequ
ate
as p
er r
equi
re-
men
ts o
f th
e sc
hool
All
the
clas
s-ro
oms
have
ad
equa
te s
pace
fo
r le
arne
rs a
nd
for
grou
p w
ork
and
othe
r ac
tiv-
ities
; add
ition
al
room
s to
be
used
as
offic
e,
stor
e, c
raft
, etc
. ar
e av
aila
ble;
ea
ch c
lass
room
ha
s su
ffic
ient
nu
mbe
r of
be
nche
s an
d ch
airs
; tea
cher
s ha
ve lo
cker
s/cu
pboa
rds
Cla
ssro
oms
incl
udin
g ot
her
room
s ar
e po
orly
ve
ntila
ted
with
in
adeq
uate
nat
u-ra
l/ el
ectr
ic li
ght;
som
e cl
assr
oom
s ha
ve p
oor q
ualit
y of
bla
ckbo
ards
w
ith fe
w d
ispla
ys
like
char
ts a
nd
map
s; fu
rnitu
re
is of
poo
r qua
lity
and
requ
ires
re-
pairs
or r
epla
ce-
men
t
Maj
ority
of
clas
sroo
ms
have
goo
d ve
ntila
tion
, na
tura
l lig
ht
and
fans
(whe
re
need
ed);
mos
t
clas
sroo
ms
have
cha
rts
and
map
s di
spla
yed
on t
he w
alls
; fu
rnitu
re is
co
mfo
rtab
le
and
cate
rs t
o th
e ne
eds
of
the
lear
ners
Ever
y cl
assr
oom
ha
s go
od v
en-
tilat
ion,
ligh
t;
othe
r ro
oms
are
appr
opria
tely
fu
rnis
hed;
dis
-pl
ay o
f pi
ctur
es
are
used
to
cre-
ate
an a
ttra
ctiv
e en
viro
nmen
t;
furn
iture
is
wel
l-arr
ange
d an
d ae
sthe
tical
-ly
ple
asin
g; is
ag
e-ap
prop
riate
an
d fr
iend
ly f
or
diff
eren
tly-a
bled
le
arne
rs
Elec
tric
ity
and
Gad
gets
No
prov
ision
for
elec
tric
ity; b
atte
ry
oper
ated
gad
gets
lik
e ra
dio
etc.
are
av
aila
ble
Elec
tric
sup
ply
is ir
regu
lar;
no
alte
rnat
ive
ar-
rang
emen
ts f
or
pow
er f
ailu
re/
cuts
; all
room
s ha
ve e
lect
ric
light
s an
dfa
ns; e
lect
roni
c eq
uipm
ent(
T.V
, ra
dio,
etc
.) ar
e av
aila
ble
Scho
ol h
as it
s ow
n po
wer
ba
ck-u
p fa
cilit
y,
such
as
gene
ra-
tor
or in
vert
er
to d
eal w
ith
pow
er f
ail-
ures
; all
room
s ha
ve a
dequ
ate
elec
tric
ligh
ts
and
fans
; pub
lic
addr
ess
syst
em
is in
pla
ce
Scho
ol b
orro
ws/
hire
s ge
nera
-to
r/ba
tter
y an
d ot
her
elec
tric
al
equi
pmen
ts f
or
spec
ial o
cca-
sion
s
Wiri
ng a
nd
switc
h bo
ards
ar
e in
goo
d co
nditi
on;
elec
tric
al e
quip
-m
ent
(fan
s,
etc.
) is
serv
iced
fr
om t
ime
to
time
Min
iatu
re
Circ
uit
Brea
ker
switc
hes
(MC
B),
are
in p
lace
to
prev
ent
fire
due
to s
hort
circ
uit;
al
l ele
ctric
al
and
elec
tron
ic
equi
pmen
t ar
e re
gu-
larly
che
cked
, m
aint
aine
d an
d ke
pt in
wor
king
or
der
Libr
ary
Book
s ar
e in
suff
icie
nt in
nu
mbe
r; li
brar
y ro
om a
nd/ o
r re
adin
g sp
ace
is
not
avai
labl
e
Suff
icie
nt n
um-
ber
of b
ooks
, m
agaz
ines
and
ne
wsp
aper
s ar
e av
aila
ble
and
upda
ted
regu
larly
;re
adin
g sp
ace/
libra
ry r
oom
is
avai
labl
e; n
o e-
book
s or
dig
i-tiz
ed m
ater
ial
A la
rge
colle
c-tio
n of
boo
ks
is a
vaila
ble;
pe
riodi
cals
, m
agaz
ines
, ne
wsp
aper
s ar
e re
gula
rly
subs
crib
ed t
o;
a s
epar
ate
room
for
libr
ary
with
ade
quat
e
read
ing
spac
e is
av
aila
ble;
e-bo
oks
and
digi
tized
mat
e-ria
ls a
re a
vail-
able
Book
s ar
e no
t pr
oper
ly c
ata-
logu
ed;
no s
peci
fic
libra
ry p
erio
d in
th
e tim
e ta
ble;
bo
oks
are
gen-
eral
ly n
ot is
sued
fo
r re
adin
g at
ho
me
Book
s ar
e w
ell-k
ept,
ca
talo
gued
and
is
sued
reg
ular
ly;
libra
ry p
erio
d(s)
is
allo
tted
in
the
time
tabl
e;
new
boo
ks a
re
adde
d as
and
w
hen
reso
urce
s ar
e av
aila
ble
Book
s ar
e pr
op-
erly
cat
alog
ued,
ar
rang
ed
syst
emat
ical
ly
in s
helv
es a
nd
regu
larly
use
d by
lear
ners
and
te
ache
rs;
libra
ry p
rovi
des
acce
ss t
o e-
book
s an
d di
gi-
tized
mat
eria
ls;
libra
ry re
sour
ces
supp
ort
curr
icu-
lar
tran
sact
ion;
re
gula
r ad
ditio
n of
new
boo
ks is
do
ne t
hrou
gh
an a
ppro
pria
te
sele
ctio
n pr
o-ce
dure
kee
ping
in
min
d th
e ag
e, li
ngui
stic
ba
ckgr
ound
, ac
adem
ic n
eeds
of
lear
ners
and
te
ache
rs
Core
Sta
ndar
d
Des
crip
tor
Avai
labi
lity
and
Adeq
uacy
Qua
lity
and
Usab
ility
Leve
l-1Le
vel-2
Lev
el-3
Leve
l-1Le
vel-2
Lev
el-3
Sch
oo
l Sta
nd
ard
s an
d
Eval
uat
ion
Fra
mew
ork
26
Labo
rato
ryN
o se
para
te
labo
rato
ry;
som
e sp
ace
is
earm
arke
d fo
r ke
epin
g eq
uip-
men
t an
d la
bo-
rato
ry m
ater
ials
Basi
c eq
uip-
men
t fo
r de
m-
onst
ratio
n is
av
aila
ble;
com
-po
site
labo
ra-
tory
for
sci
ence
an
d m
ath-
emat
ics
exis
ts
(app
licab
le t
o up
per
prim
ary
and
seco
ndar
y sc
hool
)
All
requ
ired
labo
rato
ries
are
avai
labl
e an
d ar
e w
ell-
equi
pped
with
m
ater
ials
, in
stru
men
ts a
s pe
r st
ate
norm
s an
d sp
ecifi
ca-
tions
; run
ning
w
ater
and
el
ectr
ic s
uppl
y is
ens
ured
Teac
hers
dem
-on
stra
te s
ome
of t
he e
xper
i-m
ents
in t
he
clas
s; le
arne
rs
seld
om g
et a
n op
port
unity
to
perf
orm
exp
eri-
men
ts
Teac
hers
giv
e ex
posu
re t
o le
arne
rs b
y de
mon
stra
t-in
g pr
escr
ibed
ex
perim
ents
as
per
the
syl-
labu
s; le
arne
rs
som
etim
es g
et
an o
ppor
tu-
nity
to
cond
uct
expe
rimen
ts
in t
he la
bora
-to
ry/ie
s; s
afet
y m
easu
res
are
in
plac
e
Ever
y le
arne
r is
giv
en a
n op
port
unity
to
con
duct
all
pres
crib
ed
expe
rimen
ts
in t
he la
bora
-to
ry; t
each
er
utili
zes/
use
s th
e la
bora
tory
to
con
duct
s ex
perim
ents
si
mul
tane
ousl
y
whi
le t
rans
act-
ing
the
rele
vant
to
pic
in t
he
clas
s
Com
pute
r (w
here
pr
ovis
ioni
ng
exis
ts)
Scho
ol h
as n
o co
mpu
ter
used
fo
r te
ach-
ing
lear
ning
pu
rpos
es;
digi
tal l
earn
ing
m
ater
ials
not
av
aila
ble
Scho
ol h
as a
fe
w c
ompu
ters
ac
cess
ible
to
both
tea
cher
s an
d le
arne
rs;
som
e s
oftw
are
and
dig
ital
teac
hing
lear
n-in
g m
ater
ials
av
aila
ble;
no
inte
rnet
fac
ility
ex
ists
Scho
ol h
as
com
pute
r ro
om
with
suf
ficie
nt
num
bers
of
com
pute
rs
with
inte
rnet
ac
cess
; up-
to-
date
ade
quat
e di
gita
l tea
chin
g le
arni
ng m
ater
i-al
and
sof
twar
e av
aila
ble
Abs
ence
of
op
port
unity
for
te
ache
rs a
nd
lear
ners
to
use
com
pute
rs
Teac
hers
use
co
mpu
ters
and
di
gita
l mat
eria
l ap
prop
riate
ly
for
diff
eren
t cl
asse
s an
d su
b-je
cts;
lear
ners
ar
e oc
casi
onal
ly
give
n th
e o
p-po
rtun
ity t
o us
e co
mpu
ters
Teac
hers
inte
-gr
ate
the
use
of t
echn
olog
y (c
ompu
ters
and
re
late
d di
gita
l m
ater
ial)
in
thei
r te
achi
ng
lear
ning
pla
n an
d im
plem
en-
tatio
n; a
lso
use
com
pute
rs in
th
e as
sess
men
t of
lea
rner
s;
ever
y le
arne
r ge
ts a
n op
por-
tuni
ty t
o us
e th
e co
mpu
ter
Core
Sta
ndar
d
Des
crip
tor
Avai
labi
lity
and
Adeq
uacy
Qua
lity
and
Usab
ility
Leve
l-1Le
vel-2
Lev
el-3
Leve
l-1Le
vel-2
Lev
el-3
Do
main
I
27
Ram
pN
o ra
mp
Ram
p pr
esen
t bu
t no
t as
per
sp
ecifi
catio
ns
Ram
p w
ith
hand
rai
ls,
non-
slip
pery
w
alki
ng s
ur-
face
, slo
pe a
nd
heig
ht a
s pe
r sp
ecifi
catio
ns
No
ram
p fa
cil-
ity f
or le
arne
rs
who
are
phy
si-
cally
cha
lleng
ed
Phys
ical
ly
chal
leng
ed
lear
ners
nee
d as
sist
ance
whi
le
usin
g th
e ra
mp
Ram
p pr
ovid
es
effo
rtle
ss a
cces
s to
phy
sica
lly-
chal
leng
ed
lear
ners
and
ca
n be
use
d in
depe
nden
tly
by t
hem
Mid
Day
M
eal,
Kit
chen
an
d U
tens
ils
(whe
re c
ook-
ing
is d
one
with
in s
choo
l pr
emis
es)
No
prop
er
kitc
hen
shed
or
des
igna
ted
room
for
coo
k-in
g fo
od; t
here
is
onl
y a
mak
e sh
ift a
rran
ge-
men
t as
a k
itch-
en; c
ooki
ng
uten
sils
are
not
ad
equa
te; n
o sp
ecifi
ed p
lace
fo
r le
arne
rs t
o ha
ve t
heir
mid
-da
y m
eal
Kitc
hen
shed
or
sepa
rate
roo
m
for
cook
ing
is a
vaila
ble
thro
ugh
spac
e is
insu
ffic
ient
; ut
ensi
ls a
re a
d-eq
uate
in s
ize
and
num
ber;
si
ttin
g sp
ace
for
lear
ners
to
eat
is s
peci
fied
but
insu
ffic
ient
Am
ple
spac
e in
the
kitc
hen
shed
or
room
fo
r st
orag
e of
ut
ensi
ls a
nd
cook
ing
activ
ity;
adeq
uate
spa
ce
for
lear
ners
to
have
the
ir m
id-
day
mea
l
No
effo
rt m
ade
to k
eep
uten
sils
co
vere
d w
hile
co
okin
g an
d st
orin
g fo
od;
the
eatin
g pl
ace
for
lear
ners
is
unhy
gien
ic
Coo
king
ute
n-si
ls a
re c
lean
fo
r us
e an
d ke
pt c
over
ed
whi
le c
ooki
ng/
stor
ing
food
; ea
ting
plac
e fo
r le
arne
rs is
hy
gien
ic
Kitc
hen
and
uten
sils
are
cl
eane
d af
ter
ever
y us
e; p
er-
son
resp
onsi
ble
for
cook
ing
mak
es s
pe-
cial
eff
orts
to
mai
ntai
n pe
r-so
nal h
ygie
ne;
prop
er s
eatin
g ar
rang
emen
t is
mad
e fo
r th
e le
arne
rs
to h
ave
thei
r m
eals
; des
ig-
nate
d te
ach-
ers
regu
larly
su
perv
ise
the
mid
-day
mea
l pr
ogra
mm
e
Core
Sta
ndar
d
Des
crip
tor
Avai
labi
lity
and
Adeq
uacy
Qua
lity
and
Usab
ility
Leve
l-1Le
vel-2
Lev
el-3
Leve
l-1Le
vel-2
Lev
el-3
Sch
oo
l Sta
nd
ard
s an
d
Eval
uat
ion
Fra
mew
ork
28
Dri
nkin
g W
ater
Drin
king
wat
er
faci
lity
is a
vail-
able
but
sup
ply
is in
suff
icie
nt
Suff
icie
nt a
nd
regu
lar
sup-
ply
of d
rinki
ng
wat
er; i
f un
der-
grou
nd w
ater
, th
en f
acili
ty f
or
purif
icat
ion
is
avai
labl
e
Ther
e is
con
tin-
uous
sup
ply
of
safe
drin
king
w
ater
; ret
rofit
-tin
g of
drin
king
w
ater
fac
ilitie
s is
don
e, if
re
quire
d, f
or
mai
nten
ance
an
d pu
rific
atio
n
Drin
king
wat
er
is u
sed
as s
up-
plie
d fr
om t
he
sour
ce/s
with
-ou
t an
y qu
ality
ch
eck
Drin
king
wat
er
is p
urifi
ed, i
f re
quire
d; w
ater
st
orag
e fa
cil-
ity is
cle
aned
re
gula
rly
Scho
ol e
nsur
es
regu
lar
sup-
ply
of p
urifi
ed
drin
king
wat
er;
clea
nlin
ess
is
mai
ntai
ned
arou
nd d
rinki
ng
wat
er f
acili
ties
Han
d W
ash
Fa
cilit
ies
Insu
ffic
ient
su
pply
of
wat
er
and
inad
equa
te
num
ber
of
hand
-was
h ou
t-le
ts/ s
tatio
ns;
no p
rovi
sion
for
so
ap
Suff
icie
nt
supp
ly o
f w
ater
bu
t in
adeq
uate
ha
nd-w
ash
out-
lets
/ sta
tions
; in
adeq
uate
su
pply
for
soa
p is
mad
e
Regu
lar
and
suff
icie
nt s
uppl
y of
wat
er; a
de-
quat
e nu
mbe
r of
han
d-w
ash
outle
ts/ s
ta-
tions
ava
ilabl
e;
adeq
uate
and
re
gula
r su
pply
of
soa
p
Han
d-w
ash
stat
ions
/ wat
er
cont
aine
rs
are
seld
om
clea
ned
and
mai
ntai
ned;
te
ache
rs r
arel
y
com
mun
icat
e to
lear
ners
the
im
port
ance
of
hand
-was
hing
; le
arne
rs s
eldo
m
was
h ha
nds
or w
ash
them
w
ithou
t so
ap
Han
d-w
ash
