SELF APPRAISAL REPORT r Assessment and Accreditation · 2) Affiliation letter from DAVV Indore. 3) Institutional academic calendar (2012-13 ) 4) Time Table (2012-13) 5) A Copy of

Matushri Ahilya Devi Teacher’ Education Institute , Sulakhedi, Indore (M.P.) 0

MATUSHRI AHILIYADEVI TEACHERS’

EDUCATION INSTITIUTE

INDORE - 453771, INDIA

(Affiliated to DAVV, INDORE)

SELF APPRAISAL REPORT

for

Assessment and Accreditation

Submitted to :

National Assessment and Accreditation

Council, (NAAC),

Bangalore – 560072, India.

2014


CCCC OOOO NNNN TTTT EEEE NNNN TTTT SSSS

S.

No. Title

Page Remark

From To

SECTION A: QUANTIFIABLE INSTIUTIONAL DATA

• Part I: Profile of the Institution 04 07

• Part II: Criterion Wise Inputs

01 Criterion I : Curricular Aspects 07 09

02 Criterion II : Teaching Learning and Evaluation 09 12

03 Criterion III : Research, Consultancy and Extension 12 15

04 Criterion IV: Infrastructure and Learning Resources 15 21

05 Criterion V: Student Support and Progression 21 25

06 Criterion VI: Governance and Leadership 25 29

07 Criterion VII: Innovative Practices 29 30

SECTION B: CRITERION WISE EVALUATIVE REPORT

• Part I: Executive Summary 32 34

• Part II: Criterion Wise Analysis - 35

01 Criterion I : Curricular Aspects 36 48

02 Criterion II : Teaching Learning and Evaluation 49 76

03 Criterion III : Research, Consultancy and Extension 77 96

04 Criterion IV: Infrastructure and Learning Resources 97 115

05 Criterion V: Student Support and Progression 116 133

06 Criterion VI: Governance and Leadership 134 154

07 Criterion VII: Innovative Practices 155 169

• Part III: Mapping of Academic Activities of the

Institution

170 171

• Part IV: Declaration by the Head of the

Institution


SECTION C: APPENDICESSECTION C: APPENDICESSECTION C: APPENDICESSECTION C: APPENDICES

(1) Rules, regulation and policies on academic and administrative

governance issued by regulatory bodies.

2) Affiliation letter from DAVV Indore.

3) Institutional academic calendar (2012-13 )

4) Time Table (2012-13)

5) A Copy of the syllabus ( B.Ed. & M.Ed. )

6) Master Plan of the institution

7) Sample of student feedback on curriculum and faculty, if any.

8) Audited income-expenditure statement for the previous financial year

9) A Copy of the latest recognition order issued by NCTE for D.Ed., B.Ed. &

M.Ed.

10) University results B.Ed. & M.Ed. (2011-12)

11) Sample of feedback on practice teaching by Teacher Educators, by peer

and staff of practice teaching Schools.

12) Self appraisal report of teacher Educators.

13) Staff Profile.

14) Certificate of Compliance.

15) Letter of affiliation from the Parent University.

16) Prospectus of college.

• Appendices are not Uploaded


SECTION A:SECTION A:SECTION A:SECTION A:

QUANTIFIABLE

INSTIUTIONAL

DATA


SECTION ASECTION ASECTION ASECTION A

PART I : Profile of the Institution 1. Name and address of the institution: Matushri Ahilya Devi Teachers

Education Institute, Village:

Sulakhedi, Mangliya, Indore (M.P.)

2. Website URL : www.mateinstitute.org

3. For communication : [email protected]

Office

Name Telephone

Number with STD Code

Fax No E-Mail Address

Dr. Sunil Kumar Mehra

(Head/Principal)

0731-

2906350

0731-

4001087

Drsunilkumar

[email protected]

Mrs. Priti Banerjee

(Vice-Principal)

0731-

4063674

0731-

4001087 [email protected]

Mrs. Vibha Singh

(Self–appraisal Co-ordinator)

0731-

4063674

0731-

4001087 [email protected]

Residence

Name Telephone

Number with STD Code

Mobile Number

Dr. Sunil Kumar Mehra (Head/Principal) 0731-2906350 9977034537

Mrs. Priti Banerjee (Vice-Principal) 0731-4063674 9893193892

(Mrs. Vibha Singh)

Self-appraisal Coordinator 0731-4063674

9669168947

4. Location of the Institution:

Urban Semi-urban Rural √√√√ Tribal

Any other (specifies and indicates)

5. Campus area in acres: One acre

6. Is it a recognized minority institution? Yes No √√√√

7. Date of establishment of the institution:

Month & Year

MM YYYY

Aug. 2003


8. University/Board to which the institution is affiliated:

D.A.V.V.

9. Details of UGC recognition under sections 2(f) and 12(B) of the UGC Act.

Month & Year

MM YYYY

2f -- --

Month & Year

MM YYYY

12B -- --

10. Type of Institution

a. By funding i. Government

ii. Grant-in-aid

iii. Constituent

iv. Self-financed √√√√

v. Any other (specify and indicate)

b. By Gender i. Only for Men

ii. Only for Women

iii. Co-education √√√√

c. By Nature i. University Dept.

ii. IASE

iii. Autonomous College

iv. Affiliated College √√√√

v. Constituent College

vi. Dept. of Education of Composite

College

vii. CTE

Viii. Any other (specify and indicate)


11. Does the University / State Education Act have provision for autonomy?

Yes No √√√√

If yes, has the institution applied for autonomy?

Yes No

12. Details of Teacher Education programmes offered by the institution:

Sl. No

Level Programme

/ Course

Entry Qualification

Nature of Award

Duration Medium of instruction

i) Pre-primary

Certificate

Diploma

Degree

ii) Primary/

Elementary

Certificate

Diploma

Degree

iii)

Secondary/

Sr. secondary

U.G.

Certificate

D.Ed. HSSC Diploma 2 year Hindi/Eng.

B.Ed. Graduation Degree 1 year Hindi/Eng.

iv. Post

Graduate

Diploma

M.Ed. B.Ed. Degree 1 year Hindi/Eng.

v. Other

(specify)

Certificate

Diploma

Degree

(Additional rows may be inserted as per requirement)

13. Give details of NCTE recognition (for each programme mentioned in Q.12

above)

Level Programme Order No. & Date Valid up to

Sanctioned -Intake

Pre-primary

Primary/

Elementary D.Ed.

WRC/5-6/APW00046/222019/114th

/2008/52452 Dated 24/2/09/12/3

100

Secondary/

Sr.secondary

U.G.

B.Ed.

WRC/2-32/616cm/223180/2004

4640-Dated 15/07/2004

100

Post Graduate M.Ed. WRC/5-6/98th/2007/25519/28/12/

07/5/1/08

35

Other (specify)



PART II : Criterion Wise Inputs

CRITERION I: CURRICULAR ASPECTS

1. Does the Institution have a stated?

Vision Yes √√√√ No

Mission Yes √√√√ No

Values Yes √√√√ No

Objectives Yes √√√√ No

2. a) Does the institution offer self-financed Yes √√√√ No

programme(s)? If yes,

How many programmes? 2+1=3

b) Fee charged per programme M.Ed. 40,000/-

D.Ed. 10,000/-

B.Ed. 25,000/-

3. Are there programmes with semester system No

4. Is the institution representing/participating in the curriculum development/

revision processes of the regulatory bodies?

Yes No √√√√

If yes, how many faculties are on the various curriculum development/vision

committees/boards of universities/regulating authority?

5. Number of methods/elective options (programme wise)

D.Ed. 4

B.Ed. 2 + 1 = 3

M.Ed. (Full Time) 02

M.Ed. (Part Time) --

Any other (specify and indicate) --


6. Are there Programmes offered in modular form?

Yes No √√√√

Number

7. Are there Programmes where assessment of teachers by the students

has been introduced?

Yes No √√√√

Number

8. Are there Programmes with faculty exchange/visiting faculty?

Yes No √√√√

Number

9. Is there any mechanism to obtain feedback on the curricular aspects from

the

• Heads of practice teaching schools Yes √√√√ No

• Academic peers Yes √√√√ No

• Alumni Yes No √√√√

• Students Yes √√√√ No

• Employers Yes √√√√ No

10. How long does it take for the institution to introduce a new programme

within the existing system?

6 Months

11. Has the institution introduced any new courses in teacher education

during the last three years?

Yes No √√√√

Number

12. Are there courses in which major syllabus revision was done during the

last five years?

Yes √√√√ No

Number 01


13. Does the institution develop and deploy action plans for effective

implementation of the curriculum?

Yes √√√√ No

14. Does the institution encourage the faculty to prepare course outlines?

Yes √√√√ No

Criterion II: Teaching-Learning and Evaluation

1. How are students selected for admission into various courses?

a) Through an entrance test developed by the institution

b) Common entrance test conducted by the -

University/Government √√√√ (Only B.Ed.)

c) Through an interview

d) Entrance test and interview

e) Merit at the qualifying examination √√√√

f) Any other (specify and indicate)

(If more than one method is followed, kindly specify the weightages)

2. Furnish the following information (for the previous academic year):

a) Date of start of the academic year July

b) Date of last admission 31 July

c) Date of closing of the academic year April

d) Total teaching days 200

e) Total working days 225

3. Total number of students admitted-

Programme Number of students Reserved Open

M F Total M F Total M F Total

D.Ed. 2013-14 60 40 100 60 40 100

B.Ed. 2012-13 39 59 98 10 15 25 - - -

M.Ed. (Full

Time) 2012-13

18 17 35 18 17 35

M.Ed. (Part Time)


4. Are there any overseas students? Yes No √√√√

If yes, how many?

5. What is the ‘unit cost’ of teacher education programme? (Unit cost = total

annual recurring expenditure divided by the number of students/ trainees

enrolled).

a) Unit cost excluding salary component 7476

b) Unit cost including salary component 26315

(Please provide the unit cost for each of the programme offered by the

institution as detailed at Question 12 of profile of the institution)

6. Highest and Lowest percentage of marks at the qualifying examination

considered for admission during the previous academic session

Programmes

Open Reserved

Highest

(%)

Lowest

(%)

Highest

(%)

Lowest

(%)

D.Ed. 76.4 44.6 -- --

B.Ed. 71.87 50 63.08 45.6

M.Ed. (Full Time) 80 54.5 -- --

M.Ed. (Part Time) - - - -

7. Is there a provision for assessing students’ knowledge and skills for the

programme (after admission)?

Yes √√√√ No

8. Does the institution develop its academic calendar?

Yes √√√√ No

9. Time allotted (in percentage)

Programmes Theory Practice

Teaching Practicum

B.Ed. 51.51% 24.24% 24.24%

D.Ed. 57% 16.66% 25.75%

M.Ed. (Full Time) 57% 31.12% 12.12%

M.Ed. (Part Time) -- -- --


10. Pre-practice teaching at the institution

M.Ed. B.Ed. D.Ed.

a) Number of pre-practice teaching days - 30 25

b) Minimum number of pre-practice teaching

lessons given by each student M.Ed. B.Ed. D.Ed.

- 20 10

11. Practice Teaching at School

a) Number of schools identified for practice teaching 1 3

b) Total number of practice teaching days D.Ed.- 50 B.Ed.-25

c) Minimum number of practice teaching 4 0

lessons given by each student

12. How many lessons are given by the student teachers in simulation and

prepractice teaching in classroom situations?

D.Ed. B.Ed. D.Ed. B.Ed.

-- 04 -- 10

No. of Lessons In No. No. of Lessons Pre-practice No.

Simulation teaching

13. Is the scheme of evaluation made known to students at the beginning of the academic session?

Yes √√√√ No

14. Does the institution provide for continuous evaluation?

Yes √√√√ No

15. Weightage (in percentage) given to internal and external evaluation

Programmes Internal External

D.Ed. 50 50

B.Ed. 30 70

M.Ed. (Full Time) 38 62

M.Ed. (Part Time) -- --


16. Examinations

D.Ed. B.Ed. M.Ed.

a) Number of sectional tests held for each paper 3 1 2

D.Ed. B.Ed. M.Ed.

b) Number of assignments for each paper 5 2 2

17. Access to ICT (Information and Communication Technology) and

technology.

Yes No

Computers √√√√

Intranet √√√√

Internet √√√√

Software / courseware (CDs) √√√√

Audio resources √√√√

Video resources √√√√

Teaching Aids and other related Materials √√√√

Any other (specify and indicate) LCD, Video & OHP

18. Are there courses with ICT enabled teaching-learning process?

Yes √√√√ No

Number 01

19. Does the institution offer computer science as a subject?

Yes No √√√√

If yes, is it offered as a compulsory or optional paper?

Compulsory Optional

Criterion III: Research, Consultancy and Extension

1. Number of teachers with Ph. D and their percentage to the total faculty

strength

Number 03 23 %


2. Does the Institution have ongoing research projects?

Yes √√√√ No M.Ed. Level

If yes, provide the following details on the ongoing research Projects

Funding

agency

Amount

(Rs)

Duration

(years)

Collaboration, if

any

Self 01 Year

(Additional rows/columns may be inserted as per the requirement)

3. Number of completed research projects during last three years.

4

4. How does the institution motivate its teachers to take up research in

education? (Mark _for positive response and X for negative response)

• Teachers are given study leave √√√√

• Teachers are provided with seed money X

• Adjustment in teaching schedule √√√√

• Providing secretarial support and other facilities √√√√

• Any other specify and indicate X

5. Does the institution provide financial support to research scholars?

Yes No √√√√

6. Number of research degrees awarded during the last 5 years.

a. Ph.D. 2

b. M.Phil. 1

7. Does the institution support student research projects (UG & PG)?

Yes √√√√ No


8. Details of the Publications by the faculty (Last five years)

Yes No Number

International journals

International journals

National journals–referred papers Non referred

papers

Yes 03

Academic articles in reputed

magazines/news papers

Yes 01

Books Yes 01

Any other (specify and indicate) Yes 3+2

9. Are there awards, recognition, patents etc received by the faculty?

Yes No √√√√

Number

10. Number of papers presented by the faculty and students (during last five

years): Faculty Students

National seminars 17 -

International seminars 02 -

Any other academic forum 02 -

11. What types of instructional materials have been developed by the

institution?