stat
ions
/ wat
er
cont
aine
rs a
re
clea
ned
and
mai
ntai
ned
on
a re
gula
r ba
sis;
te
ache
rs c
om-
mun
icat
e th
e im
port
ance
of
hand
-was
hing
du
ring
scho
ol
asse
mbl
y; t
he
mon
itorin
g of
ha
nd-w
ashi
ng
is u
nder
take
n oc
casi
onal
ly
Han
d-w
ash
stat
ions
are
cl
eane
d da
ily;
scho
ol o
rgan
iz-
es h
and-
was
h-in
g an
d hy
gien
e dr
ives
thr
ough
po
ster
s, s
lo-
gans
, son
gs,
skits
, etc
.; re
gula
r se
s-si
ons
at v
ario
us
foru
ms
are
held
to
dev
elop
a
habi
t an
d st
ress
th
e im
port
ance
of
han
d-w
ash-
ing;
Sch
ool
Hea
d m
onito
r le
arne
rs’ p
er-
sona
l hyg
iene
re
gula
rly
Core
Sta
ndar
d
Des
crip
tor
Avai
labi
lity
and
Adeq
uacy
Qua
lity
and
Usab
ility
Leve
l-1Le
vel-2
Lev
el-3
Leve
l-1Le
vel-2
Lev
el-3
Do
main
I
29
Toile
tsN
one
or in
suf-
ficie
nt n
umbe
r of
toi
lets
are
av
aila
ble;
no
sepa
rate
toi
lets
fo
r bo
ys, g
irls
and
CW
SN
Sepa
rate
toi
lets
fo
r bo
ys a
nd
girls
are
ava
il-ab
le; n
umbe
r of
sea
ts a
nd
urin
als
not
suf-
ficie
nt (a
s pe
r no
rms)
Sepa
rate
toi
let
seat
s an
d ur
inal
s fo
r bo
ys
and
girls
are
av
aila
ble
in s
uf-
ficie
nt n
umbe
r;
CW
SN f
riend
ly
toile
t av
aila
ble
Toile
ts a
re in
po
or c
ondi
tion
and
clea
ned
irreg
ular
ly; s
uf-
ficie
nt w
ater
is
not
avai
labl
e fo
r flu
shin
g an
d cl
eani
ng t
oile
ts
Toile
ts a
re
func
tiona
l and
cl
eane
d at
leas
t on
ce a
day
; w
ater
is a
vail-
able
for
flu
sh-
ing
and
clea
n-in
g fo
r a
limite
d tim
e; m
aint
e-na
nce
of t
oile
ts
is u
nder
take
n oc
casi
onal
ly
All
the
toile
ts
are
func
tiona
l an
d m
aint
aine
d at
all
times
; cl
eani
ng o
f to
ilets
is u
nder
-ta
ken
regu
larly
; co
ntin
uous
su
pply
of
wat
er
is a
vaila
ble
for
flush
ing
and
clea
ning
; sch
ool
mai
ntai
ns
sani
tatio
n an
d cl
eanl
ines
s of
to
ilets
SC
HO
OL
IMPR
OV
EM
EN
T
Core
Sta
ndar
d
Des
crip
tor
Avai
labi
lity
and
Adeq
uacy
Qua
lity
and
Usab
ility
Leve
l-1Le
vel-2
Lev
el-3
Leve
l-1Le
vel-2
Lev
el-3
Sch
oo
l Sta
nd
ard
s an
d
Eval
uat
ion
Fra
mew
ork
30
Referential Evidence (Norms/ Guidelines/ Register/ Government Orders)
SSA Framework for Implementation: Chapter-VI (pp.93-104) (http://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/SSA-Frame-work.pdf)
Framework for Implementation of RMSA: Chapter-IV (pp.22-28) (http://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/Framework_Final_
RMSA_3.pdf)
NCF-2005: Chapter-IV (pp.78-100) (http://www.ncert.nic.in/rightside/links/pdf/framework/english/nf2005.pdf)
RTE Act-2009: Chapter-III (clause 6,7,8 & 9 at pp.3-5), The Schedule (pp.12-13)
Swachh Bharat Swachh Vidyalaya, 2014 (pp.1- 29, 35-43) http://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/Eng_Swachch-Bharat-Swachch-Vidhalaya.pdf
Supportive Evidence Available in the School
All repairs/ maintenance undertaken within school
Playground maintained last time
Equipments and materials available for various games, physical, art education, work experience and other co-scholastic activities keeping in perspective of all students of diverse backgrounds
List the subscribed newspapers, periodicals, magazines, materials, e-books, digitized and digital materials
Stock, catalogue and Issue Registers
Provision for special library/ reading period in the time-table
Computer with internet access
Allocation of computer period in the time-table
Laboratory/ies with qualified lab assistant and teacher
List of all equipments, fire-extinguisher and first-aid available
List the potentially hazardous materials - electrical gadgets, lab chemicals, stove, gas stove, cleaning products, etc.
Maintenance and cleanliness of toilets as per norms
Availability of soap/ hand-wash liquid at the water taps
Provision for purification and water tanks/ storage place cleaned last time
Record of different sports/ cultural activities performed last year
Sources of Evidence
Do
main
I
31
Evidences School needs to create
The school can create evidences using following device/ techniques:
Observations for availability and adequacy of school resources
Interaction with teachers, parents, learners, SMC/ SDMC for availability and adequacy of school resources
Innovation (s)
Sch
oo
l Sta
nd
ard
s an
d
Eval
uat
ion
Fra
mew
ork
32
Response Matrix
Enabling Resources of school: Availability, Adequacy and Usability
Core Standard Availability and Adequacy Quality and Usability
Level 1 Level 2 Level 3 Level 1 Level 2 Level 3
School Premises
Playground with Sports Equipment /Materials
Classrooms and Other Rooms
Electricity and Gadgets
Library
Laboratory
Computer (where provisioning exists)
Ramp
Mid Day Meal, Kitchen and Utensils(where cooking is done within school premises)
Drinking Water
Hand Wash Facilities
Toilets
Do
main
I
33
Cor
e St
anda
rd
Leve
l A
rea
of Im
prov
emen
t
Prio
ritiz
e A
rea
of
Impr
ovem
ent
Prop
osed
Act
ion
Tim
elin
e (P
ut
a tic
k m
ark
(✓)
on a
ppro
pria
te
year
)
L M
H
Y-1
Y-2
Y-3
Scho
ol P
rem
ises
Play
grou
nd w
ith
Spor
ts
Equi
pmen
t/M
ater
ials
Cla
ssro
oms
and
Oth
er R
oom
s
Elec
tric
ity a
nd
Gad
gets
Libr
ary
Labo
rato
ry
Pla
nn
ing
for
Im
pro
vem
ent
Sch
oo
l Sta
nd
ard
s an
d
Eval
uat
ion
Fra
mew
ork
34
L-lo
w, M
- M
ediu
m, H
-Hig
h, Y
-1 f
or Y
ear-
1, Y
-2 f
or Y
ear-
2 an
d Y
-3 f
or Y
ear-
3
Cor
e St
anda
rd
Leve
l A
rea
of Im
prov
emen
t
Prio
ritiz
e A
rea
of
Impr
ovem
ent
Prop
osed
Act
ion
Tim
elin
e (P
ut
a tic
k m
ark
(✓)
on a
ppro
pria
te
year
)
L M
H
Y-1
Y-2
Y-3
Com
pute
r (w
here
pro
visi
onin
g ex
ists
)
Ram
p
Mid
Day
Mea
l, K
itche
n an
d U
tens
ils(w
here
coo
king
is d
one
with
in s
choo
l pre
mis
es)
Drin
king
Wat
er
Han
d W
ash
Faci
litie
s
Toile
ts
Do
main
II
35
Teaching-learning and Assessment
IIKey Domain
Sch
oo
l Sta
nd
ard
s an
d
Eval
uat
ion
Fra
mew
ork
36
Do
main
II
37
About the Key Domain
Teaching-learning is a key performance domain and the most important determinant of learner attainment. Effective teaching-learning results from strategic planning and the creation of an optimal learning environment. This entails designing suitable learning experiences and using a variety of teaching-learning strategies that would enhance learning. The teacher’s understanding of the specific context of the learners and their learning needs is vital to the success of this process. Assessment is an integral aspect of teaching-learning and is thereby a valuable indicator of learners’ attainment. It also provides a sound basis for teachers to reflect on the efficacy of their classroom practice. The teacher’s content knowledge and pedagogical skills ultimately determine the efficacy of the teacher’s approach to teaching- learning and assessment.
Teaching-learning and Assessment
IIKEY DOMAIN
Sch
oo
l Sta
nd
ard
s an
d
Eval
uat
ion
Fra
mew
ork
38
Reflective Prompts
Q1. To what extent do teachers understand the socio-cultural and economic background of learners and their learning needs?
Q2. To what extent do teachers have the desired content knowledge and pedagogical skills?
Q3. How effectively do teachers practice learner-centered teaching-learning?
Q4. How effectively do teachers plan their lessons and implement the same in their class?
Q5. How effectively are teachers able to adapt teaching – learning strategies, materials in the light of the context and learning needs of the learners?
Q6. To what extent do teachers use assessment as a means to reflect on their teaching – learning process?
Factual Information
1. How do teachers acquire information about socio-cultural and home background of learners?
a. School records b. Interaction with parents
c. Asking learners themselves
d. Other sources (please mention) ________________________________________
2. Teachers access to different types of teaching- learning resources:
a. unaware of resources
b. aware of resources but unable to access them
c. resources they have access to and use __________________________________
3. On what basis do teachers assess learners’ attitudes, motivation and interest in learning?
a. Attainment in scholastic and co-scholastic areas
b. Evidence from interaction with learners in class
c. Discussion with other teachers
d. Observation of learner behaviour both in and outside class
e. Unable to assess
(School may response for more than one option in a question, if required)
Do
main
II
39
Core
Sta
ndar
dD
escr
ipto
r
Leve
l-1Le
vel-2
Leve
l-3
Teac
hers
’ U
nder
stan
ding
of
Lear
ners
Teac
hers
are
aw
are
of t
he s
ocio
-cu
ltura
l and
eco
nom
ic b
ackg
roun
d of
the
com
mun
ity f
rom
whe
re
lear
ners
com
e; h
ave
a ge
nera
l id
ea o
f th
e ho
me
back
grou
nd a
nd
lear
ning
leve
ls o
f th
e le
arne
rs
Teac
hers
und
erst
and
the
soci
o-cu
ltura
l and
eco
nom
ic b
ackg
roun
d of
the
com
mun
ity a
nd t
he
lear
ning
nee
ds o
f th
e le
arne
r;
deve
lop
an u
nder
stan
ding
of
the
lear
ning
nee
ds o
f le
arne
rs
thro
ugh
clas
sroo
m e
xper
ienc
es
and
pers
onal
inte
ract
ion
with
oth
er
teac
hers
, par
ents
/ gua
rdia
ns a
nd
com
mun
ity
Teac
hers
see
k fe
edba
ck f
rom
le
arne
rs a
nd p
aren
ts r
egar
ding
le
arne
rs’ p
erfo
rman
ce in
a
syst
emat
ic m
anne
r; a
ddre
ss
indi
vidu
al n
eeds
, lea
rnin
g st
yle
and
stre
ngth
s of
lear
ners
Subj
ect
and
Peda
gogi
cal
Kno
wle
dge
of
Teac
hers
Teac
hers
oft
en e
xper
ienc
e di
ffic
ulty
in
tea
chin
g ce
rtai
n co
ncep
ts d
ue t
o la
ck o
f un
ders
tand
ing
of t
he s
ame;
m
ake
limite
d ef
fort
s to
impr
ove
thei
r co
nten
t kn
owle
dge
and
peda
gogi
cal s
kills
Teac
hers
som
etim
es f
ace
diff
icul
ty
in e
xpla
inin
g di
ffic
ult
conc
epts
in
thei
r su
bjec
ts; l
ack
appr
opria
te
peda
gogi
cal s
kills
; mak
e ef
fort
s to
up
grad
e th
eir
cont
ent
know
ledg
e an
d pe
dago
gica
l ski
lls w
ith t
he
avai
labl
e su
ppor
t an
d re
sour
ces
e.g.
sub
ject
for
ums,
tra
inin
g pr
ogra
mm
es
Teac
hers
hav
e m
aste
ry o
ver
cont
ent
and
peda
gogi
cal s
kills
an
d he
nce
rare
ly f
ace
diff
icul
ty in
cl
assr
oom
tra
nsac
tion;
tak
e th
eir
own
initi
ativ
e an
d th
e su
ppor
t of
th
eir
fello
w t
each
ers
if ne
eded
for
up
datin
g th
eir
know
ledg
e an
d pe
dago
gica
l ski
lls; s
choo
l als
o ex
tend
s su
ppor
t in
upd
atin
g th
e sa
me
Sch
oo
l Sta
nd
ard
s an
d
Eval
uat
ion
Fra
mew
ork
40
Plan
ning
for
Te
achi
ng
Teac
hers
tea
ch t
he le
sson
as
per
the
text
book
, with
a f
ocus
on
com
plet
ion
of s
ylla
bus;
are
aw
are
of t
he t
opic
to
be t
augh
t an
d te
achi
ng-le
arni
ng m
ater
ial t
o be
us
ed in
the
ir te
achi
ng
Teac
hers
pre
pare
and
mai
ntai
n a
diar
y w
ith d
etai
led
plan
incl
udin
g te
achi
ng a
nd a
sses
smen
t st
rate
gies
an
d TL
M t
o be
use
d; p
repa
re
addi
tiona
l tea
chin
g-le
arni
ng
mat
eria
l usi
ng lo
cal r
esou
rces
Scho
ol h
as a
cul
ture
whe
re e
very
te
ache
r de
sign
s le
sson
s as
per
the
va
ryin
g le
arni
ng n
eeds
of
lear
ners
an
d m
akes
the
tea
chin
g le
arne
r-
cent
ric; u
ses
TLM
s ap
prop
riate
ly;
conn
ects
tea
chin
g-le
arni
ng
with
imm
edia
te c
onte
xt a
nd
envi
ronm
ent;
pla
ns a
ppro
pria
te
stra
tegi
es s
uch
as o
bser
vatio
n,
expl
orat
ion,
dis
cove
ry, a
naly
sis,
cr
itica
l ref
lect
ion,
pro
blem
-sol
ving
an
d dr
awin
g in
fere
nces
to
mak
e le
arni
ng e
ffec
tive
Enab
ling
Lear
ning
En
viro
nmen
tTe
ache
rs a
ddre
ss le
arne
rs b
y na
me;
m
ake
basi
c re
sour
ces
avai
labl
e fo
r te
achi
ng-le
arni
ng
Teac
hers
mak
e al
l lea
rner
s co
mfo
rtab
le a
nd in
volv
e th
em in
cl
ass
activ
ities
; pla
n an
d or
gani
ze
grou
p w
ork/
activ
ities
and
dis
play
le
arne
rs’ w
ork
and
char
ts, e
tc. o
n th
e w
all;
TLM
s ar
e ac
cess
ible
to
all
Teac
hers
cre
ate
a co
nduc
ive
and
inte
ract
ive
envi
ronm
ent
in
the
clas
sroo
m; e
ncou
rage
pee
r le
arni
ng/in
tera
ctio
n; p
rovi
de
oppo
rtun
ity f
or e
xpre
ssio
n;
appr
ecia
te t
he v
iew
s of
all
lear
ners
; en
cour
age
ques
tioni
ng/s
harin
g of
id
eas
Core
Sta
ndar
dD
escr
ipto
r
Leve
l-1Le
vel-2
Leve
l-3
Do
main
II
41
Core
Sta
ndar
dD
escr
ipto
r
Leve
l-1Le
vel-2
Leve
l-3
Teac
hing
-lea
rnin
g Pr
oces
sTe
ache
rs u
se o
nly
the
text
book
s an
d bl
ackb
oard
to
teac
h in
cla
ss;
som
etim
es m
ake
lear
ners
cop
y fr
om t
he b
lack
boar
d; c
lass
wor
k an
d ho
me
wor
k is
giv
en t
o le
arne
rs
occa
sion
ally
Teac
hers
use
a v
arie
ty o
f su
ppor
t m
ater
ials
to
invo
lve
lear
ners
in
disc
ussi
ons;
con
duct
exp
erim
ents
in
the
cla
ssro
om t
o ex
plai
n co
ncep
ts; m
ake
spec
ial e
ffor
ts t
o ex
plai
n co
ncep
ts t
o le
arne
rs w
ho
need
add
ition
al h
elp;
tea
cher
s ch
eck
hom
e w
ork
and
prov
ide
appr
opria
te f
eedb
ack
Teac
hers
pro
vide
opp
ortu
nity
to
lear
ners
for
sel
f-le
arni
ng t
hrou
gh
inqu
iry, e
xplo
ratio
n, d
isco
very
, ex
perim
enta
tion
and
colla
bora
tive
lear
ning
; ens
ure
part
icip
atio
n of
eac
h le
arne
r in
the
cla
ssro
om
disc
ussi
on; g
et t
each
ing-
lear
ning
m
ater
ials
pre
pare
d by
lear
ners
as
requ
ired
Clas
s M
anag
emen
t Te
ache
rs m
anag
e th
e cl
ass,
mak
ing
lear
ners
sit
in r
ows
faci
ng t
he
blac
kboa
rd; i
nstr
uct
the
clas
s fr
om
a fix
ed p
ositi
on a
nd le
arne
rs li
sten
pa
ssiv
ely;
ens
ure
disc
iplin
e by
m
aint
aini
ng s
ilenc
e in
the
cla
ss
Teac
hers
man
age
spac
e fo
r or
gani
zing
diff
eren
t ac
tiviti
es in
th
e cl
assr
oom
and
out
side
giv
ing
atte
ntio
n to
CW
SN; e
ncou
rage
pu
nctu
ality
and
reg
ular
ity a
mon
g le
arne
rs; l
earn
ers
follo
w c
lass
m
anag
emen
t ru
les
set
by t
each
ers
Teac
hers
and
lear
ners
col
lect
ivel
y de
cide
on
clas
sroo
m m
anag
emen
t ru
les;
sea
ting
arra
ngem
ent
is
flexi
ble
and
lear
ners
sit
as p
er
the
need
s of
the
act
ivity
the
y ar
e en
gage
d in
; lea
rner
s ob
serv
e se
lf –d
isci
plin
e an
d ad
here
to
the
rule
s de
velo
ped
colle
ctiv
ely
Sch
oo
l Sta
nd
ard
s an
d
Eval
uat
ion
Fra
mew
ork
42
Lear
ners
’ A
sses
smen
tTe
ache
rs a
sses
s le
arne
rs a
s pe
r ap
plic
able
pol
icy;
gen
eral
ly t
ests
th
at a
re g
iven
to
asse
ss r
ote
lear
ning
and
fac
tual
kno
wle
dge
obta
ined
fro
m t
he c
onte
nt a
nd
exer
cise
s in
the
tex
tboo
ks; l
earn
ers’
pe
rfor
man
ce is
com
mun
icat
ed t
o th
e pa
rent
s on
ly t
hrou
gh r
epor
t ca
rds
Teac
hers
use
a v
arie
ty o
f ac
tiviti
es/
task
s to
ass
ess
all t
he c
urric
ular
ar
eas
incl
udin
g ar
t, h
ealth
and
ph
ysic
al e
duca
tion
on s
et c
riter
ia;
prov
ide
desc
riptiv
e fe
edba
ck
high
light
ing
area
s of
impr
ovem
ent
in t
he p
rogr
ess
repo
rt c
ard;
re
gula
rly in
tera
ct w
ith p
aren
ts t
o sh
are
lear
ners
’ pro
gres
s
Teac
hers
con
side
r as
sess
men
t as
an
inte
gral
par
t of
the
tea
chin
g-le
arni
ng p
roce
ss; a
naly
ze t
he
lear
ners
’ pas
t as
sess
men
t re
cord
s an
d lin
k it
with
the
cur
rent
ac
hiev
emen
t le
vels
; mak
e co
ntin
uous
ass
essm
ent
and
prov
ide
feed
back
on
prog
ress
and
at
tain
men
t; a
sses
s ot
her
curr
icul
ar
area
s, in
clud
ing
pers
onal
and
soc
ial
qual
ities
sys
tem
atic
ally
with
fol
low
- up
mea
sure
s fo
r im
prov
emen
t;
use
feed
back
fro
m a
sses
smen
t to
im
prov
e te
achi
ng-le
arni
ng
Uti
lizat
ion
of
Teac
hing
-lea
rnin
g Re
sour
ces
Teac
hers
mai
nly
use
text
book
s fo
r te
achi
ng in
the
cla
ss; u
se o
ther
TL
M, w
hich
may
be
spor
adic
and
no
t pl
anne
d fo
r
Teac
hers
use
oth
er r
esou
rces
in
add
ition
to
text
book
s su
ch
as r
efer
ence
mat
eria
ls, c
hart
s,
map
s, m
odel
s, d
igita
l lea
rnin
g ki
ts, l
ocal
res
ourc
es; u
se s
cien
ce,
mat
hem
atic
s an
d la
ngua
ge
kits
/ lab
orat
orie
s, a
s an
d w
hen
appr
opria
te; s
choo
l mai
ntai
ns a
ca
talo
gue
of r
esou
rces
and
mak
es
it av
aila
ble
to t
he t
each
ers
as a
nd
whe
n re
quire
d
Teac
hers
inte
grat
e th
e us
e of
TLM
, lo
cal c
omm
unity
res
ourc
es, I
CT
supp
ort
mat
eria
l, la
bora
torie
s,
libra
ry, e
tc. w
ith t
he le
sson
s ap
prop
riate
ly; s
choo
l fac
ilita
tes
netw
orki
ng w
ith o
ther
sch
ools
for
sh
arin
g re
sour
ces
Core
Sta
ndar
dD
escr
ipto
r
Leve
l-1Le
vel-2
Leve
l-3
Do
main
II
43
Teac
hers
’ Re
flec
tion
on
the
ir o
wn
Teac
hing
-lea
rnin
g Pr
acti
ce
Teac
hers
occ
asio
nally
ref
lect
on
thei
r te
achi
ng-le
arni
ng p
ract
ice
and
lear
ners
’ pro
gres
s
Teac
hers
reg
ular
ly r
efle
ct o
n th
eir
teac
hing
-lear
ning
pra
ctic
e an
d re
cord
the
sam
e; r
evis
it th
eir
plan
s, t
each
ing-
lear
ning
pra
ctic
e an
d m
ake
effo
rts
for
nece
ssar
y im
prov
emen
t
Teac
hers
ref
lect
indi
vidu
ally
and
co
llect
ivel
y on
the
pla
nned
and
ac
tual
tea
chin
g-le
arni
ng p
roce
ss in
th
e lig
ht o
f its
out
com
es; i
dent
ify
the
gap
s be
twee
n th
e tw
o an
d pl
an f
or im
prov
emen
t; d
esig
n al
tern
ativ
e le
arni
ng e
xper
ienc
es
base
d on
the
ref
lect
ion
SC
HO
OL
IMPR
OV
EM
EN
T
Core
Sta
ndar
dD
escr
ipto
r
Leve
l-1Le
vel-2
Leve
l-3
Sch
oo
l Sta
nd
ard
s an
d
Eval
uat
ion
Fra
mew
ork
44
Referential Evidence (Norms/ Guidelines/ Register/ Government Orders)
SSA Framework for Implementation: Chapter-IV (pp.55-82) (http://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/SSA-Frame-work.pdf)
NCF-2005: Chapter-II (pp.12-34), Chapter-III (pp.35-77) and Chapter-IV (pp.78-100) (http://www.ncert.nic.in/rightside/links/pdf/framework/english/nf2005.pdf)
RTE Act-2009: Chapter-IV (clause no. 24 at p.8), Chapter-V (clause 29 at p.9) (http://ssa.nic.in/rte-docs/free%20and%20compulsory.pdf)
Learning Indicators for Elementary and Secondary for all subjects developed by NCERT (http://www.ncert.nic.in/departments/nie/dee/publication/pdf/LI_Final_Copy_
Revised_29.12.14.pdf)
ADEPTS (Advancement of Educational Performance through Teacher Support: An MHRD 3- UNICEF Initiative) (http://prayatna.typepad.com/files/adepts.pdf)
PINDICS (Performance Indicators for Elementary School Teacher), NCERT (2013) (http://www.ncert.nic.in/pdf_files/PINDICS.pdf)
Teachers Manual Formative Assessment (Science), CBSE (2010) (p. vii) (http://www.cbse.nic.in/cce/cce-manual/CBSE-FA-Class-IX%20(Science)%20Final.pdf)
Supportive Evidence Available in the School
Learners’ profiles developed and maintained by the school
Record of visits of teachers to the homes of learners
Record of Teachers’ participation in in-service trainings, seminars, workshops for TLM development
Lesson plan, remedial teaching plan, if any
List of journal/ magazines subscribed by the school
List of TLM available to/ developed by the teachers
Sample reports of projects, experiments, assignments, field trips
Learners’ progress cards/ cumulative records
Assessment records/ CCE registers with marks/grades
Teacher’s contribution in the seminars, workshops, etc.
Collection of learning resources i.e. resource books and other exemplary material
Records of services of local persons, artisans etc. availed by the school
Sources of Evidence
Do
main
II
45
Students’ attendance register
Samples of homework, classwork, test papers of students
Records of suggestions given by the School Head, CRCs, BRCs any other supervisory body on teaching–learning
Evidences School Needs to Create
The school can create evidence using the following device/ technique:
Records of observations made by School Head on teachers’ lesson plans and their classroom practice
Interaction with parents and learners for teaching-learning process
Record of School Head’s interaction with learners
Innovation (s)
Sch
oo
l Sta
nd
ard
s an
d
Eval
uat
ion
Fra
mew
ork
46
Response Matrix
Teaching-learning and Assessment
Core Standard Level 1 Level 2 Level 3
Teachers' Understanding of Learners
Subject and Pedagogical Knowledge of Teachers
Planning for Teaching
Enabling Learning Environment
Teaching-learning Process
Class Management
Learners' Assessment
Utilization of Teaching-learning Resources
Teachers’ Reflection on their own Teaching-learning Practice
Do
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II
47
Cor
e St
anda
rdLe
vel
Are
a of
Impr
ovem
ent
Prio
ritiz
e A
rea
of
Impr
ovem
ent
Prop
osed
Act
ion
Tim
elin
e (P
ut
a tic
k m
ark
(✓)
on a
ppro
pria
te
year
)
L M
H
Y-1
Y-2
Y-3
Teac
hers
’ U
nder
stan
ding
of
Lea
rner
s
Subj
ect
and
Peda
gogi
cal
Kno
wle
dge
of
Teac
hers
Plan
ning
for
Te
achi
ng
Enab
ling
Lear
ning
En
viro
nmen
t
Teac
hing
-le
arni
ng P
roce
ss
Pla
nn
ing
for
Im
pro
vem
ent
Sch
oo
l Sta
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L-lo
w, M
- M
ediu
m, H
-Hig
h, Y
-1 f
or Y
ear-
1, Y
-2 f
or Y
ear-
2 an
d Y
-3 f
or Y
ear-
3
Cor
e St
anda
rdLe
vel
Are
a of
Impr
ovem
ent
Prio
ritiz
e A
rea
of
Impr
ovem
ent
Prop
osed
Act
ion
Tim
elin
e (P
ut
a tic
k m
ark
(✓)
on a
ppro
pria
te
year
)
L M
H
Y-1
Y-2
Y-3
Cla
ss
Man
agem
ent
Lear
ners
’ A
sses
smen
t
Util
izat
ion
of T
each
ing-
lear
ning
Re
sour
ces
Teac
hers
’ re
flect
ion
on
thei
r ow
n Te
achi
ng-
lear
ning
Pra
ctic
e
Do
main
III
49
Learners’ Progress, Attainment and Development
IIIKey Domain
Sch
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About the Key Domain
Holistic development of the learner is the primary objective of good schooling. This encompasses development of learners in the cognitive, affective as well as psychomotor domains. The school aims to achieve this by encouraging learners to participate in all curricular areas, continuously monitoring their progress over a period of time. Apart from scholastic progress, it also promotes their personal and social well-being. This involves providing a variety of opportunities in co-scholastic areas to develop student talent, inter-personal and social skills. The scope of this domain thus encompasses all aspects of desirable learning outcomes.