(Mark `√√√√’ for yes and `X’ for No.)

Self-instructional materials √√√√

Print materials √√√√

Non-print materials (e.g. Teaching Aids/

Audio-visual, multimedia, etc.) √√√√

Digitalized (Computer aided instructional materials) √√√√

Question bank X

Any other (specify and indicate) X


12. Does the institution have a designated person for extension activities?

Yes √√√√ No

If yes, indicate the nature of the post.

Full-time √√√√ Part-time Additional charge

13. Are there NSS and NCC programmes in the institution?

Yes No √√√√

14. Are there any other outreach programmes provided by the institution?

Yes √√√√ No

15. Number of other curricular/co-curricular meets organized by other

academic agencies/NGOs on Campus

√√√√

16. Does the institution provide consultancy services?

Yes No √√√√

In case of paid consultancy what is the net amount generated during last

three years.

17. Does the institution have networking/linkage with other institutions/

organizations?

Local level √√√√

State level

National level

International level

Criterion IV: Infrastructure and Learning Resources

1. Built-up Area (in sq. mts.)

4496.06


2. Are the following laboratories been established as per NCTE Norms?

a) Methods lab Yes √√√√ No

b) Psychology lab Yes √√√√ No

c) Science Lab(s) Yes √√√√ No

d) Education Technology lab Yes √√√√ No

e) Computer lab Yes √√√√ No

f) Workshop for preparing teaching aids Yes √√√√ No

3. How many Computer terminals are available with the institution?

50

4. What is the Budget allotted for computers (purchase and maintenance?)

during the previous academic year?

30,000

5. What is the Amount spent on maintenance of computer facilities during

the previous academic year?

24,000

6. What is the Amount spent on maintenance and upgrading of laboratory

facilities during the previous academic year?

20,000

7. What is the Budget allocated for campus expansion (building) and upkeep

for the current academic session/financial year?

3,00,000

8. Has the institution developed computer-aided learning packages?

Yes √√√√ No

9. Total number of posts sanctioned Open Reserved

M F M F

Teaching 01 11 01 --

Non-teaching 09 02 03 04


10. Total number of posts vacant Open Reserved

M F M F

Teaching -- -- -- --

Non-teaching -- -- -- --

11. a. Number of regular and permanent teachers

(Gender-wise) Open Reserved

M F M F

Lecturers -- 11 -- --

M F M F

Readers -- 01 -- --

M F M F

Professors 01 -- 01 --

b. Number of temporary/ad-hoc/part-time teachers

(Gender-wise) Open Reserved

M F M F

Lecturers -- -- -- --

M F M F

Readers -- -- -- --

M F M F

Professors -- -- -- --

c. Number of teachers from

Same state 13

Other states

12. Teacher student ratio (program-wise)

Programme Teacher student ratio

D.Ed. 19:1

B.Ed. 15:1

M.Ed. (Full Time) 7:1

M.Ed. (Part Time) --


13. a. Non-teaching staff Open Reserved

M F M F

M F M F

Permanent 09 02 03 04

b. Technical Assistants

M F M F

Permanent 02 01 -- --

M F M F

Temporary -- -- -- --

14. Ratio of Teaching – non-teaching staff

1:1.4

15. Amount spent on the salaries of teaching faculty during the previous

academic session (% of total expenditure)

55.12%

16. Is there an advisory committee for the library?

Yes √√√√ No

17. Working hours of the Library

On working days 6 hours

On holidays on demand

During examinations 6 hours

18. Does the library have an Open access facility?

Yes √√√√ No

19. Total collection of the following in the library

a. Books 07582

- Textbooks 5365

- Reference books 1295

b. Magazines 04

e. Journals subscribed 21

- Indian journals 19


- Foreign journals 01

f. Peer reviewed journals 01

g. Back volumes of journals -

h. E-information resources

- Online journals/e-journals -

- CDs/ DVDs 30

- Databases -

- Video Cassettes -

- Audio Cassettes -

20. Mention the

Total carpet area of the Library (in sq. mts.)

120.45 sq.mt /1400 sq.ft.

Seating capacity of the Reading room

40

21. Status of automation of Library

Yet to intimate

Partially automated √√√√

Fully automated

22. Which of the following services/facilities are provided in the library?

Circulation √√√√

Clipping

Bibliographic compilation

Reference √√√√

Information display and notification √√√√

Book Bank

Photocopying √√√√


Computer and Printer √√√√

Internet √√√√

Online access facility

Inter-library borrowing

Power back up √√√√

User orientation /information literacy

Any other (please specify and indicate)

23. Are students allowed to retain books for examinations?

Yes √√√√ No

24. Furnish information on the following

Average number of books issued/returned per day 70 60

Maximum number of days books are permitted to be retained

by students 10 days

by faculty 30 days

Maximum number of books permitted for issue

for students 04

for faculty 10

Average number of users who visited/consulted per month 600

Ratio of library books (excluding textbooks and book bank

facility)to the number of students enrolled 1:23

25. What is the percentage of library budget in relation to total budget of the

institution?

4.25%

26. Provide the number of books/ journals/ periodicals that have been added

to the library during the last three years and their cost.


2011-12 2012-13 2013-14

I II III Number Total cost

(in Rs.) Number Total cost

(in Rs.) Number Total cost

(in Rs.) Text books --

-- -- -- 191 44,384

Other books --

-- -- --

Journals/ Periodicals 24+1 66,000

-- -- 24 12,105

Any others specify and indicate

-- -- -- -- --

(Additional rows/columns may be inserted as per requirement)

Criterion V: Student Support and Progression

1. Programme wise “dropout rate” for the last three batches

09-10 10-11 11-12 Programmes Year 1 Year 2 Year 3

D.Ed. 0

B.Ed. - - 01

M.Ed. (Full Time)

- 01

M.Ed. (Part Time)

2. Does the Institution have the tutor-ward/or any similar mentoring system?

Yes √√√√ No

If yes, how many students are under the care of a mentor/tutor?

15

3. Does the institution offer Remedial instruction?

Yes √√√√ No

4. Does the institution offer Bridge courses?

Yes √√√√ No


5. Examination Results during past three years (provide year wise data)

UG B.Ed.

55 96 49

PG M.Ed.

25 34 35

M. Phil/

I

09-

10

II

10-

11

III

11-

12

I

09-

10

II

10-

11

III

11-12

Pass percentage 34.54 47.9 75.5 04 44 61.76

Number of first Classes 04 45 35 01 09 15

Number of Distinctions - 1 - - - -

Exemplary Performances

(Gold Medal and

university ranks)

- 1 - - - -

6. Number of students who have passed competitive examinations during

the last three years (provide year wise data)

NET - - -

SLET/SET - - -

Any other (specify and indicate)

7. Mention the number of students who have received financial aid during

the past three years.

Financial Aid I II III

Merit Scholarship

Merit-cum-means scholarship

Fee concession

Loan facilities

Any other specify and indicate


8. Is there a Health Centre available in the campus of the institution?

Yes √√√√ No

9. Does the institution provide Residential accommodation for:

Faculty Yes No √√√√

Non-teaching staff Yes No √√√√


10. Does the institution provide Hostel facility for its students?

Yes No √√√√

If yes, number of students residing in hostels

Men

Women

11. Does the institution provide indoor and outdoor sports facilities?

Sports fields Yes √√√√ No

Indoor sports facilities Yes √√√√ No

Gymnasium Yes No √√√√

12. Availability of rest rooms for Women

Yes √√√√ No

13. Availability of rest rooms for men

Yes √√√√ No

14. Is there transport facility available?

Yes √√√√ No

15. Does the Institution obtain feedback from students on their campus

experience?

Yes √√√√ No

16. Give information on the Cultural Events (Last year data) in which the

institution participated/organized.

Organized Participated

Yes No Number Yes No Number

Inter-collegiate

Inter-university

National

Any other institute level

(specify and indicate) √√√√ 08 √√√√ 122

(Excluding institute day celebration)


17. Give details of the participation of students during the past year at the

university, state, regional, national and international sports meets.

Participation of

students (Numbers)

Outcome

(Medal achievers)

State - -

Regional - -

National - -

International - -

18. Does the institution have an active Alumni Association?

Yes No √√√√

If yes, give the year of establishment

19. Does the institution have a Student Association/Council?

Yes No √√√√

20. Does the institution regularly publish a institute magazine?

Yes √√√√ No

21. Does the institution publish its updated prospectus annually?

Yes √√√√ No

22. Give the details on the progression of the students to employment/further

study (Give percentage) for last three years

Year 1

(%)

Year 2

(%)

Year 3

(%)

Higher studies X X X

Employment (Total)

Teaching

Non Teaching

23. Is there a placement cell in the institution?

Yes No √√√√


If yes, how many students were employed through placement cell during

the past three years.

1 2 3

24. Does the institution provide the following guidance and counseling

services to students? Yes No

• Academic guidance and Counseling √√√√

• Personal Counseling √√√√

• Career Counseling √√√√

Criterion VI: Governance and Leadership

1. Does the institution have a functional Internal Quality Assurance Cell

(IQAC) or any other similar body/committee?

Yes √√√√ No

2. Frequency of meetings of Academic and Administrative Bodies: (last

year)

Governing Body/management 12 meeting

Staff council 04 meeting

IQAC/or any other similar body/committee 02

Internal Administrative Bodies contributing to

quality improvement of the institutional processes.

(mention only for three most important bodies)

• Board of Governance

• IQAC

• Staff council

3. What are the Welfare Schemes available for the teaching and non-

teaching staff of the institution?

Loan facility Yes No √√√√

Medical assistance Yes √√√√ No

Insurance Yes No √√√√

Other (specify and indicate) Yes No √√√√

4. Number of career development programmes made available for

nonteaching staff during the last three years


0 0 3

5. Furnish the following details for the past three years

a. Number of teachers who have availed the Faculty Improvement Program

of the UGC/NCTE or any other recognized Organization

17

b. Number of teachers who were sponsored for professional development

programmes by the institution

National 0 1 5

International 0 0 2

c. Number of faculty development programmes organized by the

Institution: - 0 3

d. Number of Seminars/ workshops/symposia on Curricular development,

Teaching- learning, Assessment, etc. organized by the institution

1 2

e. Research development programmes attended by the faculty

- 0 2

f. Invited/endowment lectures at the institution

Any other areas (specify the programme and indicate)

6. How does the institution monitor the performance of the teaching and

nonteaching staff?

a. Self-appraisal Yes √√√√ No

b. Student assessment of faculty performance Yes √√√√ No

c. Expert assessment of faculty performance Yes No √√√√

d. Combination of one or more of the above Yes √√√√ No

e. Any other (specify and indicate) Yes No √√√√


7. Are the faculty assigned additional administrative work?

Yes √√√√ No

If yes, give the number of hours spent by the faculty per week

03 hours

8. Provide the income received under various heads of the account by the

institution for previous academic session

Grant-in-aid

Fees √√√√

Donation

Self-funded courses

Any other (specifies and indicates)

9. Expenditure statement (for last two years)

Year 1: 11-12 Year 2: 12-13

Total sanctioned Budget 50,00,000/- 40,00,000/-

% spent on the salary of faculty 43.12% 55.01%

% spent on the salary of non-teaching

employees 15.80% 19.12%

% spent on books and journals 2.50% 4.25%

% spent on developmental activities

(expansion of building) Nil 7.50%

% spent on telephone, electricity and water 1.60% 1.25%

% spent on maintenance of building, sports

facilities, hostels, residential complex and

student amenities, etc.

0.90% 1.25%

% spent on maintenance of equipment,

teaching aids, contingency etc. 2.50% 2.50%

% spent on research and scholarship

(seminars, conferences, faculty development

programs, faculty exchange, etc.)

4.35% 4.25%

% spent on travel 0.35% 0.50%

Any other (specify and indicate) 28.88% 4.37%

Total expenditure incurred 100% 100%


10. Specify the institutions surplus/deficit budget during the last three years?

(specify the amount in the applicable boxes given below)

Surplus in Rs Deficit in Rs

10-11 28,79,000/-

11-12 30,66,000/-

12-13 7,63,000/-

11. Is there an internal financial audit mechanism?

Yes √√√√ No

12. Is there an external financial audit mechanism?

Yes √√√√ No

13. ICT/Technology supported activities/units of the institution:

Administration Yes √√√√ No

Finance Yes √√√√ No

Student Records Yes √√√√ No

Career Counselling Yes No √√√√

Aptitude Testing Yes No √√√√

Examinations/Evaluation/ Assessment

Yes √√√√ No

Any other (specify and indicate) Yes √√√√ No

14. Does the institution have an efficient internal co-ordinating and monitoring

mechanism?

Yes √√√√ No

15. Does the institution have an inbuilt mechanism to check the work

efficiency of the non-teaching staff?

Yes No √√√√

16. Are all the decisions taken by the institution during the last three years

approved by a competent authority?

Yes √√√√ No


17. Does the institution have the freedom and the resources to appoint and

pay temporary/ ad hoc / guest teaching staff?

Yes √√√√ No

18. Is a grievance redressal mechanism in vogue in the institution?

a) for teachers √√√√

b) for students √√√√

c) for non - teaching staff √√√√

19. Are there any ongoing legal disputes pertaining to the institution?

Yes √√√√ No

20. Has the institution adopted any mechanism/process for internal academic

audit/quality checks?

Yes √√√√ No

21. Is the institution sensitized to modern managerial concepts such as

strategic planning, teamwork, decision-making, computerization and

TQM?

Yes √√√√ No

Criterion VII: Innovative Practices

1. Does the institution has an established Internal Quality Assurance

Mechanisms?

Yes √√√√ No

2. Do students participate in the Quality Enhancement of the Institution?

Yes √√√√ No


3. What is the percentage of the following student categories in the

institution?