Learners’ Progress, Attainment and Development
IIIKEY DOMAIN
Sch
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Reflective Prompts
Q1. Do learners come to school regularly and punctually?
Q2. How does the school monitor attendance and address learning loss in case of prolonged absence?
Q3. To what extent does the school ensure student participation in several learning activities?
Q4. In what ways does the school identify and promote the talents of learners in different areas?
Q5. How does the school assess the learners’ attainment and ensure that they progress from one class to the next as per the curriculum expectations?
Q6. How does the school monitor the curricular progress of learners on a continuing basis?
Q7. How does the school ensure personal and social development of learners as well as observe their progress in the same?
Factual Information
1. Average school attendance for the current academic year _____________________
2. Types of rewards (if any) given to learners for punctuality and regular attendance:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Record of actions to promote regularity and punctuality in attendance
a. meetings with parents/ guardians in contact register
b. reminder/ letter sent to the parents/ guardians of learners irregular with attendance
c. other (please mention) _______________________________________________
d. no record
4. Are the learners’ attendance registers kept up-to-date? Yes No
(School may response for more than one option in a question, if required)
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5. a. Is average attendance calculated monthly for every learner? Yes No
b. Is average attendance calculated monthly for every class? Yes No
6. Alternative arrangements made for classes which the teachers could not take:
a. classes are combined with that of other teachers
b. another free teacher takes the class
c. no arrangement made
d. any other (please mention) ___________________________________________
7. a. Is personal hygiene of learners checked and assured by the school? Yes No
b. If, yes then
i. personal hygiene is stressed upon occasionally during school assembly
ii. checking and questioning individual learners in class or during school assembly almost daily
iii. stressing importance of personal hygiene during school assembly
iv. any other (please mention) ___________________________________________
8. List the activities undertaken in the school that help in personal and social development of learners:
______________________________________________________________________
______________________________________________________________________
9. How is learners’ personal development monitored?
a. By observing learners in class and during their participation in games/ sports and other co-scholastic activities
b. By keeping a record of learners’ participation and attainment
c. No efforts made to monitor personal-social development
d. Any other (please mention) ___________________________________________
______________________________________________________________________
10. How is learners’ attainment measured and how is the progress ascertained over time?
a. By counting periodic tests b. Half yearly
c. Annual exams d. By awarding grades based on marks
Sch
oo
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Core
Sta
ndar
dD
escr
ipto
r
Leve
l-1Le
vel-2
Leve
l-3
Lear
ners
’ A
tten
danc
eTe
ache
rs t
ake
and
reco
rd
atte
ndan
ce o
f le
arne
rs r
egul
arly
; id
entif
y le
arne
rs w
ho a
re
freq
uent
ly a
bsen
t or
not
pun
ctua
l; di
spla
y cl
ass-
wis
e at
tend
ance
of
the
lear
ners
on
the
scho
ol n
otic
e bo
ard;
som
etim
es in
form
par
ents
ab
out
freq
uent
ly a
bsen
t le
arne
rs
Scho
ol p
rovi
des
regu
lar
info
rmat
ion
abou
t le
arne
r at
tend
ance
to
pare
nts;
ide
ntifi
es
the
reas
ons
for
prol
onge
d an
d fr
eque
nt a
bsen
ce; d
iscu
sses
with
le
arne
rs a
nd p
aren
ts a
bout
the
im
plic
atio
n of
low
att
enda
nce
on
lear
ning
, mak
ing
hom
e vi
sits
as
and
whe
n ap
prop
riate
Scho
ol a
naly
zes
atte
ndan
ce d
ata
of a
ll le
arne
rs; a
scer
tain
s w
heth
er
the
high
abs
ence
rat
es c
an b
e as
soci
ated
with
any
par
ticul
ar
cate
gory
of
lear
ners
or
at a
ny
perio
d of
the
yea
r; a
ddre
sses
the
pr
oble
m w
ith t
he h
elp
of t
he S
MC
an
d pa
rent
s; e
volv
es m
easu
res
to
mot
ivat
e le
arne
rs a
nd p
aren
ts t
o en
sure
pun
ctua
lity
and
regu
lar
atte
ndan
ce; a
ckno
wle
dges
and
ap
prec
iate
s p
unct
ualit
y an
d re
gula
rity
of le
arne
rs
Lear
ners
’ Pa
rtic
ipat
ion
and
Enga
gem
ent
Lear
ners
list
en q
uiet
ly t
o te
ache
rs
in t
he c
lass
room
with
out
muc
h in
tera
ctio
n; o
rgan
izes
man
date
d sc
hool
fun
ctio
ns a
nd c
o-sc
hola
stic
ac
tiviti
es; t
he s
ame
stud
ents
usu
ally
pa
rtic
ipat
e in
the
se a
ctiv
ities
A f
ew le
arne
rs a
ctiv
ely
part
icip
ate
in c
lass
room
dis
cuss
ion
and
inte
ract
ions
; sch
ool o
rgan
izes
a
varie
ty o
f co
-sch
olas
tic a
ctiv
ities
an
d cu
ltura
l pro
gram
mes
; tea
cher
s m
otiv
ate
lear
ners
to
activ
ely
part
icip
ate
in t
he s
ame;
a la
rge
num
ber
of s
tude
nts
part
icip
ate
in
thes
e ac
tiviti
es
All
lear
ners
par
ticip
ate
activ
ely
in c
lass
room
dis
cuss
ions
and
in
tera
ct w
ith t
each
ers
and
peer
s;
scho
ol id
entif
ies
the
tale
nt o
f le
arne
rs in
diff
eren
t co
-sch
olas
tic
area
s; p
rovi
des
them
tra
inin
g an
d op
port
uniti
es t
o ex
cel i
n th
e sa
me;
all
lear
ners
tak
e in
tere
st
and
part
icip
ate
enth
usia
stic
ally
in
vario
us s
choo
l fun
ctio
ns a
nd c
o-sc
hola
stic
act
iviti
es
Do
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III
55
Lear
ners
’ Pro
gres
s Sc
hool
doc
umen
ts a
nd m
aint
ains
re
cord
s of
lear
ner’
s pr
ogre
ss d
ata
as p
er m
anda
te s
uch
as in
the
for
m
of r
epor
t ca
rds,
CC
E re
gist
er, e
tc.
Scho
ol c
ontin
uous
ly g
auge
s in
divi
dual
lear
ner’
s pr
ogre
ss
agai
nst
curr
icul
ar e
xpec
tatio
ns
(sch
olas
tic a
nd c
o-sc
hola
stic
); cr
eate
s a
cum
ulat
ive
data
base
ac
ross
cla
sses
and
for
diff
eren
t gr
oups
of
lear
ners
tha
t is
upd
ated
an
nual
ly
Scho
ol t
rack
s an
d m
onito
rs e
ach
lear
ner’
s pr
ogre
ss a
cros
s su
bjec
ts
and
co-s
chol
astic
are
as; t
rack
s in
divi
dual
lear
ner
prog
ress
fro
m
the
begi
nnin
g an
d ov
er t
ime,
ke
epin
g in
min
d th
e di
ffer
entia
l pa
ce o
f le
arni
ng o
f le
arne
rs;
anal
yzes
the
cum
ulat
ive
data
base
to
iden
tify
prog
ress
pat
tern
s an
d tr
ends
for
cla
sses
and
gro
ups
of
lear
ners
; use
s th
e fin
ding
s of
suc
h an
alys
es a
nd in
corp
orat
es t
he
feed
back
in c
lass
room
pra
ctic
e;
aspi
res
to a
chie
ve/ e
xcee
d st
ate/
natio
nal l
earn
er a
ttai
nmen
t le
vels
Lear
ners
’ Per
sona
l an
d So
cial
D
evel
opm
ent
Scho
ol is
aw
are
of t
he in
dica
tors
of
pers
onal
and
soc
ial d
evel
opm
ent
of
lear
ners
e.g
. spi
rit o
f na
tiona
lism
, to
lera
nce,
sec
ular
beh
avio
r, g
ood
inte
rper
sona
l rel
atio
ns, e
tc.;
orga
nize
s ac
tiviti
es li
ke m
orni
ng
asse
mbl
y, c
eleb
ratio
n of
nat
iona
l da
ys a
nd f
estiv
als
as p
er m
anda
te
Teac
hers
org
aniz
e gr
oup
activ
ities
in
the
cla
ss w
ith a
vie
w t
o de
velo
p so
cial
and
inte
rper
sona
l ski
lls;
orga
nize
mee
tings
with
par
ents
/co
mm
unity
for
dis
cuss
ing
soci
al
and
pers
onal
dev
elop
men
t ne
eds
of le
arne
rs
Scho
ol in
tegr
ates
life
ski
lls
deve
lopm
ent
with
day
-to-
day
clas
sroo
m t
rans
actio
ns t
o pr
omot
e cr
eativ
e an
d cr
itica
l thi
nkin
g,
prob
lem
sol
ving
and
dec
isio
n m
akin
g, c
omm
unic
atio
n an
d in
terp
erso
nal s
kills
; tea
cher
s cr
eate
an
d us
e re
sour
ces
like
stor
ies,
au
dio-
vide
o cl
ips,
etc
. to
crea
te a
co
nduc
ive
valu
e et
hos;
tea
cher
s ex
empl
ify b
ehav
ior
as e
xpec
ted
from
lear
ners
; dis
cuss
with
par
ents
th
e ro
le o
f bo
th s
choo
l and
ho
me
in t
he p
erso
nal a
nd s
ocia
l de
velo
pmen
t of
the
lear
ner
Core
Sta
ndar
dD
escr
ipto
r
Leve
l-1Le
vel-2
Leve
l-3
Sch
oo
l Sta
nd
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d
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ion
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56
Lear
ners
’ A
ttai
nmen
tV
ery
few
lear
ners
att
ain
curr
icul
ar
expe
ctat
ions
(kno
wle
dge
and
skill
s)
in e
very
gra
de a
s m
easu
red;
sch
ool
cond
ucts
ass
essm
ent
at t
he e
nd
of e
ach
acad
emic
yea
r to
asc
erta
in
grad
e ex
it le
vels
of
lear
ners
in a
ll cu
rric
ular
are
as
Som
e le
arne
rs a
ttai
n m
ost
of t
he
curr
icul
ar e
xpec
tatio
ns (k
now
ledg
e an
d sk
ills)
in e
very
gra
de w
hile
m
ost
rem
ain
mar
gina
lly b
elow
gr
ade
leve
l exp
ecta
tions
; sch
ool
arra
nges
for
rem
edia
l mea
sure
s fo
r im
prov
ing
atta
inm
ent
leve
ls a
nd
ther
eby
prep
arin
g le
arne
rs f
or n
ext
grad
e
Mos
t le
arne
rs’ a
ttai
nmen
t is
at
par/
ab
ove
expe
cted
gra
de le
vel a
cros
s th
e sc
hool
; sch
ool c
ontin
uous
ly
impr
ovis
es it
s m
echa
nism
to
asce
rtai
n gr
ade
exit
leve
ls o
f le
arne
rs
SC
HO
OL
IMPR
OV
EM
EN
T
Core
Sta
ndar
dD
escr
ipto
r
Leve
l-1Le
vel-2
Leve
l-3
Do
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Referential Evidence (Norms/ Guidelines/ Register/ Government Orders)
RTE Act, 2009: Chapter-V (clause 29 at p. 9) (http://ssa.nic.in/rte-docs/free%20and%20compulsory.pdf)
Teachers Manual Formative Assessment ( Science), CBSE (2010) (pp. iii- viii) (http://www.cbse.nic.in/cce/cce-manual/CBSE-FA-Class-IX%20(Science)%20Final.pdf)
NCF-2005: Chapter-II (pp. 12-34),& Chapter-IV (pp. 78-100) (http://www.ncert.nic.in/rightside/links/pdf/framework/english/nf2005.pdf)
Supportive Evidence Available in the School
Learners’ attendance registers
prolonged absence and action taken
measures taken to promote regular attendance and punctuality
Teachers visits to the houses of frequently absent children and discussing with the parents
Report cards, CCE registers assessment records, etc.
List of functions, events and activities organized in the school
Participation in co-scholastic activities, games, sports, cultural activities, etc.
Samples of learner notebooks, answer scripts and feedback provided to learners
Records of learners progress over baseline and at regular intervals
List of learners who have been allocated responsibilities
Coverage of Value Education & Life Skills in school curriculum/ time-table
Cumulative analysis of assessment records
Records of interaction with parents about the learners’ performance
Evidences School Needs to Create
The school can create evidences by the following device/ technique:
Learner’s observation and interaction to know learners’ participation in school activities
Sources of Evidence
Sch
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Innovation (s)
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Response Matrix
Learners’ Progress, Attainment and Development
Core Standard Level 1 Level 2 Level 3
Learners’ Attendance
Learners’ Participation and Engagement
Learners’ Progress
Learners’ Personal and Social Development
Learners’ Attainment
Sch
oo
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60
Cor
e St
anda
rdLe
vel
Are
a of
Impr
ovem
ent
Prio
ritiz
e A
rea
of
Impr
ovem
ent
Prop
osed
Act
ion
Tim
elin
e (P
ut
a tic
k m
ark
(✓)
on a
ppro
pria
te
year
)
L M
H
Y-1
Y-2
Y-3
Lear
ners
’ A
tten
danc
e
Lear
ners
’ Pa
rtic
ipat
ion
and
Enga
gem
ent
Lear
ners
’ Pr
ogre
ss
Lear
ners
’ Pe
rson
al
and
Soci
al
Dev
elop
men
t
Lear
ners
’ A
ttai
nmen
t
L-lo
w, M
- M
ediu
m, H
-Hig
h, Y
-1 f
or Y
ear-
1, Y
-2 f
or Y
ear-
2 an
d Y
-3 f
or Y
ear-
3
Pla
nn
ing
for
Im
pro
vem
ent
Do
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61
Managing Teacher Performance and
Professional Development
IVKey Domain
Sch
oo
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About the Key Domain
Teacher performance management is the mainstay of quality education. It is a continuous process of identifying teacher potential, and developing their skills, through a systematic approach to performance review and capacity building programmes. It necessitates appropriate induction of newly recruited teachers, orienting them to the school, as well as the learners’ profile and context. This enables teachers to understand curricular expectations and adapt their teaching-learning practice to meet the learning needs of their students. Continuous monitoring of teacher performance is essential to raise their professional standards, foster team spirit in them and facilitate the overall development of the school.
Managing Teacher Performance and Professional Development
IVKEY DOMAIN
Sch
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64
Reflective Prompts
Q1. What mechanisms does the school have for the orientation of new teachers?