Category Men % Women %

a. SC 05 2.66 05 2.66

b. ST 05 2.66 07 3.74

c. OBC 28 14.97 25 13.36

d. Physically challenged - - -

e. General Category 38 20.32 72 38.50

f. Rural 50 26.73 60 32.08

g. Urban 30 16.04 47 25.13

h. Any other (specify)

4. What is the percentage of the staff in the following category?

Category Teaching staff %

Non-teaching

staff %

A SC - - 06 33

B ST - -

C OBC 01 7.69 02 11.11

D Women 11 85 06 33.33

E Physically challenged - -

F General Category 12 92.00 10 55.55

G Any other (specify)

5. What is the percentage incremental academic growth of the students for

the last two batches?

Category At Admission On completion of the course

Batch I

Batch II

Batch I Batch II

SC 0.86% 5.74% 50% 90%

ST 2.17% 6.89 40% 100%

OBC 36.95% 29.88% 76% 93.30%

Physically challenged

General Category 60% 57.47% 66.66% 85%

Rural 56% 57% 90.30% 90%

Urban 44% 42% 40% 86%

Any other specify) -


SECTION B:

CRITERION WISE

EVALUATIVE

REPORT


PART PART PART PART ----1111

EXECUTIVE

SUMMARY


SELF APPRAISAL REPORT- EXECUTIVE SUMMERY

The institute is extremely thankful to NAAC (National Assessment and

Accreditation cell ) for considering us worthy of obtaining IEQA status and also

has been a boon to evaluate and enhance the quality. This accreditation process

has motivated Matushri Ahilya Devi Teachers’ Education Institute to introspect,

analyze and plan for future development of the institution to assure and monitor

quality of curriculum transaction. This SAR is in accordance with the guidance

given by NAAC, and humbly submit it for assessment and accreditation.

The vision and mission of the institute aims to create ”Excellence in teacher

education” and social liabilities. The mission of the institute is to prepare

purposeful, outstanding educators and researcher leading to innovations with ICT

based learning.

Matushri Ahilyadevi Teachers’ Education Institute is a co- education institute

established in the year 2003 under the Siddhi Vinayak Education Society

recognized by NCTE affiliated to DAVV, Indore. The society has constructed a

spacious building as per norms laid by the NCTE. The institute is located at

village Sulakhedi, (Mangliya), Indore. It is situated in a very ideal and lush green

atmosphere away from noise and pollution. The near by schools has been

identified for the purpose of practice teaching .The head of such schools

supervise the internship part of the practice teaching program and also during

practice teaching lessons. The courses offered by the institution are D.Ed ,B.Ed

and M.Ed.

The institution has its prime ambition- to get acknowledge & create the things

different by providing wonderful environment for teaching & learning. The

difference is being created by providing conducive environment to teaching,

learning, research and innovation, liberty to teacher and teacher trainees for their

maximum potential actualization with novel, ICT and value imbedded academic

practices.

The institute also addresses needs of the society, students, school sector, and

nourishes through street plays, cultural programmes, nation centric activities and

educative programmes.


The institution practices are the best in teaching learning in collaboration with

schools & local administrative body. These are involved in positive social

interaction through various prominent institutional curricular and co curricular

activities.

The institute envisages that teacher education plays a crucial role in the process

of education for development of that which is held as a core condition to ensure

highly proficient and quantitative education it also seeks to reshape the attitude,

remodel the habits in a way to reconstitute the total personality of the teacher

trainees.

The institute has a well established functional internal quality management

system that collects, aligns, integrates and communicates information on

academic and administrative aspects of the institute. Participatory work, cultural

and transparency are norms of governance.

Resource management practices support and encourage performance for

improvement, planning and implementation strategies. The financial resources

are judiciously allocated and effectively utilized. Budgeting and auditing

procedures are regular and standardized. Inclusive practices and excellent

relationship are also maintained by management system. The institute is very

much concerned with educational, social and moral issues for imparting

responsibilities of good citizenship in democratic country

� � �


PART - 2

CRITERION

WISE

ANALYSIS


CRITERION I:

CURRICULAR

ASPECTS


Criterion-I Curricular Aspects

CRITERION I:

CURRICULAR ASPCETS

Educationists should build the capacities of the spirit of inquiry, creativity,

entrepreneurial and moral leadership among students and become their role model.

AbdulAbdulAbdulAbdul KalamKalamKalamKalam

1.1. Curricular Design and Development

Paradigm for curriculum design

The objectives are designed to utilize maximum resources and build high

achievers in their life.

1.1.1. Objectives of the institution and the major considerations addressed

by them?

Vision

The vision of institute is to create excellence in teacher education and in social

liabilities with advancement of knowledge through research to give height to the

country with global progress.

Objectives

• To develop professional competencies and well skilled pedagogy to the

teacher trainees.

• To organize social activities on important social issues for the welfare of

the society.(such as family planning, health and sanitation, green earth

awareness, de-addiction and rural development etc).



• To provide quality education of global standards with latest technology,

inculcating values and patriotism and channelizing the energy of youth in

the right path of service and sacrifice for the nation and the society.

• To provide leadership in the improvement of teaching, learning and the

assessment of educational outcomes across the life span through

research and technology.

• To sustain a caring, supportive climate through out the session.

Intellectual:

To educate the pupil teachers in bringing desired social changes and to

inculcate skills to work in future for the welfare of the society by securing

intellectual stability and creating new knowledge. Training is given to the

prospective teacher trainees for effective teaching, extension, research and

consultancy.

Access to the Disadvantaged:

The institution aims to throw light on the village upliftment where girl’s education,

adult education, cleanliness and family planning were made aware to the

villagers by our teacher trainees.

Self Development:

The teacher trainees is expected to become acquainted with value added

teachings, varied methods of teaching, techniques of assessment and acquire

skills in teaching.

1.1.2. Specify the various steps in the curricular development processes:

The institution offers D.Ed., B.Ed., and M.Ed. programmes.

For B.Ed. and M.Ed the entire curriculum is framed by Devi Ahilya

Vishwavidyalaya but the D.Ed. curriculum is framed by Board of Secondary

Education, Bhopal. The courses like D.Ed., B.Ed. & M.Ed. is regulated by NCTE.

As per the guidelines and norms given by the regulating bodies, the curriculum

is implemented in the educational institutes. Feedback is collected through



various sources such as Meetings, Interactions with professionals, and other

stake holders like Principals of schools during teaching practice and through

Parent –Teacher meetings. The institute implements the curriculum by providing

specified optional courses and learning experiences through teaching practice

lessons, practicum and co-curricular activities. In this manner, the institute

contributes in the curricular development process.

1.1.3. How are the global trends in teacher education reflected in the

curriculum and existing courses modified to meet the emerging needs?

The role of teacher educator and teacher trainees has been modified according

to global trends and emerging needs of the children through blending traditional

values along with new technology (through e-learning). We prepare teacher

trainees to become independent, creative and confident enough to face the

world through C.C.A. The institute and teacher educators assist the teacher

trainees to integrate the technology like SMART CLASS ROOM, LCD Projector,

Slide Projector, Internet, Computers & other audio-visual aids with face to face

sessions to present the content effectively. And other than above ones our

teacher trainees are prepared by teacher educators to present most of the topics

through easily portable technology as laptops, tablets, mobiles, and tape

recorders which inculcates effective learning among the students of the schools.

1.1.4. How does the institution ensure that the curriculum bears some

thrust on national issues like environment, value education and ICT?

The B.Ed. curriculum is developed by Devi Ahilya Vishwavidyalaya, Indore and

followed by the institution which has given weightage to the components of value

education, environmental education and ICT etc. There is one separate paper

for computers where the basic knowledge about computer is given.

Special lectures are arranged to develop environmental awareness pertaining to

the protection of natural resources and cope up with the changing environment.

Daily in the morning assembly the moral & social values are propagated. Special

lectures are also organized on social and moral issues like Value education,

gender equality, National integration, Women education etc. from time to time. It

is mandatory for the teacher trainees to participate in the activities.



1.1.5. Does the institution make use of ICT for curricular planning? If yes

give details.

The institution makes adequate use of ICT for curricular planning since the

establishment of computer lab in the institute. Other than this, the institute also

puts emphasis on the use of internet and information technology by the teacher

educators as well as the teacher trainees in the teaching and learning processes

to present their lessons through P.P.T. The institute is also having WiFi facility to

make the use of ICT easier.

1.2 Academic Flexibility

1.2.1 How does the institution attempt to provide experiences to the

students so that teaching becomes a reflective practice?

The teacher trainees are motivated to use ICT in their notes preparations, lesson

planning for practice teaching, power point presentation for class-room

seminars. The institution provides a platform to all teacher trainees to participate

in various literary, cultural and community services. The institute regularly

conducts micro-teaching; Practice teaching and block teaching programmes

.The entire practice programmes give sufficient experience to the teacher

trainees so that teaching becomes more reflective. The concept of action

researches and its procedure is also explained by teacher educator.

Every year at the beginning of micro-teaching / core training programme, the

CDs are shown to the teacher trainees for better understanding of microteaching

skills. Teacher educator also conducts demonstration lessons in every skill for

teacher trainees to observe and respond upon them for better understanding.

Orientation lectures are organized for the teacher trainees regarding various

aspects of skills in microteaching. With the help of these lectures, they get a

clear idea about microteaching. And during the core training programme the

educators also provide the information and conduct orientation in their

respective subjects related to practice teaching and preparation of teaching aids.

1.2.2 How does the institution provide for adequate flexibility and scope

in the operational curriculum for providing varied learning experiences to

the students both in the campus and in the field?



For the effective implementation of curricular aspects all the teacher educator

uses various innovative and technological approaches during teaching –learning

process. Various methods like demonstration, lecture and problem solving

methods are used. For the preparation of teaching aids such as OHP,

Computers, slide projectors, charts, models are utilized to make their lessons

more effective. While providing effective teaching learning environment to the

teacher trainees in the institute and in the classroom they are being motivated to

do work with community which is an essential part of curriculum. The institute is

planning to implement Constructive learning, the detail of which is as follows:

The constructive learning means encouraging teacher trainees to use active

techniques (experiments, real-world problem solving) to create more knowledge

and then to reflect on and talk about what they are doing and how their

understanding is changing. The teacher educator makes sure to understand the

teacher trainees’ pre-existing conceptions, and guides them accordingly.

Constructivist Teaching Strategies

One of the primary goals of using constructivist teaching is that teacher trainees

are trained by giving them the training to take initiative for their own learning

experiences.

There is a great focus and emphasis on social and communication skills, as well

as collaboration and exchange of ideas. This is contrary to the traditional

classroom in which teacher trainees work primarily alone: Learning is achieved

through repetition, and the subjects are strictly adhered to and are guided by a

text book or the activities encouraged in constructivist classrooms are following:

Activity based constructive learning



♦ The teacher trainees individually perform an experiment and then come

together as a class to discuss the results.

♦ The teacher trainees research a topic and present their findings to the

class.

♦ This allows teacher trainees to put the concepts and ideas discussed in

class in a Real-world contact. Fieldtrips would often be followed by class

discussions.

♦ These provide visual context and thus bring another sense into the

learning experience.

♦ This technique is used in all of the methods described above. It is one of

the most important distinctions of constructivist teaching methods.

1.2.3 What value added courses have been introduced by the institution

during the last three years which would for example: Develop

communication skills (verbal & written), ICT skills, Life skills, Community

orientation, Social responsibility etc.

In the institution there is proper provision to develop communication &

community orientation and social responsibility skills among the teachers

trainee. The basic knowledge about communication skills, its principles, effective

communication, basics of ICT, uses of computers and networking are discussed

in detail and thus theory and practical aspects are implemented well. For

developing life skills and soft skills among the teacher trainees, the institution

organizes a one day personality development programme every year to enhance

their adjustability in present environment of the institution.

1.2.4 How does the institution ensure the inclusion of the following

aspects in the curriculum?

1.2.4.1 Interdisciplinary/Multidisciplinary

The B.Ed course is an interdisciplinary course. The following are the inter

disciplinary courses in B.Ed. Curriculum.

• Paper I: Education in Emerging Indian Society: It draws teaching, learning

content from Educational Philosophy and Educational Sociology.



• Paper III : Secondary Education Issues and Problems: The Issues and

problems related to the secondary education, school management, co-

curricular activities, ethics of teachers and Action Researches.

• Paper IV: Information and Communication Technology: This course

draws teaching learning content through educational technology A total of

six electives offered in the B.Ed curriculum –

1. Educational Administration

2. Educational Technology

3. Guidance and Counseling

4. Educational Measurement and Evaluation

5. Formal and non-formal education

6. Special Education

7. Action Research

1.2.4.2 Multi-skill Development

It is developed through work experience & community services, practical work in

various Labs, through SEC (simple expressional competencies) which is a part

of the curriculum and through various competitions like debates, declamations,

poetry recitation, dramatics, teaching skills & teaching aid preparation

competitions. The concepts come alive as classroom learning takes an

interactive and multi-sensory approach which nurtures the following areas of life:

� Communication Skills

� Developmental and behavioral learning challenges

� Soft skills

� Research based learning

� Value erosion through three language formulae[Kothari Commission]

The above approaches are applying for interactive learning system which

enables the teacher educators to excite teacher trainees, recognize their

strengths and monitor their weak areas. In this way teachers trainees are

stepping into a new world of learning for three sixty degree teaching learning

process.



1.2.4.3 Inclusive education

Equal educational opportunities are provided to the students of individual

differences (like Economic status, Intellectual level, family backgrounds, gender

differences, etc) among the teacher trainees are taken care of in the teaching

learning process. So far the need has not arisen yet the facility of inclination is

there for the physically challenged students. Our staff and student help them in

preparing charts and models for them. The institute provides writers for them in

their examinations and recorded content in their respective subjects are also

provided by our teacher educators as required.

1.2.4.4. Practice teaching

The teacher trainees are taught under the strict supervision of teacher educators

who have trained batches of teacher trainees in their life. Lesson planning is

considered an important input in the preparation for teaching practice. Teacher

educators take good care of training in lesson planning and meticulously

organize intricate sessions of microteaching and teacher trainees practice under

their supervision. The teacher educators are sent to schools, for practice

teaching. The Institute organizes confidence building programmes such as

pedagogical content analysis, lesson planning, developing core teaching skills,

through micro teaching under simulated conditions, observation of model

lessons etc. Demonstration lessons are given by each subject teacher educator

in the presence of other staff members and teacher trainees.