Q2. What are the processes adopted by the school to monitor and teachers’ absence and manage the classes of absent teachers?
Q3. To what extent do teachers understand changing curricular expectations and adapt their classroom practices accordingly?
Q4. How does the school monitor teachers’ performance, manage their continuous professional development and provide opportunities for career advancement?
Q5. How does the school set performance goals for teachers and assign responsibilities and duties to them?
Factual Information
1. Number of teachers in school:
a. sanctioned strength _______ b. in position _________________
2. Number of teachers in position:
a. regular __________________ b. contractual/ ad-hoc _________
c. part- time _______________ d. guest teacher _____________
e. any other ________________
3. Number of:
a. trained teachers __________ b. untrained teachers _________
4. Orientation of new teachers in the school is done by:
a. organizing special orientation program
b. head/ senior teachers in face- to- face meeting
c. no special orientation is done and new teachers get oriented gradually on their own
d. any other mechanisms (please mention) ________________________________
______________________________________________________________________
(School may response for more than one option in a question, if required)
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5. Does the school maintain a record of teachers’ attendance along with reasons for absence?
Yes No
(i) If yes, list the reasons for absence (e.g. being on leave, being deputed for training or other details):
___________________________________________________________________
___________________________________________________________________
(ii) How is this information compiled to compute average attendance of teachers afterwards?
___________________________________________________________________
___________________________________________________________________
(iii) How does the school deal with unreported absence of teachers and other staff members?
___________________________________________________________________
___________________________________________________________________
6. School makes alternative arrangements for the classes of absent teachers by:
a. assigning substitute teachers b. combining classes
c. assigning a class to the senior d. no alternative arrangements student to manage the class
7. Teacher performance is monitored through/ by:
a. annual Confidential Report b. school head’s observations
c. learners’ achievement d. feedback from Parents’/ SMC
e. peer/learners’ feedback
f. any other, (please mention) ___________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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8. Mechanisms for teachers’ continuous performance improvement:
Name of programme Duration Names of teachers who attended
(Mandatory )
(Any other )
9. List the duties/ responsibilities assigned to teachers beyond classroom teaching:
Duties/ Responsibilities Names of teachers assigned
Do
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Core
Sta
ndar
dD
escr
ipto
r
Leve
l-1Le
vel-2
Leve
l-3
Ori
enta
tion
of
New
Tea
cher
sSc
hool
leav
es it
to
the
new
tea
cher
to
acq
uire
info
rmat
ion
abou
t av
aila
ble
faci
litie
s an
d ob
serv
es t
he
ongo
ing
prac
tices
of
the
scho
ol
Scho
ol h
ead
orie
nts
the
new
tea
cher
abo
ut h
is/ h
er
resp
onsi
bilit
ies
and
the
faci
litie
s av
aila
ble
with
in t
he s
choo
l; us
ually
in
volv
es o
ther
tea
cher
s in
orie
ntin
g th
e ne
w t
each
er
Spec
ial o
rient
atio
n pr
ogra
mm
es
are
orga
nize
d sy
stem
atic
ally
to
appr
ise
new
tea
cher
/s a
bout
rol
es
and
resp
onsi
bilit
ies,
the
sch
ool
cont
ext,
pro
file
of t
he le
arne
rs,
curr
icul
ar e
xpec
tatio
ns, r
ole
of
SMC
/ SD
MC
and
var
ious
sch
emes
/pr
ogra
mm
es b
eing
impl
emen
ted
in
the
scho
ol
Teac
hers
’ A
tten
danc
eSc
hool
mai
ntai
ns r
ecor
d of
at
tend
ance
alo
ng w
ith t
he r
easo
ns
for
abse
nce;
gen
eral
ly n
o al
tern
ate
arra
ngem
ents
are
mad
e to
eng
age
the
clas
s
Scho
ol s
yste
mat
ical
ly m
aint
ains
at
tend
ance
rec
ords
, mon
itors
un
repo
rted
abs
ence
and
tak
es
actio
n, if
nec
essa
ry; m
akes
ar
rang
emen
ts t
o en
sure
the
cla
ss is
no
t le
ft u
natt
ende
d
Scho
ol h
as a
n ap
prop
riate
sys
tem
to
add
ress
sho
rt, l
ong
and
unre
port
ed a
bsen
ce o
f te
ache
rs;
mak
es t
imel
y an
d su
itabl
e ar
rang
emen
ts f
or s
ubst
itute
s fr
om
with
in o
r ou
tsid
e th
e sc
hool
and
or
ient
s th
em t
o un
dert
ake
the
resp
onsi
bilit
y; c
reat
es a
cul
ture
of
pun
ctua
lity
and
acco
unta
bilit
y am
ong
teac
hers
Sch
oo
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Ass
igni
ng
Resp
onsi
bilit
ies
and
Def
inin
g Pe
rfor
man
ce
Goa
ls
Scho
ol p
rovi
des
a pr
e-de
sign
ed
time-
tabl
e an
d ex
pect
s th
e te
ache
r to
com
plet
e th
e sy
llabu
s an
d pe
rfor
m o
ther
dut
ies
as a
ssig
ned
from
tim
e to
tim
e
Scho
ol H
ead
brie
fs t
he t
each
ers
abou
t th
eir
resp
onsi
bilit
ies
and
perf
orm
ance
goa
ls, i
nfor
mal
ly o
r at
sta
ff m
eetin
gs; r
evie
ws
and
mon
itors
the
com
plet
ion
of t
he
sylla
bus,
ass
igne
d re
spon
sibi
litie
s an
d ot
her
task
s as
exp
ecte
d
Scho
ol a
lloca
tes
resp
onsi
bilit
ies
of t
each
ers
thro
ugh
mut
ual
cons
ulta
tion;
enc
oura
ges
teac
hers
to
set
the
ir ow
n pe
rfor
man
ce g
oals
an
d pr
ovid
es o
ppor
tuni
ties
to
inno
vate
and
exp
erim
ent
with
new
id
eas;
tea
cher
s th
emse
lves
mon
itor
thei
r ow
n pr
ogre
ss
Teac
hers
’ Pr
epar
edne
ss
for
Chan
ging
Cu
rric
ular
Ex
pect
atio
ns
Teac
hers
are
aw
are
of t
he c
hang
es,
if an
y, in
the
sch
ool c
urric
ulum
and
te
xtbo
oks
resu
lting
fro
m c
hang
es
in p
olic
y
Teac
hers
mak
e ef
fort
s to
un
ders
tand
the
cha
ngin
g cu
rric
ular
ex
pect
atio
ns; a
dapt
the
ir te
achi
ng
lear
ning
pra
ctic
e to
sui
t th
e sa
me
Scho
ol c
reat
es o
ppor
tuni
ties
for
teac
hers
to
disc
uss
and
refle
ct
upon
the
cha
ngin
g cu
rric
ular
ex
pect
atio
ns a
nd it
s im
plic
atio
ns
on t
heir
curr
ent
clas
sroo
m p
ract
ice;
pr
ovid
es f
ollo
w-u
p su
ppor
t fo
r te
ache
rs t
o ad
opt
cont
ext-
spec
ific
chan
ges
Mon
itor
ing
of T
each
ers’
Pe
rfor
man
ce
Scho
ol H
ead
take
s no
te o
f te
ache
rs’ p
erfo
rman
ce a
s re
flect
ed
in m
anda
tory
insp
ectio
n re
port
s;
chec
ks t
he p
rese
nce
of t
each
ers
in
thei
r cl
assr
oom
s an
d ob
serv
es t
heir
te
achi
ng o
ccas
iona
lly
Scho
ol H
ead
revi
ews
the
teac
hers
’ pe
rfor
man
ce a
nd p
rovi
des
them
fe
edba
ck; t
each
ers
revi
ew t
heir
own
perf
orm
ance
bas
ed o
n th
e cl
assr
oom
exp
erie
nces
and
iden
tify
area
s of
impr
ovem
ent
Scho
ol H
ead
revi
ews
the
perf
orm
ance
of
teac
hers
on
the
basi
s of
lea
rner
s’ p
rogr
ess
and
atta
inm
ent
and
disc
ussi
ons
with
tea
cher
s; d
iscu
sses
tea
cher
pe
rfor
man
ce w
ith p
aren
ts,
lear
ners
and
SM
C/ S
DM
C;
teac
hers
col
lect
ivel
y re
flect
on
thei
r ow
n pe
rfor
man
ce a
nd d
evel
op
stra
tegi
es f
or im
prov
emen
t
Core
Sta
ndar
dD
escr
ipto
r
Leve
l-1Le
vel-2
Leve
l-3
Do
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IV
69
Core
Sta
ndar
dD
escr
ipto
r
Leve
l-1Le
vel-2
Leve
l-3
Teac
hers
’ Pr
ofes
sion
al
Dev
elop
men
t
Scho
ol H
ead
ensu
res
the
part
icip
atio
n of
all
teac
hers
in
the
man
dato
ry in
-ser
vice
tra
inin
g pr
ogra
mm
es
Scho
ol m
otiv
ates
and
cre
ates
re
gula
r op
port
uniti
es f
or t
each
ers
to p
artic
ipat
e in
diff
eren
t pr
ogra
mm
es r
elev
ant
to t
heir
prof
essi
onal
nee
ds; s
eeks
sup
port
fr
om o
ther
aca
dem
ic in
stitu
tions
/ex
pert
s to
add
ress
diff
icul
ties
face
d by
tea
cher
s
Scho
ol m
akes
pro
visi
on f
or
cont
inuo
us a
cade
mic
men
torin
g of
tea
cher
s; s
uppo
rts
teac
hers
in
try
ing
out
inno
vativ
e id
eas
and
prac
tices
; tea
cher
s di
scus
s co
llect
ivel
y on
inpu
ts r
ecei
ved
durin
g tr
aini
ng; r
efle
ct o
n th
e po
ssib
ility
of
inte
grat
ion
of t
he
acqu
ired
know
ledg
e an
d sk
ills
in
clas
sroo
m p
ract
ice
SC
HO
OL
IMPR
OV
EM
EN
T
Sch
oo
l Sta
nd
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Referential Evidence (Norms/ Guidelines/ Register/ Government Orders)
RTE Act 2009:Chapter-IV (clause 24 at p.8) (http://ssa.nic.in/rte-docs/free%20and%20compulsory.pdf)
SSA Framework for implementation: Chapter-IV (pp.70-80) (http://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/SSA-Frame-work.pdf)
Framework for implementation of RMSA: Chapter-V (pp.36 & 37) (http://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/Framework_Final_
RMSA_3.pdf)
NCFTE (National Curriculum Framework for Teacher Education), 2009: Chapter-IV (pp.63-74)
ADEPTS (Advancement of Educational Performance through Teacher Support: An MHRD-Unicef Initiative): Chapter-IV (http://prayatna.typepad.com/files/adepts.pdf)
PINDICS (Performance Indicators for Elementary School Teacher), NCERT (2013) (pp.1-12) (http://www.ncert.nic.in/pdf_files/PINDICS.pdf)
NCF-2005: Chapter-V (pp.107-114) (http://www.ncert.nic.in/rightside/links/pdf/framework/english/nf2005.pdf)
Supportive Evidence Available in the School
List of the rules/ responsibilities, learner profile, curricular expectations, context specific teaching-learning practices and role of SMC/SDMC, various schemes, projects, programs, ongoing school practices, etc.
Details of induction programme for new teachers
Continuous professional development/training programs attended by teacher
Average teacher attendance and leave applications of teachers
Alternative arrangements for the classes of absent teachers/substitution registers
Self-appraisal reports for all the teachers and staff members
Teacher own performance goals as a part of annual plan exercise
Information on syllabus covered at different times of the year
Teacher’s qualifications acquired during service
Feedback and suggestions on teacher performance
Teacher’s development sections in School Development Plan
In-service training programmes attended by teachers
Pre- designed time-table
Documents showing allocation of duties to the teachers
Evidences School Needs to Create
The school can create evidences by the following device/ technique:
The schedule of the orientation programme conducted for new teachers
Copy of certificates of attending course/ workshop/ seminar/symposium
Sources of Evidence
Do
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IV
71
Innovation (s)
Sch
oo
l Sta
nd
ard
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ion
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Response Matrix
Managing Teacher Performance and Development
Core Standard Level 1 Level 2 Level 3
Orientation of New Teachers
Teachers’ Attendance
Assigning Responsibilities and Defining Performance Goals
Teachers' Preparedness for Changing Curricular Expectations
Monitoring of Teachers’ Performance
Teachers’ Professional Development
Do
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IV
73
Cor
e St
anda
rdLe
vel
Are
a of
Impr
ovem
ent
Prio
ritiz
e A
rea
of
Impr
ovem
ent
Prop
osed
Act
ion
Tim
elin
e (P
ut
a tic
k m
ark
(✓)
on a
ppro
pria
te
year
)
L M
H
Y-1
Y-2
Y-3
Orie
ntat
ion
of
New
Tea
cher
s
Teac
hers
’ A
tten
danc
e
Ass
igni
ng
Resp
onsib
ilitie
s an
d D
efin
ing
Perf
orm
ance
G
oals
Teac
hers
’ Pr
epar
edne
ss
for
Cha
ngin
g C
urric
ular
Ex
pect
atio
ns
Pla
nn
ing
for
Im
pro
vem
ent
Sch
oo
l Sta
nd
ard
s an
d
Eval
uat
ion
Fra
mew
ork
74
Cor
e St
anda
rdLe
vel
Are
a of
Impr
ovem
ent
Prio
ritiz
e A
rea
of
Impr
ovem
ent
Prop
osed
Act
ion
Tim
elin
e (P
ut
a tic
k m
ark
(✓)
on a
ppro
pria
te
year
)
L M
H
Y-1
Y-2
Y-3
Mon
itorin
g of
Tea
cher
s’
Perf
orm
ance
Teac
hers
’ Pr
ofes
sion
al
Dev
elop
men
t
L-lo
w, M
- M
ediu
m, H
-Hig
h, Y
-1 f
or Y
ear-
1, Y
-2 f
or Y
ear-
2 an
d Y
-3 f
or Y
ear-
3
Do
main
V
75
School Leadership and Management
VKey Domain
Sch
oo
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Do
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77
About the Key Domain
Effective school leadership and management play a significant role in providing quality education. School leadership goes beyond administrative and managerial responsibilities to include proactive practices for school transformation. It includes developing a vision for a school and aligning all planning to it so as to improve the performance of the learners. It also involves maintaining a harmonious relationship with all stakeholders and including them in planning, decision making and general administration. School leadership aims at increased participation/ ownership in/ of school activities by the community. It strives at continuous improvement in the area of teaching and learning through continuous pedagogical innovation. A school needs a strong and focused leader who is committed to channelizing teachers, learners, community members and resources for achieving quality in all spheres.