Every teacher trainee observes 10 demonstration lessons of other teacher

trainees. Each teacher trainees has to give 40 practice lessons in school by

taking 20 lessons in each Method of Teaching. All the lessons are supervised

and checked by the teacher educator as well as school teachers and feedback is

given to the students. There are approx 10 schools selected for practice

teaching. Each student gives one lesson per day.

During practice teaching, each lesson is checked before delivering to students in

the class and observed by the teacher educator. The teacher trainee stays for

the whole time in the school during practice teaching days and takes part in all



activities of the school. The orientation is given to the teacher trainee for

machining them aware of the new strategies in teaching.

1.2.4.5. School experience / internship

On the basis of curriculum, by lecture method and ICT based learning, the

teacher trainees are given conceptual knowledge about the management of

school facilities and problems, library, infrastructure, time table, human resource

etc. There is a provision of both theoretical and practical aspects of school

experience or school management. The teacher trainees apply their knowledge

at the time of practice teaching at school. In block teaching teacher trainees

organizes morning assembly, make arrangements for teaching learning

situations, manage physical and human resources, and manage funds at school

level and scholarships. Remedial teachings are provided by our teacher trainees

time to time to slow learners of the school for their improvement.

1.2.4.6. Work experience /SUPW:

Different kinds of crafts are taught in the institute like doll making, gardening,

card making, candle making, interior decoration, art and painting etc. The

interest in the field of art and craft are created through various competitions held

in our institute like rangoli making, mehndi, pot making, painting and model

making etc in the institute from time to time. They get experience from different

activities like cleaning the campus, gardening, and tree plantation.

Earn and Learn Scheme:

Under the Earn and Learn Scheme, every year many students benefit by being

exposed to real work culture where the value of dignity of labor is inculcated in

them. They get experiences through different activities like cleaning of the

campus, gardening, tree plantation, chalk boxes, making paper envelops,

jewellery making etc. and these are exhibited for selling purpose in fair.

1.2.4.7. Any other

The programmes and activities that are incorporated in the institute’s calendar

are various competitions like dance, music, mimicry, debates, and elocution etc.

that are organized in the institute.



The institution organized ‘Spoken English Classes’ for the development of

communication skills of the teacher trainees.

1.3 Feedback on Curriculum

1.3.1. How does the institution encourage feedback and communication

from the Academic peers and other stakeholders with reference to the

curriculum?

The curricular and co-curricular aspects of the curriculum being run in the

institution are assessed by the teacher educators. The institute always

welcomes the feedbacks received from teacher trainees, Alumni, Employers,

Community, and other stakeholders with reference to the curriculum. In the

Open House Session between management, teacher trainees and teacher

educator many problems are discussed and solved by the management. Thus,

feedbacks from the teacher trainees & others are including parents help to

improve the quality of different activities.

The employers of the institution indirectly extend their help in the curriculum

development by providing human & physical resources, moral and financial

support to organize extension lectures and to attend workshop and seminars

regarding curriculum development.

The institution has its Internal Quality Assurance Cell consisting of management

and teacher educators and subject experts. This committee analyses the

existing curriculum of the B. Ed. course, find out the needs & difficulties of the

teacher trainees and provide suggestive measures for the modification in the

curriculum. The suggestive measures are provided by the faculty members to

discuss the strengths and weaknesses of the activities. They meet after every

academic activity.

1.3.2 Is there a mechanism for analysis and use of the outcome from the

feedback to review and identify areas for improvement and the changes to

be brought in the curriculum? If yes give details on the same.



The institution has no authority and powers to modify, improve and make

additions to the existing curriculum. Feedback is given by the teacher trainees

and faculty regarding the difficulties and obstacles faced in implementing the

curriculum through discussions and changes are implemented at the institute

level in pedagogy teaching styles and requirements) to make teaching learning

process more effective. Institute has plans to convey the difficulties,

modifications and additions to D.A.V.V. Indore authorities viz the Board of

Studies and faculty.

1.3.3 What are the contributions of the institution to curriculum

development? (Member of BOS/sending timely suggestions, feedback etc.)

The feedback is analyzed by the Principal with the faculty members. This is done

by discussion in faculty meetings and feedback is conveyed through faculty

members who represent the institution at the University Board of Studies.

1.4 CURRICULUM UPDATE

1.4.1 Which courses have undergone a major curriculum revision during

the last five years? How did these changes contribute to quality

improvement and student satisfaction? (Provide details of only the major

changes in the content that have been made.)

There are some minor amendments in the content that have been made but as

far as the major changes are concerned the focus is yet to be made by D.A.V.V.

Indore.

1.4.2 What are the strategies adopted by the Institution for curriculum

revision and update?

As stated earlier that there is no major changes made by the university in last

Five Years but still the institution adopts several strategies to assess the need

and areas for curriculum revision and updating through class room discussion,

staff meetings and feedback from practicing schools in the form of reports. The

D.Ed. curriculum is revised by the Education Department of Government of

Madhya Pradesh.



1.5 BEST PRACTICES

1.5.1 What are the quality sustenance and quality enhancement measures

undertaken by the institution during the last five years in curricular

aspects?

The institution undertaken the following measures to enhance the quality of

curricular aspects:-

• Deputation of the faculty to various national and international seminars

and workshops organized by other universities and institutions.

• The teacher trainees are given regular home assignments which are

corrected by the concerned teachers and necessary suggestions are

given to them.

• In addition to this tests are conducted at the end of every term, the

teacher educators frequently take class tests in their class itself.

• Effective uses of ICT are motivated.

• Special Guidance Cell (Through Grievance Redressal Cell )

• Power point presentations are prepared by the teacher educator for

orienting teacher trainees about micro-teaching and also on some

important topics the teacher trainees are motivated to present PPT.

1.5.2 What innovations/best practices in ‘Curricular Aspects’ have been

planned/ implemented by the institution?

ICT is used as the Best practices in curricular aspects which have been

implemented is the use of technology in Education i.e. Micro teaching ,Simulated

teaching, Group Discussion , devising lesson plans, etc. use of LCD, Power

point presentations, OHP, teaching aids, etc. preparation and use of teaching

aids in various teaching subjects.


CRITERION II:

TEACHING

LEARNING

AND

EVALUATION


Criterion-II Teaching Learning and Evaluation

CRITERION II:

TEACHING, LEARNING AND EVALUATION

2.1 ADMISSION PROCESS AND TEACHER TRAINEES’ PROFILE

2.1.1 Give details of the admission processes and admission policy

(Criteria for admission, adherence to the decisions of regulatory bodies,

equity, access, transparency, etc.) of the institution

Admission Process:

The institution conducts the D.Ed., B.Ed., and M.Ed., programmes. The

admission processes are different for every program. Details according to the

programmes are given as follows :

D. Ed. Admission Process:

� Candidates interested in admission in D.Ed. must have passed the senior

secondary (+2) or its equivalent examination is eligible for admission.

� Minimum age of the student must be 17 years at the time of admission.

� Admission shall be made on merit basis of marks obtained in the

qualifying examination i.e. senior secondary (10+2) or equivalent.

� D.Ed. admission process is held at institute level.

� All the rules and policies regarding merit and reservation of admissions

are followed strictly.

The admission process has changed from 2014 which is as follows:

Eligibility:

• Student who passed senior secondary (higher secondary) or its

equivalent examination with minimum 50% is eligible for admission.

• The candidate must complete seventeen year of age on or before 30

June of the admission year.



Process:

The admission process will be online and conducted by higher Education

department through official portal of Government of Madhya Pradesh (MP

online: www.mponline.gov.in).The admission process completed every year

before 30th June.

A. B.Ed. Admission process:

� The B.Ed. centralized admission process (CAP) is an online process

governed by the Higher Education.

� As the B.Ed. admission process, CAP is online; it is more transparent and

convenient to the students of the State.

� A candidate seeking admission to B.Ed. Courses should be a Graduate /

Post graduate with at least 50% marks (and 45% marks in case of SC,

ST, OBC) category of Madhya Pradesh in aggregate of any UGC

approved Indian University or from a foreign University recognized by

Association of Indian Universities (AIU) or institute recognized by the

concerned University as equivalent thereto. 25% seats are for all India

unreserved.(For all category eligibility criterion is 50% for other states)

� The Bachelor's degree must be of minimum three years duration after

passing Higher Secondary (10+2) examination of (10+2) system or

equivalent

� All admission takes place through online off campus counseling

conducted by Higher education Department, Bhopal in association with

MP online portal.

The admission process has changed from 2014 which is as follows:

Eligibility:

Student seeking admission in B.Ed. must complete graduation/post-graduation

with minimum 50% in aggregate in case of general and OBC category students

(For SC and ST 45%) in any stream from any UGC approved Indian University

or any foreign University recognized by association of Indian University or

institute recognized by concerned University.



Process:

• The admission in the B.Ed. will be done on the merit basis of entrance

test conducted by Vyavsayik Pariksha Mandal, Bhopal in the supervision

of higher education department.

• After the declaration of merit list, the state government will conduct online

counseling through official portal of Government of Madhya Pradesh (MP

online: www.mponline.gov.in).

C. M.Ed. Admission Process:

Eligibility:

• Student who passed B.Ed. with minimum 55% from any UGC approved

Indian University or institute recognized by NCTE and affiliated to

concerned University is eligible for admission.

• The reservation for SC/ST/OBC and other categories will be as per the

rules of the central government/state government whichever is applicable.

Process

Admission is made on the merit basis of marks obtained in the qualifying

examination i.e. B.Ed.

The intake capacity for the various programmes in the institution is as follows:

S.

No.

Programme Duration Intake Capacity

1 D.Ed. First Year 100

2 D.Ed. Second Year 100

3 B.Ed. One Year 100

4 M.Ed. One Year 35

2.1.2 How are the programs advertised? What information is provided to

prospective teacher trainees about the programs through the

advertisement and prospectus or other similar material of the institution?



The D.Ed., B.Ed. and M.Ed. Program is advertised and notified through popular

newspapers. The only difference is B.Ed. program is advertised by Higher

Education in newspapers. Website of Institute also shows detailed information

about the institute. Information about the faculty members, subject combinations,

infrastructure and facilities in the institute.

Prospectus

The teacher trainees are provided with the prospectus of the institution along

with the admission form. It includes the following information:

Information about the institution

Infrastructure facilities

Programmes with its courses

Assessment pattern and procedure

2.1.3. How does the institution monitor admission decisions to ensure that

the determined admission criteria are equitably applied to all applicants?

For the B.Ed. course, the institution receives the list of admitted teacher

trainees. The documents of each teacher trainee is verified by the authorized

institution selected by Higher Education according to the rules and norms laid

down by the government. Then, allotment letter and verified document of

candidates are taken by the institute. If any lacunae are found, the case is

referred to the concerned authority of admission.

M.Ed. level admissions are strictly given on the merit of B.Ed. marks. Where as

D.Ed. admissions are done on the basis of i.e. senior secondary (10+2) or

equivalent. All the rules and norms of government are followed. The merit list is

displayed on the institution notice-board. The institution tries to keep the

admission process very transparent.

2.1.4. Specify the strategies if any, adopted by the institution to retain the

diverse teacher trainees population admitted to the institution. ( e.g.

Individuals of diverse economic, cultural, religious, gender, linguistic,

backgrounds and physically challenged)



The teacher trainees from different economic, cultural, religious, linguistic and

backgrounds enjoy their individuality in harmony of great diversity in institution's

academic environment. The following strategies arc in vogue for the great

cause:

� The institute assists the economically weaker teacher trainees by helping

them to avail state scholarships. The transport aid is also provided.

� Institute has a conducive academic environment for the expression, joyful

study and celebration of life for the female teacher trainees through

various cultural and co-curricular activities.

� The linguistic diversity has been facilitated in teaching learning process

by educating through both medium – Hindi and English. There is an equal

respect and attitude towards various languages and dialects of the

students. The teacher educators take care of their emotional attachment

to the languages and dialects so that students feel comfortable in a

learning friendly environment.

� All the festivals of different cultures and religions are celebrated in the

institution. Teacher trainees sing a secular prayer daily. All the teacher

trainees are equally treated irrespective of their caste, creed, culture,

religion, language, economy, abilities, and gender in the institution.

Reservation rules are followed as per state government rules. Pre-examination

counseling is given to SC/ST and OBC students.

2.1.5. Is there a provision for assessing teacher trainee’s knowledge/

needs and skills before commencement of teaching program? If yes, give

details on the same.

Before commencement of teaching program for the teacher trainees students

the institute conducts the orientation program and workshop regarding the

course and then we assess the students by attitude test provided by the

institution to know their interest in teaching. The teacher educators create the

situations related to classroom during the teaching-learning process and then

guide them accordingly on the basis of their responses.



For the M.Ed. programme an interview is conducted for the assessment of

teacher trainees’ knowledge. In the beginning of the session the thrust areas of

research is discussed and motivate them to select the topic for dissertation.

2.2 CATERING TO DIVERSE NEEDS

2.2.1 Describe how the institution works towards creating an overall

environment conducive to learning and development of the teacher

trainees?

• At the beginning of the session the institute conducts an orientation

program to introduce the details of institute and its course details to the

teacher trainees. This orientation is helpful for the teacher trainees to

know about the institution and curriculum.

• The authorities of the institution always try to create an environment

conducive to learning and development of the students by providing them

the best infrastructure, facilities, experienced and well qualified faculty,

and instructional material. The following labs are a part of conducive

learning:

1. Language laboratory

2. Science laboratory

3. Work Experience laboratory

4. Educational Technology laboratory

5. Computer Laboratory

6. Psychology laboratory

7. Conference Hall

The Library is well equipped with many good reference books, periodicals,

research journals, encyclopedias, dictionaries and various CDs. The library is

computerized with internet facility for the teacher trainees, faculty and

researchers. It also has a photocopy machine. The library provides an inspiring

learning environment to the teacher trainees.