School Leadership and Management
VKEY DOMAIN
Sch
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Reflective Prompts
Q1. Does the school have a clear vision/ mission statement and development plan that is shared and understood by all?
Q2. How well does the School Head manage the day-to-day functioning of the school?
Q3. Does the School Head promote and participate in teaching-learning process?
Q4. How well does the School Head identify the developmental needs of the school and manage changes for continuous improvement?
Q5. How effectively does the School Head manage, and utilize the available financial, human and material resources?
Q6. How well does the School Head lead improvement in teaching-learning process and ensure enhanced teacher performance?
Q7. How does the School Head maintain a healthy relationship with staff members for school improvement?
Factual Information
1. Does the school have a vision/ mission statement? Yes No
If yes, what are the main points in it for future development of school?
(School may response for more than one option in a question, if required)
Do
main
V
79
2. Is the School Development Plan (SDP) of previous year available? Yes No
If yes, what are the main recommendations for the current year in the plan?
3. Was the SDP for the previous year implemented? Yes No
If yes, to what extent were its goals for that year achieved and what were the reasons for shortfall, if any?
4. (i) What are the areas in which the School Head has received training?
a. Financial Management b. ICT
c. School Leadership
d. Any other (please mention)
Sch
oo
l Sta
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(ii) When and where did she/ he receive training?
5. How does the School Head usually take routine management decisions?
a. On his/ her own
b. In consultation with a few teachers
c. With involvement of all teachers
d. With involvement of teachers, parents and SMC
6. The directions/ decisions communicated to teachers are clearly understood by:
a. all teachers b. most teachers
c. a few teachers only d. no teacher
7. How often does the School Head review implementation of the plan and assess the progress made, particularly in the prioritized areas?
a. Regularly b. Occasionally
c. Rarely b. Does not review
8. Has the School Head constituted teams for different tasks and made them accountable? Yes No
If yes, which are these teams/ committees and what tasks are assigned to them?
Do
main
V
81
9. How does the School Head monitor teachers’ performance?
a. By discussing progress individually with teachers
b. By reviewing the performance of their learners in tests from time to time
c. By observing the classrooms occasionally to check how teaching is done
d. Any other (please mention)
10. How does the School Head monitor learners’ progress in learning?
a. By reviewing record of CCE of learners of every class
b. By discussing the performance of learners with teachers
c. By checking the results of all learners in tests and taking note of the change/ improvement in results over a time
d. Progress is not reviewed by the School Head
e. Teachers monitor their progress at their level
Sch
oo
l Sta
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Core
Sta
ndar
dD
escr
ipto
r
Leve
l-1Le
vel-2
Leve
l-3
Build
ing
Vis
ion
and
Sett
ing
Dir
ecti
on
Scho
ol H
ead
deve
lops
a S
choo
l D
evel
opm
ent
Plan
(SD
P) a
s pe
r th
e gi
ven
man
date
; the
oth
er
stak
ehol
ders
do
not
fin
d an
op
port
unity
to
part
icip
ate
in t
he
plan
ning
pro
cess
Scho
ol H
ead
deve
lops
a v
isio
n/
mis
sion
sta
tem
ent;
tea
cher
s ar
e in
volv
ed in
the
cre
atio
n of
the
SD
P, p
riorit
izat
ion
of t
asks
; Sch
ool
Hea
d al
loca
tes
resp
onsi
bilit
ies
to m
ajor
ity o
f te
ache
rs f
or S
DP
impl
emen
tatio
n; p
rovi
des
dire
ctio
n fo
r its
impl
emen
tatio
n
Scho
ol H
ead
enga
ges
all
stak
ehol
ders
in d
evel
opin
g vi
sion
/ m
issi
on t
akin
g in
to a
ccou
nt
curr
ent
prac
tices
, pol
icie
s an
d pr
ogra
ms
whi
ch a
re s
ubse
quen
tly
docu
men
ted;
SD
P is
co-
crea
ted
by
all t
he s
take
hold
ers
and
is a
ligne
d to
the
vis
ion/
mis
sion
sta
tem
ent;
ap
prop
riate
prio
ritiz
atio
n is
don
e fo
r ne
cess
ary
actio
n; a
ll te
ache
rs
unde
rsta
nd t
heir
defin
ed r
oles
and
re
spon
sibi
litie
s an
d ac
t ac
cord
ingl
y to
mak
e de
sire
d pr
ogre
ss; p
erio
dic
revi
ew o
f vi
sion
and
SD
P is
un
dert
aken
reg
ular
ly
Do
main
V
83
Lead
ing
Chan
ge a
nd
Impr
ovem
ent
Scho
ol H
ead
is b
road
ly a
war
e of
ar
eas
that
nee
d at
tent
ion;
act
s on
issu
es in
res
pons
e to
off
icia
l m
anda
te a
nd im
med
iate
nee
ds;
the
requ
ired
chan
ge is
rar
ely
disc
usse
d an
d r
efle
cted
upo
n
Scho
ol H
ead,
in c
onsu
ltatio
n w
ith
teac
hers
, ide
ntifi
es t
he s
tren
gths
of
the
sch
ool,
and
area
s th
at
need
impr
ovem
ent;
ref
lect
s up
on
the
requ
ired
chan
ges;
iden
tifie
s ac
tion
poin
ts a
nd a
ppro
pria
tely
ac
ts u
pon
them
; log
ical
ly a
sses
ses
th
e pr
ogre
ss a
nd r
efin
es a
ctio
ns,
whe
re r
equi
red;
tak
es n
ote
of t
he
chan
ges
that
are
bei
ng r
efle
cted
in
the
tea
chin
g-le
arni
ng a
nd o
ther
sc
hool
pra
ctic
es
Scho
ol H
ead
com
mun
icat
es
clea
rly t
he n
eed
for
chan
ge t
o al
l th
e st
akeh
olde
rs a
nd e
nhan
ces
thei
r un
ders
tand
ing
of t
he
sam
e; id
entif
ies
clea
r ta
rget
s an
d fo
rmul
ates
pre
dict
able
im
prov
emen
t st
rate
gies
on
the
basi
s of
ana
lysi
s of
evi
denc
e an
d ot
her
sour
ces
colle
ctiv
ely
with
st
akeh
olde
rs; l
eads
cha
nge
and
mon
itors
incr
emen
tal i
mpr
ovem
ent
regu
larly
; dis
trib
utes
lead
ersh
ip
role
s an
d in
divi
dual
res
pons
ibili
ties
for
impl
emen
ting
cha
nge;
en
cour
ages
tea
cher
s to
eng
age
in
evid
ence
- ba
sed
impr
ovem
ent
and
chan
ge in
sch
ool p
ract
ices
Lead
ing
Teac
hing
-le
arni
ngSc
hool
Hea
d en
sure
s th
at a
ll cl
asse
s ar
e ta
ken
regu
larly
, mak
es
alte
rnat
ive
arra
ngem
ents
for
cl
asse
s w
hen
teac
hers
are
abs
ent;
en
sure
s ef
fect
ive
cla
ssro
om
teac
hing
by
taki
ng r
ound
s; is
aw
are
of le
arne
rs’ p
erfo
rman
ce in
di
ffer
ent
clas
ses
and
subj
ects
Scho
ol H
ead
regu
larly
obs
erve
s th
e te
achi
ng-le
arni
ng p
roce
ss
in d
iffer
ent
clas
ses
and
prov
ides
w
ritte
n/ v
erba
l fee
dbac
k to
te
ache
rs in
divi
dual
ly; a
naly
ses
and
revi
ews
the
lear
ners
’ per
form
ance
in
diff
eren
t cl
asse
s an
d su
bjec
ts
and
disc
usse
s th
e sa
me
with
co
ncer
ned
teac
hers
/ sub
ject
te
ache
rs
Scho
ol H
ead
and
teac
hers
co
llect
ivel
y re
flect
on
curr
ent
teac
hing
-lear
ning
pra
ctic
es a
nd
lear
ners
’ pro
gres
s an
d at
tain
men
t;
disc
uss
requ
ired
impr
ovem
ent
in
the
light
of
lear
ning
indi
cato
rs,
lear
ner-
cent
red
peda
gogy
, in
nova
tive
appr
oach
es t
o te
achi
ng,
etc.
; dis
cuss
per
form
ance
of
lear
ners
with
par
ents
Core
Sta
ndar
dD
escr
ipto
r
Leve
l-1Le
vel-2
Leve
l-3
Sch
oo
l Sta
nd
ard
s an
d
Eval
uat
ion
Fra
mew
ork
84
Core
Sta
ndar
dD
escr
ipto
r
Leve
l-1Le
vel-2
Leve
l-3
Lead
ing
Man
agem
ent
of
Scho
ol
Scho
ol H
ead
man
ages
rou
tine
activ
ities
and
sch
ool r
esou
rces
(s
taff
, mat
eria
l and
fin
anci
al);
allo
cate
s re
spon
sibi
litie
s to
a f
ew;
take
s de
cisi
ons;
act
s on
the
ord
ers
and
inst
ruct
ions
rec
eive
d fr
om
the
auth
oriti
es f
or c
ompl
ianc
e;
com
mun
icat
es d
ecis
ions
; sha
res
the
orde
rs a
nd in
stru
ctio
ns
rece
ived
Scho
ol H
ead
and
staf
f pl
ans
and
man
age
rout
ine
activ
ities
and
sc
hool
res
ourc
es (s
taff
, mat
eria
l an
d fin
anci
al);
invo
lve
staf
f in
de
cisi
on-m
akin
g; S
choo
l Hea
d co
mm
unic
ates
det
ails
of
the
SDP
and
prov
ides
cle
ar d
irect
ions
to
staf
f m
embe
rs a
nd t
akes
the
lead
fo
r its
eff
ectiv
e im
plem
enta
tion
Scho
ol H
ead
and
staf
f m
embe
rs
colle
ctiv
ely
deve
lop
a sh
ared
vis
ion
and
a st
rate
gic
plan
in c
onsu
ltatio
n w
ith p
aren
ts a
nd le
arne
rs;
dist
ribut
e th
e re
spon
sibi
litie
s am
ong
the
staf
f m
embe
rs o
n th
e ba
sis
of m
utua
l con
sens
us a
nd
area
s of
exp
ertis
e; t
ake
actio
n w
ith m
utua
l sup
port
, mon
itor
and
eval
uate
the
pro
gres
s co
llect
ivel
y
SC
HO
OL
IMPR
OV
EM
EN
T
Do
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Referential Evidence (Norms/ Guidelines/ Register/ Government Orders)
SSA Framework for Implementation: Chapter-IV (pp.77-79) Chapter-VII (pp.112-115) (http://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/SSA-Frame-work.pdf)
Framework for Implementation of RMSA: Chapter-V (pp.36-37) (http://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/Framework_Final_
RMSA_3.pdf)
NCF-2005: Chapter-V (pp.104-105) (http://www.ncert.nic.in/rightside/links/pdf/framework/english/nf2005.pdf)
RTE Act-2009: Chapter-IV (clause 21& 22 at p.7) and VII (clause 35 & 38 at pp.10-11) (http://ssa.nic.in/rte-docs/free%20and%20compulsory.pdf)
School Leadership Development: National Programme Design and Curriculum Framework (http://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/SLDP_Framework_
NCSL_NUEPA.pdf)
Supportive Evidence Available in the School
Documented/ written/ displayed school vision/ mission statement
Record of members involved in the development and revision of the vision/ mission statement
Copy of the SDP
Record of members involved in the preparation of the SDP, the prioritisation areas identified, action plans created, timelines and allocation of responsibilities for achieving the same
Record showing regular tracking of implementation of the development plans
Minutes of the SMC meetings held
Circulars sent out to all stakeholders seeking their suggestions on improving the current practices and processes in the school
Record showing the appraisal process of teachers in the school, including self-assessment by teachers, peer assessment, School Head/ in- charge assessment, discussions held and feedback of improvements agreed upon thereafter
Availability of curricular standards and expected outcomes for every subject with every teacher (as recorded in lesson plans)
Reports on learners’ progress in various areas on a monthly basis
Records by teachers of all the parent-teacher meetings held, teachers’ comments about each learner’s performance and the points that emerged during discussions with the parents
Sources of Evidence
Sch
oo
l Sta
nd
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86
Innovation (s)
Evidences School Needs to Create
The school can create evidences using following devices/ techniques:
Records of classroom and school observation by the School Head in relation to school resources, teaching-learning process, classroom management
Records of feedback given to the teachers on their performance
Do
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Response Matrix
School Leadership and Management
Core Standard Level 1 Level 2 Level 3
Building Vision and Setting Direction
Leading Change and Improvement
Leading Teaching-learning
Leading Management of School
Sch
oo
l Sta
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d
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ion
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88
Cor
e St
anda
rdLe
vel
Are
a of
Impr
ovem
ent
Prio
ritiz
e A
rea
of
Impr
ovem
ent
Prop
osed
Act
ion
Tim
elin
e (P
ut
a tic
k m
ark
(✓)
on a
ppro
pria
te
year
)
L M
H
Y-1
Y-2
Y-3
Build
ing
Vis
ion
and
Sett
ing
Dire
ctio
n
Lead
ing
Cha
nge
and
Impr
ovem
ent
Lead
ing
Teac
hing
-le
arni
ng
Lead
ing
Man
agem
ent
of
Scho
ol
L-lo
w, M
- M
ediu
m, H
-Hig
h, Y
-1 f
or Y
ear-
1, Y
-2 f
or Y
ear-
2 an
d Y
-3 f
or Y
ear-
3
Pla
nn
ing
for
Im
pro
vem
ent
Do
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VI
89
Inclusion, Health and Safety
VIKey Domain
Sch
oo
l Sta
nd
ard
s an
d
Eval
uat
ion
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Do
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91
About the Key Domain
The idea that ‘all children can learn’ forms the underlying basis for ‘universalization’ of education. The RTE Act further lends credibility to this notion that all children can learn irrespective of their gender, caste, socio-economic background, etc. This necessitates inclusion of children with diverse backgrounds into the ambit of schooling. Inclusion not only means ‘including all’, but also providing equal opportunity to every child, thereby following the principles of equity. Furthermore, including all children in equitable ways demands the creation of a safe and healthy environment that ensures the physical and emotional well-being of all learners. This domain therefore highlights the Core Standards related to health, hygiene, physical and psychological safety in the school. It also looks at an all pervading inclusive environment for each stakeholder- teacher, parent and the larger community.
Inclusion, Health and Safety
VIKEY DOMAIN
Sch
oo
l Sta
nd
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d
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92
Reflective Prompts
Q1. What does the school understand by the term inclusion?
Q2. How does the school build an environment of physical and emotional safety for all?
Q3. What are the steps taken by the school to ensure good health and hygiene?
Q4. What does the school do to prepare itself for disaster management?
Q5. How does the school ensure safety of its students outside the school premises?
Q6. What does the school do to prepare itself for disaster management?