The Computer Lab is this well-equipped with internet and WiFi facility so that

they search for the related articles, reviews, researches, proceedings,

encyclopedias, reports and related audios and videos. Thus, the institution

provides a suitable environment to interact with the world and helps to update

their knowledge.

The Conference hall is a multipurpose hall available for the teacher trainees to

conduct various activities such as yoga, health practice, cultural programs, prize

distribution and indoor games. It is also useful to conduct various lectures, work

shops, seminars, and conferences.

� The students are prepared for learning through orientation in the

beginning of the session. Discussions, seminars, competitions and guest

lectures are also held from time to time to motivate and encourage them.

� The institute provides a conducive Environment for learning to stay fit and

healthy. It is clean and green and have the facilities of drinking water,

washroom, indoor games, playground, canteen, vehicle parking and

garden. All these facilities create positive energy among the teacher

trainees as they try to excel in the curricular transaction process.

2.2.2 How does the institution cater to the diverse learning needs of the

teacher trainees?

The Orientation program in the beginning of the session is very helpful for the

students to cater the diverse learning. Besides this, Pre –examination

counselling is given to them. The Pre-University examination is conducted by the

institution which gives an idea of the final exam.

Extra classes, Spoken English classes etc. are offered to the needy students.

Seminars, Organizing Extension Lectures etc. are also organized for the

students. Special attentions are paid to advance learners and they are being

guided properly.

• Extra classes for weak and needy teacher trainees.

• Issuing books to teacher trainees during annual examinations.

• Assignment and projects are assigned to the teacher trainees.



• Remedial teaching is given after every class/unit test.

• Proper orientation about examination and evaluation system.

• Appropriate demonstration is given to the teacher trainees for model

lessons in different skills & practice teaching lessons.

Special attention is given towards the academically weak teacher trainees.

These teacher trainees are identified, their problems are diagnosed and sorted

out in the diary cell meeting and solved at the teacher- educator level or principal

level according to the nature of the problem.

A group of 12 to 15 teacher trainees are assigned to each teacher- educator at

the commencement of the academic year. They become diary cell group in-

charge for these teacher trainees. The cell group incharge interacts with these

teacher trainees throughout the year to find the solution to the problems faced

by the trainees. In the institution, one faculty member has been appointed

Teacher Trainee Welfare Officer (the coordinator of academic committee) so that

teacher trainees can easily approach him, interact freely and find a solution to

his or her problem. The teacher trainees visit the school of disabled children,

blind children and mentally retarded child to know the way they are taught and

handled in school.

2.2.3 What are the activities envisioned in the curriculum for teacher

trainees to understand the role of diversity and equity in teaching learning

process?

Practice teaching as well as internship program gives them an opportunity to

apply their knowledge regarding the diversity and equity, which is gained in the

classroom. While teaching, they find out the diversity in the classroom and try to

create equity through the teaching learning process. All the teacher trainee are

treated equally and are given equal opportunities for presentations on various

topics, to enhance their confidence level.

Other curriculum oriented activities are:-

Preparation for practice teaching

Lesson Planning


Criterion-II Teaching Learning an d Evaluation

Developing core teaching skill through simulation

Observation & discussion of demonstration lesson

Observation & supervision at practice teaching

Educational Tours

Extension Lectures

Work experience

Community Services

CCA activities

Sports activities

2.2.4 How does the institution ensure that the teacher educators are

knowledgeable and sensitive to cater to the diverse teacher trainee needs?

“The mediocre teacher tells. The good teacher explains. The superior teacher

demonstrates. The great teacher inspires.” William Arthur Ward

The management assigns responsibilities to the teacher educators and then

they check their performance level and review it, to provide feedback time to

time for the betterment of their professional attitude. The teacher educators are

also committed to the authorities to complete their work honestly within given

criteria and time. The teacher educators concentrate on the teaching and

demonstration aspects of the content and inspire them to become a good

teacher as well as person of high values and morally rich in culture and social

arena.

The experts of the selection committee select the qualified candidates by testing

their knowledge and sensitivity to cater the diverse teacher trainee needs.

Feedback from teacher trainee is taken by the authorities and the teacher

educators are advised to bring about necessary changes to make their teaching

more effective.

Our faculty members participate in the professional development program like

conferences, workshops, seminar at local, regional, national and international

levels and gain the knowledge useful for catering the diverse teacher trainee

needs. This keeps them updated regarding new trends and contemporary

issues.



2.2.5 What are the various practices that help teacher trainees develop

knowledge and skills related to diversity and inclusion and apply them

effectively in classroom situations?

The social and cultural activities for e.g. Organizing various social and cultural

programme, Celebrating days of national, international and social importance

such as Republic day, Independence Day, Teachers Day, Science day, Ahilya

Utsav, Hindi Day (13th &14th Sept.) etc. The institute also organize extension

Lectures on different issues worthy for the self development of the teacher

trainee. The teacher trainee are motivated in gathering up –to- date information

and also develop interest in extensive reading like newspaper, magazine for

developing their knowledge in current issues.

2.3 TEACHING-LEARNING PROCESS

2.3.1. How does the institution engage teacher trainees in “active

learning”?

“In learning you will teach, and in teaching you will learn.” The teaching and

learning is a complimentary process which is performed by following activities

and is implemented to engage the teacher trainees through active learning:

In theory courses along with the lecture method, the teacher educator uses

various interactive teaching strategies like group discussion, role playing, co-

operative learning, using models of teaching and lectures followed by

discussions which engage the teacher trainees in active learning.

Micro-teaching and Simulated lessons are the foundation of teacher training

programme, where teacher trainees have to remain focused in acquiring

mastery over various teaching skills which will be useful in simulation lessons

and classroom teaching. Therefore, the teacher trainees remain active in this

learning process. The teacher trainees have to do a lot of preparation during

practice teaching and internship time. Such as writing the lesson notes,

guidance from teacher- educators, finalization of lesson notes, preparation of

teaching aids etc. For all these activities the teacher trainee and teacher

educators remain busy actively.



The teacher trainees choose their subjects on the basis of their degree course

under the guidance of teacher educators and through orientation. These

activities are focused on the content of the school subjects, the strategies to

develop the interest in the subject among the teacher trainees to mould their

attitudes. Every day the institution starts working with the prayer. The activities

like yoga, suryanamaskar, pranayam, physical exercise. Orientation about the

health awareness, health check up etc are organized under the health

programme in the institute.

The institution engages the teacher trainees in organizing and participating in

various co-curricular activities throughout the year. The co-curricular activities

include celebration of various important days, elocutions, debates, essay writing,

poster presentations, article writing, exhibitions, workshops, orientations, skits,

acts, plays, drama and poem reading.

In library, various reference books, encyclopedia, reports, surveys, dictionaries,

text books, periodicals, journals, news papers in both English and Hindi

languages are available. Besides these resources, offline as well as online

resources are also available in the library. The offline resources include CDs on

various subjects. The online resources include the availability of internet

connectivity in the library and separate computer laboratory.

2.3.2 How is ‘learning’ made teacher trainee-centered? Give a list of the

participatory learning activities adopted by the institution and those, which

contributed to self- management of knowledge, and skill development by

the teacher trainees?

The list of participatory learning activities reflects that learning is mainly teacher

trainee centered:

Paper Unit/Topic Techniques

I Paper Education in

Emerging Indian

Society

Unit III – Educational Reconstruction

Unit VI- Educational and Awareness of

Social National Problems

Presentation

Field Trips

Documentary Film

II Paper Educational

Psychology

Unit III- Learner as Individual

Unit V- Group Dynamics and

Processes

Film Projector, Visit

Group Discussion



III Paper Secondary

Education Issues and

Problems

Unit V – Concept and scope of school

Management

Unit VII- Research, Experimentation

and Projects

Real Object, Power

Point Presentation

and research project

Paper IV Information

and Communication

Technology

Unit II- Windows

Unit IV- MS Excel

Unit V-

Computer Lab-P.C.

by practical in

Computer Lab By

Internet

Paper V/VI Method of

Teaching Hindi

Unit III -Methods of Teaching Jerk

Technology, concept Attainment Model

Unit IV- Development of skills

Unit V- Lesson Planning

Unit VI- Audio Visual Aids

Demonstration

Transparency

OHP

Real Object

Methods of Teaching

English


Unit VI- Evaluation in English

Transparency

Group Discussion

Method of Teaching

Sanskrit

Unit IV- Language Skills


Practical

Transparency

Paper V/VI Teaching

of Social Science

Unit III- Methods and Techniques

Unit IV- Lesson Planning

Audio Visual aids

Transparency

Teaching of

Economics

Unit III- Methods of Teaching

Economics

Unit IV – Teaching Aids for Economics


Presentation

Audio Visual aids

OHP

Teaching of Chemistry

Unit IV – Methods of Teaching

Chemistry

Unit VIII- Evaluation of Chemistry

Class Discussion

Presentation

Group Discussion

Teaching of Physics Unit VI- Physics Laboratory

Unit VII- Lesson Planning in Physics

Field Trips

OHP

Teaching of Biology Unit III- Biology Curriculum

Unit V- Teaching Aids

Chart, Class

discussion Visit

Teaching of

Mathematics

Unit VI and Lesson plan

Unit VII- Evaluation in Mathematics

Chart

Group Discussion

Paper VII Educational

Administration

Unit III- Setup of Educational

Administration

Unit IV- Educational Organization

Chart

Chart, Field trips



2.3.3. What are the instructional approaches (various models of teaching

used) and experiences provided for ensuring effective learning? Detail any

innovative approach/ method developed and used.

In the orientation program, organized for the teacher trainees, various CDs and

power point presentations of practice model lessons are shown. Transparencies

are made on various skills of Micro lessons. Inquiry Model, Concept Attainment

Model and Jerk Technology are the various model of teaching used for effective

teaching.

2.3.4. Does the institution have a provision for additional training in

models of teaching? If yes, provide details on the models of teaching and

number of lessons given by each teacher trainee.

The workshops on teaching-aids and exhibition are organized by the institution.

Orientation on models of teaching, simulation lessons, team teaching,

environment, value and technology based lessons is given by the faculty.

2.3.5. Do the teacher trainees use micro-teaching technique for developing

teaching skills? If yes, list the skills practiced and number of lessons given

by each teacher trainee per skill.

The following seven skills are practiced by teacher trainees. They are:

1. Explanation Skill

2. Probing-Questioning Skill

3. Stimulus-variation Skill

4. Black Board Writing Skill

5. Illustration with examples Skill

6. Instructional Objective writing Skill

7. Reinforcement Skill

8. Integration lessons



The teacher trainees have to practice three micro-lessons in every skills leading

to overall practice of seven skills in all. Hence, 21 lessons include teach and re-

teach lessons which are completed by the teacher trainees during micro

teaching session.

2.3.6. Detail the process of practice teaching in schools.

The practice teaching is the core of the teacher training course, a lot of

importance is given to conduct quality practice teaching. Academic cell takes

care of the smooth execution of the practice teaching lessons.

Each teacher trainee is required to complete 20 practice teaching lessons in

each Method of Teaching subject. For better execution of these lessons, the

institution has identified and tied up with about 13 schools. These include 02

English Medium and 11 Hindi medium schools. The institution takes the

permission from the concerned school along with necessary information such as

time-table, names of subject teachers, working days and the holidays for

effective planning of the practice teaching lessons.

After obtaining the permission from the school for the conducting lessons,

teaching units are taken from the school teachers and then conveyed and

distributed to the teacher trainees along with lesson time table. This is followed

by a thorough guidance for the lessons from the method Masters. The teacher

trainees then prepare the fair lesson notes and observe the lessons of their

group.

Sufficient time span of about 20 days is given for the planning and execution of

the lessons. Each teacher trainee conducts 2 lessons per day. The teacher

educator observes four lessons per period and nearly 24 lessons in a day. The

feedback observation booklet helps them to improve their teaching skills during

session.

2.3.7. Describe the process of Block teaching / Internship of teacher

trainees in vogue.



The internship is for a period of ten days for B.Ed and twenty days for D.Ed.

During these days, the teacher trainee has to remain in the school campus to

perform the following activities.

• Block teaching lessons.

• Technology based lessons

• Models of teaching lessons

• Value Education and Environment Education lessons

The programs and its detail are reported to the teacher educator and accordingly

the marks are allotted to them. The institution also organizes a feedback session

in the school to get inputs regarding the planning, implementation, execution,

difficulties, quality and lacunae in the program.

The evaluation is a continuous and comprehensive process. Every lesson of the

teacher trainee during internship is evaluated by the school teacher which is the

best practice in the internship program. During the observation of these lessons,

the school teachers give suggestions to the teacher trainee in written form. This

collaborative partnership between school teachers and teacher educators makes

the internship programme successful with the fruitful experiences.

2.3.8 Are the practice teaching sessions/ plans developed in partnership,

cooperatively involving the school staff and mentor teachers? If yes give

details on the same.

With the help of the cooperation of the mentor teacher and the teacher educator

who communicates with the school teachers regarding time-table and units to be

taught and other activities conducted during the programme. There are in-formal

discussions/ guidance between teacher trainees and school teachers regarding

unit and teaching methodology. The subject teacher of the school also give feed

back to the teacher trainees informally to improve the quality of lessons.

2.3.9. How do you prepare the teacher trainees for managing the diverse

learning the needs of students in schools?



The teacher trainees get an idea about inclusion of teacher trainee with special

needs, their characteristics, types and modifications that are necessary to be

made for teacher trainees. They are oriented and prepared to teach such

students in proper manner by using right kind of methodology. The teacher

educators inculcate the attitude towards inclusive education by guiding them

Conceptual Learning which develops logical reasoning in children and Dynamic

learning develops the body movement and multi-sensory learning to teach the

special students.

2.3.10. What are the major initiatives for encouraging teacher trainees to

use/ adopt technology in practice teaching?

• Technological lessons are conducted in three phases - simulation phase,

block teaching and practice teaching phase.

• The teacher educator has adopted technology and uses technology in

their daily teaching learning process by making use of laptop, mobile,

tablets, tape-recorders, transparencies, OHP in the classroom for day to

day curriculum transaction. The teacher trainees are also motivated by

the faculty members to present their lessons by using technology which

makes them easy to understand the concept of the lesson in their classes

by utilizing the innovative ideas.

• All the micro-skill oriented classes are also conducted by teacher

educators through P.P.T.

2.4 TEACHER QUALITY

The quality of nation depends on the quality of its citizens; quality of its Citizens

depends more than any other features on the quality of their education. The

quality of their education depends to a great extent upon the quality of their

teachers. Dr. Radhakrishnan, our former President & Chairman of the University

Education Commission (1949) rightly observed- “The teacher place in the

society is of vital importance. He acts as the pivot for the transmission of the

intellectual traditions & technical skills from generation to the generation & helps

to keep the lamp of civilization burning. ”



“Experience is the best teacher of all. And for that, there are no guarantees that

one will become an artist. Only the journey matters.”

The experience is the outcome of a best teacher because it is only then one is

able to teach all the ways and means of coming out of their doubts and develop

a clear concept of life.

2.4.1Are the practice teaching plans developed in partnership,

cooperatively involving the school staff and mentor teachers? If yes give

details.

(Please refer to 2.3.8)

2.4.2 What is the ratio of teacher trainees to identified practice teaching

schools? Give the details on what basis the decision has been taken?

There are 100 teacher trainees for the B.Ed course. The institution has identified

about 10 schools out of which 02 are English Medium and 08 Hindi medium.

Approximately, 15 teacher trainees are allotted to each school. Thus, the ratio of

teacher trainees to identified practice teaching is 15:1. This ratio varies with the

subject selection of the teacher trainees.

2.4.3 Describe the mechanism of giving feedback to the teacher trainees

and how it is used for performance improvement.

Teacher educators observe the full lesson that is from the introduction to the

home work step that is for one whole period of 30-35 minutes to evaluate the

lesson in Simulation teaching. Before the delivery of the lesson, the concerned

faculty member examines the lesson plan of every teacher trainee. The teacher

educators supervise the lesson of every teacher trainee. Criticism lessons are

arranged at the end of completion of 40 lessons. Students are encouraged to

make use of teaching learning aids in practice teaching lessons on the basis of

critical study and the suggestions given by the teacher educator. The students

adopt and get acquainted according to the suggestion. They get the competency

for lesson presentation.



The feedback is given on observation book of every individual student. In each

observation book the comments are given on following points: Specific aims,

Introduction, Method used, Presentation, Teaching aid, Explanation, Black board

work, class work, Home work and overall suggestion on the lesson taught by the

teacher trainee. The written feedback is followed by oral discussion for the

improvement in the performance of the teacher trainees.

2.4.4 How does the institution ensure that the teacher trainees are updated

on the policy directions and educational needs of the schools?

The institution conducts this in collaboration with schools. The institution makes

every effort to comply with the policy directions of the schools in which practice

teaching is conducted. The schools convey their policy directions and needs to

the institution regarding practice teaching.

2.4.5 How do the teacher trainees and faculty keep pace with the recent

developments in the school subjects and teaching methodologies?

The teacher trainees and teacher educator keep pace with the recent

developments in the school subjects and teaching methodologies by interacting

the subject teachers of the school and motivate them to use the technology

during teaching.

2.4.6 What are the major initiatives of the institution for ensuring personal

and professional/ career development of the teaching staff of the

institution (training, organizing and sponsoring professional development

activities, promotional policies, etc)?

Paper presentation in conferences, participation in seminars as experts and

resource persons is always encouraged. In fact, the institution’s experienced

and well qualified faculty is always invited by other educational institutions them

on several topics related to the syllabus and other contemporary issues.

Resources

The following resources are made available by the institution for the professional

development of the faculty:



• Provision of rich library resources with internet facility for academic

enrichment.

• Provision for leave to encourage the research work.

• Technological gadgets like laptops, video camera are made available for

preparation and presentation of lectures. The institute allows study / duty

leave to the teachers attending UGC sponsored national seminar. Library

rules are sometime softened and teachers are allowed to take more than

their allotted number of books for the purpose of research. Guest lectures

are arranged on different subjects.

2.4.7 Does the institution have any mechanism to reward and motivate

staff members for good performance? If yes, give details.

There is provision of increments to motivate the staff members. Staff members

are also encouraged to pursue the higher studies and attend advanced

programmes. The lip-praises of the good performance of the teachers are made

on the meetings. Those who contribute to the development and walking a mile

more for the sake of institutions’ growth receive recognition and appropriate

encouragements. The management grants the duty leaves during their

presentations on Seminars, conferences and workshops.

2.5 EVALUATION PROCESS AND REFORMS

2.5.1 How are barriers to teacher trainee learning identified, communicated

and addressed?

The barriers identified are through open house where various points are

discussed and solution of the raised problems is given by the management. Also

Complaint box provision is there to state individual problems. Some problems

are discussed with the Principal and then communicated to the Management like

some trainees have lack of confidence and cannot adjust to the environment.

Through Grievance Redressal Cell and Counseling Cell the problems are

anticipated and solved. The Evaluation is done on the following grounds which

are as follows:

• Skill based presentation

• Integration Lessons



• Block Teaching

• Internal Test:

i. Two Internal Test.

ii. Pre University Exam.

• Co-curricular Activates

Sports, Cultural, Debate, Essay Writing, Quiz, Class Seminar, Dance,

Festival Celebration, etc.

• Social & Community Work:

i. Blood Donation ii. Health Awareness iii. Polio Camp

iv. Eye Checkup

• Rural Development:

i. Tree Plantation ii Village Cleaning iii. Tobacco Campaigning

iv Early Marriage

The programme details are conveyed through class announcements and

notices.

2.5.2 Provide details of various assessment/ evaluation processes used for

assessing teacher trainee learning?

The inter-relationships of the four aspects of evaluation clearly indicate that the

process of evaluation is a continuous one and involves continual appraisal of

objectives of the teaching – learning process and of the testing procedures used

by the classroom teacher.

CONTENT

(Curriculum, Syllabus, Courses, Textbooks)

2

EVALUATIVE

OBJECTIVES PROCEDURES

(Well-defined Purpose 1 4 (Oral Test, Written Test,

of Education) Observation Tests etc.)

3

LEARNING ACTIVITIES

(Methods, Experiments, Discussions, Questions, Demonstrations etc) Fig: Schematic View of Evaluation:



Schematically the concept of educational evaluation may be presented by

showing the relationship among objectives, content (subject – matter, learning

activities and evaluation procedure testing.)

Internal evaluation is done on internal work i.e. seminars, internal tests and

paper presentation on dissertation. Continuous assessment and evaluation is

done through various steps as-Unit tests on each subject after completion of

every unit. Pre-university examination is conducted by the institute after the

completion of course. The evaluation scheme as given under is controlled by

the university

Evaluation Scheme :

D.Ed.Ist year

D.Ed.Ist year

D.Ed.Ist year

D.Ed.Ist year

Activities (Practical Courses)Activities (Practical Courses)Activities (Practical Courses)Activities (Practical Courses) EvaluationEvaluationEvaluationEvaluation

Internal Internal Internal Internal MarksMarksMarksMarks

External External External External MarksMarksMarksMarks

A. Teaching PracticeTeaching PracticeTeaching PracticeTeaching Practice (1) Hindi Language Teaching:(1) Hindi Language Teaching:(1) Hindi Language Teaching:(1) Hindi Language Teaching: • 25 Practice Teaching Lessons • 10 Teaching aids • 10 Observation Lesson • 25 days Internship (2) Maths Teaching:(2) Maths Teaching:(2) Maths Teaching:(2) Maths Teaching: • 25 Practice Teaching Lessons • 10 Teaching aids • 10 Observation Lesson • 25 days Internship

30 10 10 75 25 30 10 75 10 25

75 75

B. Work Experience :Work Experience :Work Experience :Work Experience : • Compulsory (Any One) • Optional (Any Two)

25 50 75

75

C. Social, Cultural and Constructive Behavioral Social, Cultural and Constructive Behavioral Social, Cultural and Constructive Behavioral Social, Cultural and Constructive Behavioral work : work : work : work : • Working with Society and Cultural Activities. • Physical Education & Yoga. • Drawing & Fine Arts. • Computer Education.

10 10 50 10 20

Total :Total :Total :Total : 275275275275 225225225225

Theory CoursesTheory CoursesTheory CoursesTheory Courses :::: 125125125125 375375375375


Criterion-II Teaching Learning and Evaluation D.Ed.IInd Year

D.Ed.IInd Year

D.Ed.IInd Year

D.Ed.IInd Year

A. Teaching PracticeTeaching PracticeTeaching PracticeTeaching Practice (1) English Language Teaching :(1) English Language Teaching :(1) English Language Teaching :(1) English Language Teaching : i. English Languagei. English Languagei. English Languagei. English Language • 10 Practice Teaching Lessons • 05 Teaching aids • 05 Observation Lesson ii. Sciencii. Sciencii. Sciencii. Science Teaching:e Teaching:e Teaching:e Teaching: • 15 Practice Teaching Lessons • 05 Teaching aids • 05 Observation Lesson • 25 days Internship (2) Social Science/ Environmental Teaching :(2) Social Science/ Environmental Teaching :(2) Social Science/ Environmental Teaching :(2) Social Science/ Environmental Teaching : i. Social Science i. Social Science i. Social Science i. Social Science • 10 Practice Teaching Lessons • 05 Teaching aids • 05 Observation Lesson ii. Environmental Education:ii. Environmental Education:ii. Environmental Education:ii. Environmental Education: • 05 Practice Teaching Lessons • 05 Teaching aids • 05 Observation Lesson • 25 days Internship B. Work Experience :Work Experience :Work Experience :Work Experience : • Compulsory (Any One) • Optional (Any Two) C. Social, Cultural and Creative Behavioral Social, Cultural and Creative Behavioral Social, Cultural and Creative Behavioral Social, Cultural and Creative Behavioral work : work : work : work : • Working with Society and Cultural Activities. • Physical Education & Yoga. • Drawing & Fine Arts. • Computer Education. Science Practical Science Practical Science Practical Science Practical

15 05 05 75 15 05 05 25 15 05 05 75 15 05 05 25 20 30 50 10 10 10 50 20

75 75 50 50505050


Theory CoursesTheory CoursesTheory CoursesTheory Courses :::: 125125125125 375375375375

B.Ed.

B.Ed.

B.Ed.

B.Ed.

• Microteaching • Practice Teaching (Methods I and II) • Criticism Lesson • Assignments (Institution based) • Final Lesson in Teaching Major Subject • Work Experience • Working with community/social service • Psychology Experiments

40 50 05 20 10 25

100 50



Total :Total :Total :Total : 150150150150 150150150150 Theory CoursesTheory CoursesTheory CoursesTheory Courses :::: 700700700700

M.Ed.

M.Ed.

M.Ed.

M.Ed.

Practical Courses : • Dissertation Viva Voce • Assignment Theory Courses ::::

100

100 100 100 500


The Evaluation related to CCA and Community Work which are organized and

evaluated by the concerning committees on the basis of their performances and

participation. The detail of the programme is as per 2.5.1.

2.5.3 How are the assessment/ evaluation outcomes communicated and

used in improving the performance of the teacher trainees and curriculum

transaction?

Answer sheets of the internal examination are shown to the teacher trainees and

written remarks are given on the answer papers if required. This is

supplemented with oral feed back to the teacher trainees for further

improvement in their performance in the examination. Through classroom

Seminars, Tutorials, Group Discussion related to the concerning subjects and

through activities also.

During micro teaching, instant feedback is given to the teacher trainees through

teacher educators and peer group observations. The low achievers are oriented

and guided on proper techniques to improve the performance. The high

achievers are motivated by appreciating their performance to enhance their

effective presentations.

2.5.4 How is ICT used in assessment and evaluation processes?

Smart Class, LCD projector, OHP, Audio-Visual aids are used for seminar

presentation and skill developments in teaching lesson plans. Language Lab is

used for analyzing and making correction in linguistic skills. Computers are used



for the question paper setting also. Making formats for the evaluation. P.P.T.

presentations and practical work in their related subjects.

2.6 BEST PRACTICES IN TEACHING, LEARNING AND EVALUATION

PROCESS:

2.6.1 Detail on any significant innovations in teaching / learning /

evaluation introduced by the institution.

Out of so many practices we are utilizing ICT based learning in our institution

that add value to the education which we are offering .The concrete description

of the practice is given below:

Input Process Output

ICT Based Teaching –learning process

1. The context that required initiation of the practice [Input]

In the context of this ICT based learning which provides the students personal

engagement to the learning task using the computer and or the internet

connection. It creates active learning, collaborative learning, creative learning,

integrated learning and evaluative learning.

The purpose to fulfill the digital globalization, sustainable development is

necessary in higher education through the use of ICT. To fulfill the different

aspects of education with the present infrastructure class size, availability of

teachers & teachers trainees it is difficult to achieve all objectives of higher

education which are multi dimensional in nature. So for their achievement

multiple methods are used in an integrated fashion.

The institute provides the opportunity to every one to use ICT during

presentations in schools as well as in class rooms.



2. Aims and objectives of ICT in Education

Utilitarian aims

Social aims

Cultural aims

Personal aims

• To help the learners become competent and confident users of ICT who

can make efficient, effective and creative use of basic application

software in their everyday activities.

• To encourage the learners to become critical and reflective users of ICT

who can evaluate the capabilities and limitations of the technology.

• To prepare the learners for the society of tomorrow by making them

adaptable user of ICT.

• To encourage the learners to develop the appropriate social skills that are

essential co-operative and collaborative learning based around ICT.

• To empower ICT by ensuring sufficient access for those learners who

have little knowledge out of school opportunities to use the technology.

• To help the learners become cultured citizens of the modern world by

facilitating the discovery and appreciation of the cultural heritage of

various countries around the world.

• To encourage the learners to develop the appropriate personal skill that

are essential for independent learning based on ICT.