Factual Information
1. Number of learners:
a. boys _________ b. girls _________ c. other _________
2. Number of learners of different categories enrolled in the school:
a. SC _________ b. ST _________ c. OBC _________
d. BPL/ EWS _________ e. GEN _________ f. CWSN _________
3. a) Number of CWSN in different categories enrolled in the school:
b) Number of CWSN in different categories getting aids and appliances:
4. Number of learners given scholarships in the following categories:
a. CWSN _________ b. BPL/ EWS _________ c. SC _________
d. OBC _________ e. Girls _________ f. ST _________
(School may response for more than one option in a question, if required)
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5. i. Are resource persons available for CWSN? Yes No
ii. Areas in which programs have been organized for learners:
a. first-aid
b. adolescent/ sex education
c. substance abuse
d. safety mock drills
e. road safety/ traffic regulation programme
6. Do you have evacuation plans in the event of fire, earthquake, flood, landscaping, etc.? Yes No
7. List the committees, if any, dealing with sexual harassment or abuse:
______________________________________________________________________
8. Has the school arranged for any counselling session for students? Yes No
9. a. Number of learners who have undergone medical/ health check-up last year
___________________________________________________________________
b. List the items covered in health checkups:
___________________________________________________________________
c. Number of camps arranged by the school last year:
i. medical/ health _________
ii. HB check-up camp _________
iii. road safety awareness programme _________
iv. health, hygiene & sanitation awareness camp _________
d. i. Number of times health practitioner invited for medical/ health camp _________
ii. Give the details of the practitioner(s) ________________________________
___________________________________________________________________
Sch
oo
l Sta
nd
ard
s an
d
Eval
uat
ion
Fra
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ork
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Core
Sta
ndar
dD
escr
ipto
r
Leve
l-1Le
vel-2
Leve
l-3
Incl
usiv
e Cu
ltur
eSc
hool
ens
ures
tha
t no
chi
ld is
de
nied
adm
issi
on o
n th
e ba
sis
of
cast
e, g
ende
r, la
ngua
ge, e
cono
mic
st
atus
, dis
abili
ty, e
tc.;
conv
ince
s pa
rent
s of
div
erse
bac
kgro
unds
to
send
the
ir ch
ildre
n re
gula
rly t
o th
e sc
hool
Teac
hers
mai
ntai
n eq
uity
am
ong
child
ren,
par
ents
, pee
rs a
nd o
ther
st
aff
on t
he b
asis
of
cast
e, g
ende
r,
soci
o-ec
onom
ic b
ackg
roun
d, e
tc.
durin
g cl
assr
oom
tas
ks, a
ctiv
ities
, se
atin
g ar
rang
emen
t, e
tc.;
give
sp
ecia
l att
entio
n to
girl
s an
d di
sadv
anta
ged
grou
ps t
o pr
omot
e eq
uity
Scho
ol r
espo
nds
to t
he n
eeds
of
all
child
ren
with
var
ying
ab
ilitie
s an
d ba
ckgr
ound
s; v
alue
s an
d en
sure
s pa
rtic
ipat
ion
of a
ll ch
ildre
n, ir
resp
ectiv
e of
the
ir di
ffer
ent
phys
ical
, em
otio
nal a
nd
lear
ning
abi
litie
s; e
ncou
rage
s pa
rent
s fr
om d
iver
se b
ackg
roun
ds
to a
ctiv
ely
part
icip
ate
in S
MC
/ SD
MC
mee
tings
and
oth
er s
choo
l ac
tiviti
es
Incl
usio
n of
Ch
ildre
n W
ith
Spec
ial N
eeds
(C
WSN
)
Teac
hers
are
aw
are
of c
hild
ren
with
vis
ible
dis
abili
ties;
sch
ool
mai
ntai
ns r
ecor
ds o
f th
e sa
me;
ex
tend
s su
ppor
t fo
r ac
tiviti
es f
or
whi
ch f
unds
and
res
ourc
es a
re
prov
isio
ned
and
docu
men
ts t
he
sam
e
Scho
ol is
aw
are
of P
erso
ns w
ith
Dis
abili
ties
Act
; lev
erag
es t
he
supp
ort
of a
vaila
ble
reso
urce
pe
rson
to
iden
tify
and
supp
ort
CW
SN; t
each
ers
atte
mpt
to
atte
nd
to t
heir
need
s w
ith s
peci
al a
ids
and
curr
icul
ar m
ater
ial;
follo
w
curr
icul
um f
or C
WSN
with
min
or
adap
tatio
ns li
ke m
akin
g sm
all
chan
ges
in le
arni
ng c
onte
nt, u
sing
ap
prop
riate
lear
ning
app
roac
h an
d as
sess
men
t m
etho
ds; e
nsur
e C
WSN
are
lear
ning
as
per
the
targ
ets
mut
ually
agr
eed
upon
with
th
e pa
rent
s
Scho
ol in
volv
es t
he c
omm
unity
and
lo
cal N
GO
s in
the
iden
tific
atio
n an
d su
bseq
uent
sup
port
nee
ded
for
CW
SN; m
onito
rs a
nd
docu
men
ts t
he p
rogr
ess
of C
WSN
re
gula
rly; i
nclu
des
CW
SN in
ge
nera
l cla
ssro
oms
with
the
res
t of
th
e cl
ass;
bui
lds
teac
her
capa
city
fo
r th
e sa
me
thro
ugh
trai
ning
; te
ache
rs s
hare
insp
iratio
nal s
torie
s of
acc
ompl
ishm
ents
of
peop
le w
ith
spec
ial n
eeds
Do
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VI
95
Phys
ical
Saf
ety
Scho
ol c
heck
s its
sta
tus
of
com
plia
nce
agai
nst
exis
ting
law
s on
sch
ool s
afet
y, in
clud
ing
road
sa
fety
nor
ms
and
safe
ty s
tatu
s of
sc
hool
bui
ldin
g; t
akes
mea
sure
s to
ens
ure
safe
ty in
the
exi
stin
g sc
hool
bui
ldin
g an
d ad
ditio
nal
cons
truc
tion,
if a
ny; e
nsur
es t
hat
the
build
ing
and
its s
urro
undi
ngs
have
nec
essa
ry s
afet
y pr
ovis
ions
e.
g. d
ispl
ays
prov
idin
g in
form
atio
n on
saf
ety
equi
pmen
ts, e
mer
genc
y ex
its, e
mer
genc
y co
ntac
t nu
mbe
rs,
first
-aid
kits
, fire
-ext
ingu
ishe
rs, e
tc.
Scho
ol e
nsur
es s
afe
stor
age
and
usag
e of
pot
entia
lly h
azar
dous
m
ater
ials
with
spe
cial
att
entio
n to
kitc
hen
& la
bora
torie
s;
mon
itors
ent
ry a
nd e
xit
of
visi
tors
; und
erta
kes
safe
ty d
rills
as
man
date
d; t
ies
up w
ith lo
cal
agen
cies
for
han
dlin
g em
erge
ncy
situ
atio
ns; m
akes
arr
ange
men
ts
for
keep
ing
the
build
ing
safe
fr
om r
oden
ts, r
eptil
es, s
tray
dog
s et
c.; a
lloca
tes
resp
onsi
bilit
y fo
r al
l sa
fety
rel
ated
act
iviti
es; i
dent
ifies
ac
cide
nt p
rone
are
as a
nd e
nsur
es
sign
boar
ds a
re p
lace
d by
rel
evan
t ag
enci
es in
the
vic
inity
of
the
scho
ol t
o pr
even
t ac
cide
nts;
en
sure
s th
e pr
esen
ce o
f p
erso
nnel
to
reg
ulat
e tr
affic
dur
ing
peak
ho
urs
and
in a
ccid
ent
pron
e ar
eas
as a
nd w
here
nee
ded
Scho
ol u
nder
take
s aw
aren
ess-
bu
ildin
g ex
erci
ses
on d
isas
ter
man
agem
ent
for
all s
take
hold
ers;
ha
s a
stru
ctur
ed e
mer
genc
y re
spon
se p
lan,
incl
udin
g co
mm
unic
atio
n m
odes
and
m
echa
nism
s lik
e m
aint
enan
ce
cont
ract
(for
kee
ping
bui
ldin
g fr
ee f
rom
rod
ents
, ani
mal
s,
etc.
); re
view
s su
ch p
lans
and
m
echa
nism
s re
gula
rly; c
ondu
cts
trai
ning
/sem
inar
/ wor
ksho
ps
perio
dica
lly t
o se
nsiti
ze le
arne
rs o
n sa
fety
mea
sure
s an
d pr
ecau
tions
; in
tegr
ates
aw
aren
ess
prog
ram
mes
an
d sa
fety
dril
ls w
ith t
each
ing-
lear
ning
; che
cks
that
tra
nspo
rt
arra
ngem
ent
is s
afe
for
lear
ners
; pa
rtic
ipat
es in
tra
ffic
reg
ulat
ion
aw
aren
ess
prog
ram
mes
Core
Sta
ndar
dD
escr
ipto
r
Leve
l-1Le
vel-2
Leve
l-3
Sch
oo
l Sta
nd
ard
s an
d
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uat
ion
Fra
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96
Core
Sta
ndar
dD
escr
ipto
r
Leve
l-1Le
vel-2
Leve
l-3
Psyc
holo
gica
l Sa
fety
Scho
ol is
aw
are
of t
he p
olic
y on
ch
ild a
buse
and
exp
loita
tion;
doe
s no
t al
low
cor
pora
l pun
ishm
ent
or
verb
al a
buse
Scho
ol s
taff
is t
rain
ed t
o re
cogn
ize
sign
s of
sex
ual/
phys
ical
/ sub
stan
ce
abus
e; s
choo
l cre
ates
aw
aren
ess
amon
g ch
ildre
n to
diff
eren
tiate
be
twee
n ‘g
ood
touc
h’ a
nd
‘bad
tou
ch’;
scre
ens
all d
igita
l/no
n-di
gita
l lea
rnin
g m
ater
ial f
or
obje
ctio
nabl
e co
nten
t; e
nsur
es n
o ch
ild is
left
alo
ne in
isol
ated
/ dar
k pl
aces
; als
o en
sure
s th
at t
here
is
no a
dver
se p
sych
olog
ical
impa
ct
on c
hild
ren
due
to w
ork
over
load
by
spa
cing
out
ass
ignm
ents
, as
sess
men
ts, e
tc.;
has
a m
echa
nism
to
addr
ess
com
plai
nts
and
grie
vanc
es o
f ch
ildre
n an
d pa
rent
s; u
nder
take
s b
ackg
roun
d
chec
ks o
f al
l adu
lts w
orki
ng in
the
sc
hool
Scho
ol a
dopt
s a
stru
ctur
ed
appr
oach
to
ensu
re e
mot
iona
l sa
fety
of
all c
hild
ren
whi
ch in
clud
es
awar
enes
s bu
ildin
g th
roug
h di
alog
ue a
nd d
iscu
ssio
n, p
rogr
ams
on c
hild
abu
se, s
ex a
nd a
dole
scen
t ed
ucat
ion,
reg
ular
one
-on-
one
coun
selin
g se
ssio
ns, d
ialo
gue
to
reso
lve
com
plai
nts
and
grie
vanc
es;
chec
ks t
he im
plem
enta
tion
of t
he
polic
y on
em
otio
nal s
afet
y an
d re
view
s th
e sa
me
on a
reg
ular
ba
sis;
con
duct
s co
unse
ling
sess
ions
for
chi
ldre
n an
d pa
rent
s to
eas
e ou
t ch
ild a
nxie
ties
rela
ted
to c
urric
ular
ove
rload
an
d pr
essu
re o
f pe
rfor
man
ce,
ther
eby
help
ing
child
ren
deve
lop
copi
ng m
echa
nism
s; r
egul
ar c
aree
r co
unse
ling
sess
ions
are
als
o he
ld
for
appr
opria
te a
ge g
roup
s
Do
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97
Core
Sta
ndar
dD
escr
ipto
r
Leve
l-1Le
vel-2
Leve
l-3
SC
HO
OL
IMPR
OV
EM
EN
T
Hea
lth
and
Hyg
iene
Sc
hool
occ
asio
nally
che
cks
clea
nlin
ess
and
sani
tatio
n of
its
prem
ises
and
the
per
sona
l hyg
iene
of
chi
ldre
n; p
rovi
des
dust
bin
for
was
te; r
ecor
ds h
eigh
t an
d w
eigh
t m
easu
rem
ents
of
all c
hild
ren
Scho
ol h
as a
pol
icy
on h
ealth
, hy
gien
e an
d sa
nita
tion;
co
ntin
uous
ly e
nsur
es c
lean
lines
s an
d sa
nita
tion
of a
ll its
fac
ilitie
s,
the
qual
ity o
f th
e M
id D
ay M
eal
and
the
pers
onal
hyg
iene
of
child
ren
thro
ugh
regu
lar
chec
ks
and
driv
es; u
nder
take
s ap
prop
riate
m
easu
res
for
was
te d
ispo
sal;
initi
ates
aw
aren
ess
build
ing
prog
ram
s; c
reat
es g
row
th c
hart
s of
chi
ldre
n to
che
ck s
tatu
s of
the
ir
heal
th; f
acili
tate
s re
gula
r pr
imar
y he
alth
che
cks
(incl
udin
g de
ntal
and
ey
e ch
ecku
p)
Scho
ol a
nd S
MC
tog
ethe
r m
onito
r cl
eanl
ines
s, s
anita
tion
in t
he
scho
ol a
nd t
he p
erso
nal h
ygie
ne
of c
hild
ren;
con
duct
orie
ntat
ion
prog
ram
s/ w
orks
hops
on
heal
th,
hygi
ene
and
sani
tatio
n fo
r pa
rent
s/ g
uard
ians
; inv
ite h
ealth
pr
actit
ione
rs f
or s
uch
even
ts;
advi
se p
aren
ts/ g
uard
ians
abo
ut
heal
th r
elat
ed p
robl
ems
notic
ed in
th
e sc
hool
; arr
ange
for
pro
fess
iona
l m
edic
al a
dvic
e fo
r ch
ildre
n en
gage
d in
sub
stan
ce a
buse
Sch
oo
l Sta
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uat
ion
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Referential Evidence (Norms/ Guidelines/ Register/ Government Orders)
RMSA Framework: Chapter-IV (pp.22-28 ), VI (pp.42- 47) (http://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/Framework_Final_RMSA_3.pdf)
SSA Framework: Chapter-III (pp.23- 53) (http://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/SSA-Frame-work.pdf)
NCF-2005: Chapter-IV (pp.78-100) (http://www.ncert.nic.in/rightside/links/pdf/framework/english/nf2005.pdf)
RTE Act-2009: Chapter-II (clause 3 at p.3), IV (clause 17 at p.6), VI (clause 31 at p.9) (http://ssa.nic.in/rte-docs/free%20and%20compulsory.pdf)
Swachh Bharat Swachh Vidyalaya, 2014 (pp.1- 45) (http://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/Eng_Swachch-Bharat-Swachch-Vidhalaya.pdf)
School Safety, National Disaster Management Division (http://www.ndmindia.nic.in/School%20Safety%20Draft_Series1.0.pdf)
Supportive Evidence Available in the School
Records of admission of children with details of their background
List of projects related to health, hygiene and inclusion
List of the requirements of CWSN as identified by the teachers
Record of curricular material, aids and appliances available and required for CWSN
List of tasks, activities and programs in which parents were involved in the school
Samples school displays on sensitive, health and safety issues like child abuse, ‘good touch’, ‘bad touch’, etc.