• To assist the learners to develop their potential to there fullest by

facilitating the acquisition of knowledge.

• To help the learners with special needs integrate themselves with school

and society by increasing their independence and by developing their

abilities and interests.

3. The practice [Process]



Globalization and innovations in technology have led to an increase used of

ICT’s in all sectors and education is no exception. The uses of ICT’s in

education are wide spread and our continually going world wide.

At the initial stage we provide the basics of computers M.S. word, M.S. excel,

making files, saving files, paint brush, use of CD drive, use of scanner, printer

and use of internet are practiced. Then preparation of PPT for presentation of

lessons during skill based and practice teaching.

Teacher trainees get opportunities to practice-in preparation of microteaching,

simulation, integration and practice teaching lessons. Integration strategies in

supportive contexts during technology courses, and also other courses related to

the syllabus, and field experiences. Experienced teachers also get opportunities

to learn about new technologies and ways to integrate them effectively in their

classrooms

5. Impact of the practice [Output]

It is generally believed that ICT can empower teachers and learners, making

significant contribution to learning and achievement.

Now the students are realizing the use of ICT and its importance in education for

delivering their lessons and get competency in expression of thoughts, better

presentation, and better communication and now they are using their efficiency

effectively. The students get updated information for research and development

ICT as part ICT as of content facilitator ICT as a core Component in teacher Education an its Application

ICT as core ICT as core Content delivery

Figure shows -Paradigm of ICT in teacher training



Thus the impact of ICT in teacher training can take many forms. Teachers are

trained to learn how to use ICT tools for effective presentations. ICT can be used

as a core or a complementary means to the teacher training process. There

should be joint efforts of educators and perspectives teacher in implementing

and sharpening ICT skills.

2.6.2 How does the institution reflect on the best practice in the delivery of

instruction, including use of technology?

The institute prepares teaching aids in the workshops held regularly in the

institute. The institute has computers, a TV, Audio Cassettes, DVD player, CD's

OHP, Slide and LCD Projector etc. The institute gives liberty to all its teacher &

student to use ICT in teaching learning process.


Criterion III

RESEARCH,

CONSULTANCY


Criterion-III Research, Consultancy and Extension

III. RESEARCH, CONSULTANCY AND EXTENSION

3.1 PROMOTION OF RESEARCH

3.1.1. How does the institution motivate its teachers to take up research in

education?

As the institution motivates and permits the faculty members to take part in

research oriented programmes by providing on duty leave to enrich their

research awareness. Teacher educators are motivated to publish books &

research articles in journals and magazines. Leaves are sanctioned for attending

seminars, workshops and also for Ph.D. course work. The staff members to get

involved in the research works. The members of the staff can access website

regarding any research queries that they have in their minds. Action researches

and minor projects are initiated by the research committee.

LIST OF STAFF MEMBERS ENROLLED/PURSUING/COMPLETED

Ph.D./M.PHIL

S.

NO. Name of the Faculty Ph.D./ M.phil

Awarded

/pursuing Year

01 Dr. Sunil Mehra Ph.D. Awarded 1995

02 Dr. Sunita Shrivastava Ph.D. Awarded 2009

03 Dr. Shivani Shrivastava Ph.D. Awarded 2010

04 Mrs. Priti Banerjee Ph.D. Pursuing (2011)

05 Mrs. Vibha Singh Ph.D. Pursuing (2010)

06 Mrs. Vibha Singh M.Phil. Completed 2009

07 Mrs Bharti Kaushik Ph.D. Awarded 2010

08 Ms. Shanno Pathan Ph.D. Pursuing (2010)

The institute encourages the staff members in all aspects of promotion of

research and gets inspiration to do their own work effectively. It gives an

opportunity to our staff to witness the presentations and the defense arguments

by the researchers. Such incidences provide the thrust for Research and

promotion of research in our institute.

3.1.2 What are the thrust areas of research prioritized by the institution?

The institute proposes a scenario meant to provoke discussion in thrust areas

related to research in educational areas. Educational research is a relatively new



branch of knowledge. Problems in research in education are innumerable and

can be variously classified since we are having only at under graduate level &

graduate level. We are conducting minor Research work like attitude of students

towards teaching practice, study habit of school students and other than these

the major thrust areas where the various research activities are conducted are

enlisted below:

• Instructional Methods

• Measurement and Evaluation

• Teacher education

• Issue of promoting multicultural values among learners with diverse

backgrounds

• Study on Teacher’s role in the promotion of inclusiveness amongst the

students.

• Educational mobility and Professional quest among rural women

• Perceptual Roadblocks among the rural teacher trainees

• Mental health of female teacher trainees.

• Study on the impact of media on the professionalism of teacher education

• Study on the use of internet for professional growth of teacher trainees.

• Study on the attitude of teachers towards adolescent rural women

education

The finding clearly indicates a high level of satisfaction towards the performance

of Academic Staff in imparting knowledge. There was a positive response by the

teacher participants regarding “brushing up of their teaching skill” and

“inclination towards learning”. Undoubtedly the program was found to be helpful

in promoting professional growth of teachers, yet some suggestions were made

to promote the courses more meaningful.

3.1.3 Does the institution encourage Action Research? Specify details on

some of the major outcomes and the impact

The Action Research is encouraged among the students as well as among

teacher educators. Institutes organize discussion session for the help of B.Ed.

students to choose the topic of Action Research during practice teaching

workshop on Action Research for Teacher Educators for empowerment and

motivation.



• For conducing Action Research student teachers take up certain problem

areas. Action Research is an ingredient of assessment. Teacher trainees

try, for example, to study the cause of indiscipline, absenteeism,

maladjustment, improvement in writing skills and effect of co-curricular

activities.

• Late comers & students coming in improper uniform etc. Other similar

problems of immediate concern. Teacher trainees use self constructed

tools for data collection. The results are analysed and discussed with

teacher educators.

• Action Research is done at school level at the time of the internship. The

teacher trainees select a topic that touches the students of the school. On

the selected topic, the teacher trainees make a survey to find out the facts

by interacting with the principal, students, teachers of the school, etc. and

analyze the collected data. Brief report on the analysis is prepared and

the findings have actually led to considerable improvement in the quality

of teaching and discipline at the level of practice teaching schools.

S.

No. Teachers Name Topic of the action research

01 Mr. R.S. Panchal

(Faculty)

Non Co-operation of principals in administrative

Job in Gov. School.

02 Mr. R.S. Panchal

(Faculty)

Pollution Problem in Khan river in Indore City

03 Mrs. Nancy D’souza

(Student)

Maintain discipline in the class

04 Mrs. Aarti (Student) Effect of co-curricular activates in learning

05 Mrs. Bithika Pal (Student) improvement in writing skills

06 Ms. Babita Jha (Student) Improvement in strength in Regular classes.

07 Dr. Bharti

Kaushik(Faculty)

Action plan on mentally retarded children.

The results were positive and the impact was good in the topic improvement in

writing skills, Maintain discipline in the class & Effect of Co-curricular in learning.



The action plans was very much effective for secondary & Higher secondary

students in school & now we are planning to implement in other areas of our

surrounding schools also.

3.1.4 Give details of the Conference / Seminar / Workshop attended

and/organized by the Faculty members in last five years

The faculty members of the institute take part in different conferences/ seminars/

workshops. The faculty has attended & organized the following workshops:

S.No Workshop & Guest Lectures Name of the Faculty Day & Date

01 Research writing in Social Sciences-

Attended Dr. Sunil Mehra

March 15 to 17

2012

02 Workshop attended in DAVV, Indore

collaboration with M.P. Higher

Education & H.R.D. Department.

Mr. R.S. Panchal 12.07.2012

03 Guest Lecture on Health Education Dr. Singh 18 Oct.2013

04 Guest Lecture on Human Rights Dr. Sunita Arya 10 Sep.2013

05 Workshop on preparation of Teaching

Aids Dr. Shivani Shrivastav 22 Nov.2013

06 Workshop on Communication Skills Mrs. Priti Banerjee 9 Aug.2013

07 Workshop on Women Empowerment Dr. Sunita Arya 10 Sep. 2013

08 Preparation of NET/SET Examination

(SSR institute)- Attended Mrs. Vibha Singh 24 Nov.08

09 Content analysis of science education

& Mathematics of B.Ed. syllabus

(Nasik)-Attended

Mrs. Vibha Singh 28 Nov.08

10 Paper 3 Ashaya Vishleshad

Educational Administration (Pune)-

Attended

Mrs. Vibha Singh 12 July 08

11 Ashaya Yukt Shikshan Paddyati -

Attended Mrs. Anjali Soni

25 to 28 Feb.

08

12 Ashaya Yukt Shikshan Paddyati-

Attended Mrs. Anjali Soni

01to08 March

09

13 Sleeping Disorders-Attended Mrs. Sandhya Jain

The faculty has attended the following seminars and conferences. The details

are as follows:



S. No.

Teacher’s Name Seminar,

Conference & Date Topic Presented

01 Dr. Sunil Mehra • National Seminar (13 & 14 Sep. 13)

• Social Awareness in Modern Literature

02 Dr. Sunil Mehra National Seminar (11 & 12 Sep.12)

Faculty Development Programm for Teacher Educators

03 Dr. Sunil Mehra National Workshop (15 & 17 March. 12)

Research Writing in Social Sciences

04 Dr. Sunil Mehra State Level Seminar (30 may. 12)

New Trends and Challenges in India

05 Dr. Sunil Mehra National Seminar 21 to 25 Sep.

Role of Youth in National Integration& Development (By UGC)

06 Dr. Sunil Mehra • National Conference (16 Feb. 2014) (G.S.I.T.S.)

izkFkfed f”k{kk dh Hkk’kk dk ek/;e ekr` Hkk’kk gksuk pkfg, A

07 Mrs. Vibha Singh • State Level Seminar Two days by CTE (17, 18 Sep. 2011)

Innovative Practices in Evaluation

08 Mrs. Vibha Singh

National Seminar Two days by UGC SAP M.S. University (Baroda) (26, 27 March 2012)

Life Skill Education

09 Mrs. Vibha Singh

International Seminar Two days by V.N.S.D. Institute of Education Surat (21 to 23 Jan. 2012)

Higher Education in Year 2020 (Role of Higher Education in Meeting Challenges of Globalization)

10 Mrs. Vibha Singh

International Seminar Organization by A.I.S.E.R. Gujarat (Ahamadabad) (3, 4 Dec. 2011)

Elevating Learning

11 Mrs. Vibha Singh • National Conference (16 Feb. 2014)(G.S.I.T.S.)

Quality Education & The Human Development

12 Mrs. Vibha Singh SSR Institute) 16 Sep.10 Quality Concerns in Edu.

13 Mrs. Priti Banerjee

National Seminar by School of Comparative

Languages D.A.V.V. Indore (UGC) M.P. (13 & 14 Sep. 13)

Social Awareness in Modern Literature


National Conference by

G.S. Institute of Science & Technology. Indore (Govt.) M.P.(16 Feb. 14)

Significance of communication skill for employment.

15 Dr. Sunita Shrivastava

National Seminar (13 & 14 Sep. 2013)

Social Awareness in Modern Literature

16 Dr. Sunita Shrivastava

National Conference (16 Feb. 2014) (G.S.I.T.S.)

^^Hkfo’; dh f”k{kk esa jkstxkjUeq[kh gksuk vko”;d**

17 Mr. R.S. Panchal National Conference (16 Feb. 2014) (G.S.I.T.S.)

^^Hkfo’; dh f”k{kk esa lkekftd ifjorZu ,oa vk/kqfud rduhdh dk fodkl**

18 Mrs. Anjali Soni National Conference (16 Feb. 2014)(G.S.I.T.S.)

^^f”k{kk lekt ,oa uSfrdrk**



19 Mrs. Shivani Shrivastav

National Conference (16 Feb. 2014) (G.S.I.T.S.)

^^f”k{kk ls vewY; lkekftd ifjorZu**

20 Dr. Bharti Kaushik National Seminar 27, 28 Jan. 2012

^^bDdhloha “krkCnh esa laidZ Hkk’kk dh izklafxdrk**

21 Dr. Bharti Kaushik National Seminar 2, 3 Feb. 2012

^^Jh vkuane;h ekWa dk lkekftd ;ksxnku**

22 Dr. Bharti Kaushik National Seminar 28, 29 April 2013

^^vk/;kfRed mRFkku vkSj ;ksx**

23 Dr. Bharti Kaushik National Seminar 27, 28 Sep. 2013

^^jkek;.k ,oa egkHkkjr egkdkO; dky**

24 Mrs Sandhya Jain National Conference on new trends in Psychology

A lonely Female

25 Mrs Sandhya Jain National Conference on new trends in Psychology

A case study of Improving Study Habits

26 Ms. Shanno Pathan

National Conference 10-20 Sept. 2008

Mental Health Awareness in India

27 Ms. Shanno Pathan

National Conference 3-4 Nov. 2011

“Positive Pschology-A Believ in Human strength”

3.2 RESEARCH AND PUBLICATION OUTPUT

3.2.1 Give details of instructional and other materials developed including

teaching aids and/ or used by the institution for enhancing the quality of

teaching during the last three years.

Development of Instructional Material

Instructional material developed in the institution can be classified in two main

categories.

• Material for teaching-learning in the schools.

They are also required to develop and use their own teaching aids in the form of

pictures, charts, maps, puzzles and models which are used for the micro-

lessons, bridge lessons and practice lessons in their respective subjects. The

use of such learning material ascertains and enhances the effectiveness of the

learning process.

• Material required for teaching-learning in the institution.

The faculty members have developed their own teaching material for teaching

their subjects through transparencies and power-point presentations .Certain

relevant materials are taken from the concern websites. Power-point

presentations make the lessons very interesting and help to break the monotony

of class.



3.2.2 Give details on facilities available with the institution for developing

instructional materials

The management provides the required material for the up-gradation and

developing instructional material. Chart papers, stationary, transparencies, CDs,

laptops and internet facility are made available to the faculty to develop

instructional material. Experts are invited to orient teacher trainees and faculty to

develop useful, interesting and attractive instructional material and teaching

aids. Workshop on “Preparation of teaching aids is held regularly. The teacher

trainees enthusiastically participate in these workshops.