Response plans for emergency in the school
Mechanism for receiving the complaints and grievance of learners and parents; availability of complaint box in the school
Records of one to one counselling sessions for learner
Records of health checkups of children
Records of measures undertaken for building safety
Records of cleanliness checks
Records of programmes building awareness on safety, health and hygiene
Evidences School Needs to Create
The school can create evidences using following devices/ techniques:
Observation of school in relation to health, hygiene and inclusion
Interaction with parents, learners, community to cater the needs of all children
Sources of Evidence
Do
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99
Innovation (s)
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Response Matrix
Inclusion, Health and Safety
Core Standard Level 1 Level 2 Level 3
Inclusive Culture
Inclusion of Children With Special Needs (CWSN)
Physical Safety
Psychological Safety
Health and Hygiene
Do
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VI
101
Pla
nn
ing
for
Im
pro
vem
ent
Cor
e St
anda
rdLe
vel
Are
a of
Impr
ovem
ent
Prio
ritiz
e A
rea
of
Impr
ovem
ent
Prop
osed
Act
ion
Tim
elin
e (P
ut
a tic
k m
ark
(✓)
on a
ppro
pria
te
year
)
L M
H
Y-1
Y-2
Y-3
Incl
usiv
e C
ultu
re
Incl
usio
n of
C
hild
ren
With
Sp
ecia
l Nee
ds
(CW
SN)
Phys
ical
Saf
ety
Psyc
holo
gica
l Sa
fety
Hea
lth a
nd
Hyg
iene
L-lo
w, M
- M
ediu
m, H
-Hig
h, Y
-1 f
or Y
ear-
1, Y
-2 f
or Y
ear-
2 an
d Y
-3 f
or Y
ear-
3
Sch
oo
l Sta
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103
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Productive Community Participation
VIIKey Domain
104
Sch
oo
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Do
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About the Key Domain
The term ‘community’ refers to members of the school management committee, teachers, learners, parents/ guardians, local residents, associated cultural organizations and NGOs. Working together with community members is critical to school development. The school needs the support of the community for achieving its objectives and providing quality education to its learners. The active engagement of the school with the community ensures optimal utilization of the school resources, holistic development of learners and better management of the school. The school, therefore, needs to establish a meaningful relationship with the community which could benefit both the school and the community. The SMC/ SDMC have been constituted in every school to participate in school management in the areas of planning, implementation, resource mobilization and monitoring. It also plays a major role in improving enrolment, retention, teaching-learning and learning outcomes.
Productive Community Participation
VIIKEY DOMAIN
106
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Reflective Prompts
Q1. How does the community/ SMC/ SDMC contribute to school planning and management?
Q2. What role does the community/ SMC/ SDMC play in improving teaching-learning processes and learning outcomes in the school?
Q3. What linkages has the school established with the community?
Q4. In what ways does the school mobilize community resources for its development?
Q5. In what manner does the community mobilize resources for school development?
Factual Information
1. Number of members of SMC/ SDMC: ____
2. Composition of SMC/ SDMC:
(Provide number of representatives for each category in given box)
a. parents ____ b. teachers ____ c. women ____ d. minorities ____ e. local authorities ____ f. SC/ ST ____
3. Number of meetings organized during the last academic year: ____
4. Average attendance in the meetings organized during the last academic year: ____
5. Number of SMC/ SDMC members who have received training: ____
6. Activities/ areas in which SMC/ SDMC provided support to school last year:
(School may response for more than one option in a question, if required)
107
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Core
Sta
ndar
dD
escr
ipto
r
Leve
l-1Le
vel-2
Leve
l-3
Org
aniz
atio
n an
d M
anag
emen
t of
SM
C/ S
DM
C
Mee
tings
are
org
aniz
ed w
ithou
t a
pre-
dete
rmin
ed a
gend
a; o
nly
a fe
w m
embe
rs a
tten
d th
e m
eetin
gs;
SMC
/ SD
MC
tak
es d
ecis
ions
la
rgel
y in
the
are
as o
f fin
ance
and
in
fras
truc
ture
Mee
tings
are
org
aniz
ed a
s pe
r th
e m
anda
te w
ith p
rior
notic
e an
d fix
ed a
gend
a; m
ost
mem
bers
att
end
the
mee
tings
an
d pa
rtic
ipat
e in
the
dis
cuss
ions
; SM
C/ S
DM
C a
lso
take
dec
isio
ns
on is
sues
oth
er t
han
finan
ce a
nd
infr
astr
uctu
re
The
SMC
/ SD
MC
mee
tings
ar
e or
gani
zed
regu
larly
and
ad
ditio
nally
whe
n th
e ne
ed a
rises
; id
entif
ied
issu
es a
nd p
lans
to
reso
lve
the
sam
e ar
e di
scus
sed;
th
e S
MC
/ SD
MC
als
o fa
cilit
ates
, m
onito
rs a
nd r
evie
ws
the
impl
emen
tatio
n of
the
dec
isio
ns
Role
in S
choo
l Im
prov
emen
tSM
C/ S
DM
C is
aw
are
of t
he
prov
isio
ns o
f th
e RT
E A
ct-2
009
as w
ell a
s SS
A/ R
MSA
pro
visi
ons
rela
ting
to s
choo
l; Sc
hool
D
evel
opm
ent
Plan
(SD
P) is
sha
red
at
the
SMC
/ SD
MC
mee
tings
SMC
/ SD
MC
fac
ilita
tes
impl
emen
tatio
n an
d en
sure
s co
mpl
ianc
e w
ith R
TE A
ct-2
009
as w
ell a
s SS
A/ R
MSA
pro
visi
ons;
su
gges
ts a
ctiv
ities
tha
t re
quire
im
med
iate
att
entio
n in
the
SD
P;
shar
es in
form
atio
n re
late
d to
RTE
A
ct-2
009
as w
ell a
s SS
A/ R
MSA
w
ith t
he c
omm
unity
SMC
/ SD
MC
par
ticip
ates
in t
he
scho
ol e
valu
atio
n pr
oces
s; h
elps
id
entif
y an
d pr
iorit
ize
deve
lopm
ent
need
s; jo
intly
pre
pare
s th
e SD
P w
ith t
he t
each
ers
and
mon
itors
its
impl
emen
tatio
n fo
r ho
listic
de
velo
pmen
t
108
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oo
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Scho
ol -
Com
mun
ity
Link
ages
Pare
nts
and
com
mun
ity m
embe
rs
are
invi
ted
to s
choo
l fun
ctio
ns;
scho
ol in
form
s pa
rent
s ab
out
the
faci
litie
s av
aila
ble
in t
he s
choo
l and
ch
alle
nges
cur
rent
ly f
aced
Scho
ol in
tera
cts
with
the
co
mm
unity
and
dis
cuss
es t
he
issu
es r
elat
ing
to t
he s
ocio
-ec
onom
ic b
ackg
roun
d, e
nrol
men
t,
atte
ndan
ce, e
tc. o
f le
arne
rs;
SMC
mob
ilize
s re
sour
ces
for
mai
nten
ance
of
the
scho
ol a
nd
for
impr
ovin
g its
fac
ilitie
s; s
choo
l an
d co
mm
unity
join
tly o
rgan
ize
func
tions
with
in t
he s
choo
l and
in
the
com
mun
ity
Scho
ol a
nd c
omm
unity
join
tly
asse
ss t
he n
eeds
of
the
scho
ol;
iden
tify
avai
labl
e re
sour
ces,
pla
n an
d op
timal
ly u
se t
hem
for
the
de
velo
pmen
t of
the
sch
ool;
scho
ol
and
com
mun
ity r
each
out
to
othe
r so
urce
s su
ch a
s N
GO
s, c
orpo
rate
bo
dies
, alu
mni
, etc
. to
mob
ilize
re
sour
ces
Com
mun
ity
as
Lear
ning
Res
ourc
eSc
hool
use
s av
aila
ble
help
fro
m
the
com
mun
ity t
o or
gani
se v
isits
to
inst
itutio
ns/ p
lace
s of
inte
rest
in
the
vici
nity
of
the
scho
ol
Scho
ol t
akes
initi
ativ
es t
o de
velo
p un
ders
tand
ing
amon
g le
arne
rs
abou
t th
e cu
lture
, ora
l his
tory
an
d tr
aditi
onal
kno
wle
dge
(fol
k so
ngs,
art
and
cra
ft, a
gric
ultu
ral
prac
tices
, etc
.) of
the
com
mun
ity;
disp
lays
the
pho
togr
aphs
and
pi
ctur
es o
f re
now
ned
peop
le a
nd
impo
rtan
t pl
aces
and
fea
ture
s of
the
com
mun
ity; i
nvite
s lo
cal
artis
ans
and
craf
tsm
en t
o in
tera
ct
with
lear
ners
Scho
ol in
tegr
ates
loca
l com
mun
ity
know
ledg
e an
d sk
ills
in t
he
teac
hing
-lear
ning
of
diff
eren
t su
bjec
ts a
nd c
lass
es in
a p
lann
ed
and
orga
nise
d m
anne
r; u
ses
com
mun
ity/ v
illag
e as
a le
arni
ng
envi
ronm
ent
for
lear
ner
to d
evel
op
spec
ific
voca
tiona
l ski
lls
Core
Sta
ndar
dD
escr
ipto
r
Leve
l-1Le
vel-2
Leve
l-3
109
Do
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VII
Empo
wer
ing
Com
mun
ity
SMC
iden
tifie
s ad
ditio
nal r
esou
rces
re
quire
d fo
r th
e im
plem
enta
tion
of S
DP
and
pote
ntia
l sou
rces
for
pr
ocur
ing
the
sam
e
SMC
mob
ilize
s re
sour
ces
for
mai
nten
ance
of
the
scho
ol a
nd
for
impr
ovin
g its
fac
ilitie
s; s
choo
l an
d co
mm
unity
join
tly o
rgan
ize
func
tions
with
in t
he s
choo
l and
in
the
com
mun
ity
Scho
ol a
nd c
omm
unity
rea
ch o
ut
to o
ther
sou
rces
suc
h as
NG
Os,
co
rpor
ate
bodi
es, a
lum
ni, e
tc.
to m
obili
se r
esou
rces
; sch
ool
orga
nize
s/ u
nder
take
s ac
tiviti
es
for
the
bene
fit o
f th
e co
mm
unity
lik
e cl
eanl
ines
s dr
ive,
lite
racy
ca
mpa
igns
, aw
aren
ess
agai
nst
gend
er a
nd s
ocia
l dis
crim
inat
ions
, et
c.; a
ctiv
ely
initi
ates
onl
ine
plat
form
s fo
r sh
arin
g of
goo
d pr
actic
es r
elat
ing
to c
omm
unity
pa
rtic
ipat
ion
in s
choo
ls
SC
HO
OL
IMPR
OV
EM
EN
T
Core
Sta
ndar
dD
escr
ipto
r
Leve
l-1Le
vel-2
Leve
l-3
110
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l Sta
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Sources of Evidence
Referential Evidence (Norms/ Guidelines/ Register/ Government Orders)
SSA Framework for Implementation: Chapter-V (pp.83-91), Chapter-IX (p.137-139) (http://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/SSA-Frame-work.pdf)
Framework for Implementation of RMSA: Chapter-II (p.7), Chapter-IV (p.65, p.79), Chapter-VI (pp.43-45) & Chapter-VII (pp.53-57) (http://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/Framework_Final_
RMSA_3.pdf)
NCF-2005: Chapter-II (pp.30-34) Chapter-IV (pp.88-89) (NCF-2005: http://www.ncert.nic.in/rightside/links/pdf/framework/english/nf2005.pdf)
RTE Act-2009: Chapter-III (clause 10 at p.5), Chapter-IV (clause 21, 22 at p.7) &Chapter-VII (clause 35, 38 at pp.10-11) (http://ssa.nic.in/rte-docs/free%20and%20compulsory.pdf)
Supportive Evidence Available in the School
SMC/ SDMC Register/s containing the following components:
• Formation of SMC/ SDMC with the list of members
• Agenda and minutes of meetings
• Member attendance
• Follow-up decisions taken and review of work done since last meeting
• Discussions for creating SDP
• SMC/ SDMC participation in school evaluation, monitoring and implementation of plans
Mode of communication to the SMC/ SDMC members for attending the meeting i.e. prior notice
Teaching-learning plans indicating community participation
Community support in improving school facilities i.e. levelling the play ground, compound wall, drinking water, ICT facilities, library, school garden, etc.
Sharing community stories, local arts, folk songs, music, art, craft, agriculture practices, local histories by the village elders on specified days at the time of teachers on leave
Visits organised to the places, community institutions i.e. Gram Panchayat, Post Office and agriculture fields as learning resources and individuals
111
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Evidences School needs to create
The school can create evidences using following devices / techniques:
Surveys conducted on enrolment at the beginning of the academic year
Programmes in which schools and community participated
Incorporated suggestions received from the community
Support in terms of donations/ contributions in kind/ help received from the community, Panchayat office, etc.
Innovation (s)
112
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Response Matrix
Productive Community Participation
Core Standard Level 1 Level 2 Level 3
Organization and Management of SMC/ SDMC
Role in School Improvement
School-Community Linkages
Community as Learning Resource
Empowering Community
113
Do
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Cor
e St
anda
rdLe
vel
Are
a of
Impr
ovem
ent
Prio
ritiz
e A
rea
of
Impr
ovem
ent
Prop
osed
Act
ion
Tim
elin
e (P
ut
a tic
k m
ark
(✓)
on a
ppro
pria
te
year
)
L M
H
Y-1
Y-2
Y-3
Org
aniz
atio
n an
d M
anag
emen
t of
SM
C/ S
DM
C
Role
in S
choo
l Im
prov
emen
t
Scho
ol-
Com
mun
ity
Link
ages
Com
mun
ity
as L
earn
ing
Reso
urce
Empo
wer
ing
Com
mun
ity
L-lo
w, M
- M
ediu
m, H
-Hig
h, Y
-1 f
or Y
ear-
1, Y
-2 f
or Y
ear-
2 an
d Y
-3 f
or Y
ear-
3
Pla
nn
ing
for
Im
pro
vem
ent
114
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Note