The institute has Science Laboratory and Teaching Aid Workshop for developing

teaching aid materials. The science laboratory is equipped with

instruments/equipment/setups used for doing practical of secondary and senior

secondary levels. Teacher trainees often carry the equipments for the

experimental demonstration to the allotted schools. Faculty members guide the

teacher trainees and render assistance in their bid to prepare the

projects/teaching aids.

The institute has the following facilities for developing instructional materials.

Provision for working on the computer on their own pace. There is a well

equipped computer lab which is available to the students and faculty members.

Teachers have access to Computers, Printer, Scanner, Xerox and Internet

facility etc.

3.2.3 Did the institution develop any ICT/technology related instructional

materials during the last five years? Give details.

In the orientation programme[theory & practical] the teacher attending the

programme prepared P.P.T. on concerning subjects for the instructional

material that are shown to students with the help of which they developed

required material.The teacher educators deliver their lectures on certain topics

through Power point presentations when the need arises.

3.2.4 Give details on various training programs and/or workshops on

material Development (both instructional and other materials)



a. Organized by the institution

The Institution provides free Internet access to the teacher trainees through out

the year.

� Basic computer knowledge like MS word, Power point and net browsing is

taught to prepare the instructional material.

� Guest Lectures and workshop related to the instructional material are

organized time to time by the institution.

� The institute provides the conference CDs at national and international

level for the motivation and innovation of the teacher educators.

b. ATTENDED BY THE STAFF

� The institute motivates the teacher educators to attend National and

International Conferences and Seminars to enrich their knowledge on

recent developments like ICT and other areas.

c. TRAINING PROVIDED TO THE STAFF

� In the beginning of every academic year, refreshment course on

computer skill is arranged by the institution.

� Periodical FDP programmes are organized by the institution and allow

them to go for such programmes.

• The programme focuses on the use of computer for developing material,

either through down loading or through the use of guidelines as available

on different websites for developing such material.

• Workshop on Audio visual aids was organized.

• Our faculties regularly attend conferences / seminars / workshops

pertaining to material development.

3.2.5 RESEARCH PUBLICATIONS

3.2.5. List the journals in which the faculty members have published

papers in the last five years.

The teacher educators present their research work in Journals and different

seminar magazines etc. Some of the institute projects are published and some

are in print.



S.

No Name of the faculty Name of the Journal/Magazine Topic


Mats Journal of Arts, Education

and allied subjects (Raipur) C.G.

(Publication is under process)

Griots Unveiled the

seven generation

ancestral line in

“Roots”

02 Dr. Shivani

Shrivastava Ykksdeaxy if=dk ¼Xokfy;j½

i;kZoj.k ds izfr Nk=ksa loa

Nk=kvksa esa tkx:drk ,oa

vfHko`fRr

03 Dr. Shivani


mPprj ek/;fed fo|ky;

esa i<+us okys Nk=&Nk=kvksa

dh miyfC/k ij lkekftd

vkfFkZd fLFkfr dk izHkko

04 Dr. Shivani


ek/;fed ,oa mPprj

ek/;fed fo|ky; esa i<k+us

okys f”k{kdksa ds O;fDrRo

dk v/;;u

05 Mrs. Vibha Singh Educational Research

Association (ERA Magazine)

Elevating Learning

(proceedings )

06 Mrs. Vibha Singh

Higher Education in year 20 20

(International Seminar

Magazine)

Role of Higher

Education in meeting

challenges of

globalization.

(proceedings )

07 Mrs. Vibha Singh

Council of Teacher Education

(CTE) Magazine.

Current practices in

educational evaluation.

(E-OD) (proceedings )

08 Mrs. Vibha Singh

Research Journal of Humanities

and social sciences (Volume-3,

Issue-3 July – Sep 2012) (an

International peer Reviewed)

• Learning disaster

Management –

Integrated approach

09 Mrs. Vibha Singh

Research Journal of Humanities

and social sciences (Volume-3,

Issue-3 July – Sep 2012) (an

International peer Reviewed)

• A study of stressing

students of

professional institutes

in relation to their self

efficacy



10 Mrs. Vibha Singh

In the quest of Bhartiya

Shikshan (Pune)

• Learning disaster

Management –

Integrated approach

11 Dr. Bharti Kaushik

Research Revolution

International Journal of Social

Science & Management

Volume-1 Issue-12 Sep. 2013

• Shri shri anandmayee

maa ka samaaj

darshan ( adarsh

samajik vyastha ke

sandharbh mai )

12 Mrs Sandhya Jain

Souvenir –New G D C Indore. • A Lonely

Female .

• A case study of

Improving

Study Habits

3.2.6. Give details of the awards, honors and patents received by the

faculty members in last five years. Staff:

The staffs are in the developmental phase and they get groomed towards

reaching such status in future. Teacher educators have achieved the credit of

publications by their work done in the past years.

3.2.7. Give detail of the Major/ Minor research projects completed by staff

members of the institution in the last five years

The following faculty members undertook minor research projects in Education:

1. Problem solving of Indore Khan Nadi Project (Mr. R.S. Panchal)

leL;k %leL;k %leL;k %leL;k %

^^bUnkSj dh [kku unh esa iznq’k.k dh leL;k**^^bUnkSj dh [kku unh esa iznq’k.k dh leL;k**^^bUnkSj dh [kku unh esa iznq’k.k dh leL;k**^^bUnkSj dh [kku unh esa iznq’k.k dh leL;k**

izLrqfrdj.k &izLrqfrdj.k &izLrqfrdj.k &izLrqfrdj.k &bUnkSj dh [kku unh iw.kZ :i ls iznqf’kr gS A blesa ikuh dk iznq’k.k o vkl&ikl

ds fdukjs iw.kZ :i ls iznqf’kr gS A unh esa “kgj dk xank ikuh ikbiksa }kjk Mkyk tkrk gS tks

ikuh dks iznqf’kr dj jgk gS lkFk gh xank dqMk djdV o vklik jgus okys yksxksa }kjk “kkSp

vkfn ds }kjk iznqf’kr fd;k tk jgk gSA ;g bUnkSj “kgj ds fy;s ,d cM+h leL;k gS A

leL;k dk egRo & leL;k dk egRo & leL;k dk egRo & leL;k dk egRo & bUnkSj “kgj e-iz- dh vkS|ksfxd jkt/kkuh gS A ;g “kgj egkuxjksa dh

fxurh esa vkrk gS o egkuxj cuus dh vksj vxzlj gks jgk gS ,slh fLFkfr esa “kgj dks iznqf’kr

gksus ls cpkuk vfr vko”;d gks x;k gS D;ksafd bl unh ds fdukjs yk[kksa ifjokj fuokl djrs



gS ftlls muds LokLF; ij cqjk izHkko iM+ jgk gS ;fn “kgj ds ukxfjd LoLF; dh nf’V ls

Bhd jgsxsa rks mudh dk;Z {kerk esa o`f) gksxh vkSj fodkl dh nj c<+sxh bl nf’V dks.k ls bl

leL;k dk egRo vkSj Hkh c<+ x;k gS A

leL;k lek/kku & leL;k lek/kku & leL;k lek/kku & leL;k lek/kku &

bl leL;k lek/kku ds fy, fuEufyf[kr tkudkfj;ka izkIr djsxsa &

1- unh esa Mkys x;s xans ikuh ds ukyksa ds ckjs esa tkudkjh ykuk A

2- unh ds vklikl LFkkfir m|ksx dk irk yxkuk A

3- unh ds vklikl LFkkfir ifjokjksa ls tkudkjh ysuk A

fu’d’kZ & fu’d’kZ & fu’d’kZ & fu’d’kZ & lq>k;s x;s mik;ksa dk fØ;kUo;u ds fy, uxj fuxe o “kklu Lrj ij fyf[kr :i

esa izfrosnu lkSik tk;sxk o turk ds lg;ksx dh vis{kk ds lkFk tkx:d djuk gksxk rHkh

bUnkSj ,d LoPN lqUnj “kgj cu ldsxkA

bUnkSj “kgj ds e/; esa [kku unh esa fueZy ty dy&dy dh vkokt djrk gqvk cgrk utj

vk;sxk A

2. B.Ed. women Students attitude towards computers (Mrs. Vibha Singh)

Abstract :

In the Present study (Investigation and students Attitude towards Computer It is

found that 76.54% of the B.Ed. students have a favorable attitude towards

computer. In respect of the women student 83.56% of them have a favorable

attitude towards Computer. Also it is found that large number of women students

(83.56%) have more favorable attitude than the man students (70.78%) in

respect of their attitude towards computer. It is also found that 79.59% of urban

women and 77.08% rural women have a favorable attitude to ward computer.

Therefore, the number of women students with a favorable attitude towards

computer is more in the urban areas than in rural areas.(78.64%) of the women

graduates and (76.74%) of woman post graduates have a favorable attitude

towards computer.

This shows that the number of women students with favorable attitude to wards

computer is more in graduate’s category than in the post graduate category.



Also it is shown in the present study that the gender of students influences their

attitude to wards computer but the locale and the degree they possessed did not

influence their attitude toward computer.

3. Usage of ICT by the students of Higher Secondary Schools of Manglia,

Indore (Mrs. Vibha Singh) Under Process.

4. Study of stress in students of professional institutes in relation to their self

efficacy. (Mrs. Vibha Singh)

Abstract:

As examinations approach each year, stress is taking a toll on the students. A

point of time has been reached when an explanation as to what causes stress in

these students is the need of the hour and an attempt to revamp the existing

educational system. The present descriptive research was of the co-relational

and casual-comparative type. It aimed to study stress in students of professional

institutes in relation to their self efficacy.

It also focuses on the gender differences in these variables as well as in the

relationship between these variables. The sample comprised of 194 students of

professional institutes. The rating scales used for the purpose of study were

prepared by the researcher. Descriptive analysis of data included calculation of

the mean, median and mode, standard deviation, skewness and kurtosis and

estimation of population parameters. Inferential statistics included the ‘T’ test,

coefficient of correlation and the ‘Z’ test. The study revealed a negative

correlation of stress with self efficacy. Significant gender differences were found

to exist in the variables as well as in their relationship.

This study have important implications in helping students of professional

institutes to come to terms with the invaluable worth of a high self efficacy in

coping with examination stress.

3333---- leL;k & bleL;k & bleL;k & bleL;k & bUnkSj fLFkr LoUnkSj fLFkr LoUnkSj fLFkr LoUnkSj fLFkr LokokokokoyEcu laLFkk ds varxZr eancq}h ckydksa dks fn;s tkus okys yEcu laLFkk ds varxZr eancq}h ckydksa dks fn;s tkus okys yEcu laLFkk ds varxZr eancq}h ckydksa dks fn;s tkus okys yEcu laLFkk ds varxZr eancq}h ckydksa dks fn;s tkus okys

izf”k{k.k dk fo”ys’k.kkRed v/;;uizf”k{k.k dk fo”ys’k.kkRed v/;;uizf”k{k.k dk fo”ys’k.kkRed v/;;uizf”k{k.k dk fo”ys’k.kkRed v/;;u %



izLrkouk & ^êkufld eanrk ,d fof”k’V voLFkk gS] vfHk”kki ugha**izLrkouk & ^êkufld eanrk ,d fof”k’V voLFkk gS] vfHk”kki ugha**izLrkouk & ^êkufld eanrk ,d fof”k’V voLFkk gS] vfHk”kki ugha**izLrkouk & ^êkufld eanrk ,d fof”k’V voLFkk gS] vfHk”kki ugha**

f”k{kk izR;sd O;fDr dk ekSfyd vf/kdkj gS] vr% lHkh ckydksa dks f”k{kk izkIr djus ds leku

vf/kdkj iznku fd;s tkus pkfg;s A orZeku le; esa lekt dk ,d cgqr cM+k oxZ ,slk Hkh gS]

ftlds fy, ;g ekuk tkrk gS fd buds fy, f”k{kk dh D;k vko”;drk gS \ ;s rks fu%”kDr gSa]

v;ksX; gS] fdlh u fdlh “kkjhfjd ekufld vaixrk ls xzflr gS] vr% bUgsa D;k fl[kk;k tk,\

mn~ns”;mn~ns”;mn~ns”;mn~ns”; &&&& bUnkSj fLFkr LokoyEcu laLFkk ds varxZr eancq}h ckydksa dks fn;s tkus okys

izf”k{k.k dk fo”ys’k.kkRed v/;;u djuk A

fu’d’kZ & fu’d’kZ & fu’d’kZ & fu’d’kZ & LokoyEcu laLFkk ds }kjk eancq}h ckydksa dks fn;s tkus okyk izf”k{k.k fo”ys’k.kkRed

lkFkZd :i ls izHkko”kkyh gS A

1111---- “kSf{kd fufgrkFkZ % “kSf{kd fufgrkFkZ % “kSf{kd fufgrkFkZ % “kSf{kd fufgrkFkZ %

f”k{kdksa gsf”k{kdksa gsf”k{kdksa gsf”k{kdksa gsrq rq rq rq & & & & f”k{kd f”k{k.k izfØ;k dk vk/kkj LraHk gksrk gS rFkk laiw.kZ f”k{kk izfØ;k dks cgqr

xgjkbZ rd izHkkfor djrk gS A vr% ckydksa dh :fp dks le>dj mudh miyfC/k Lrj dks

c<+k ldrk gS A

ikB~;p;kZ fuekZrk gsrq & ikB~;p;kZ fuekZrk gsrq & ikB~;p;kZ fuekZrk gsrq & ikB~;p;kZ fuekZrk gsrq & ikB~;p;kZ vfHkdfYir djrs gq, fofHkUu xfrfof/k;ksa dks lekos”k dj

ldrk gS A

vfHkHkkodksa gsrq & vfHkHkkodksa gsrq & vfHkHkkodksa gsrq & vfHkHkkodksa gsrq & ckydksa ds lkFk Lusgiw.kZ O;ogkj dj mUgsa izR;sd dk;Z ds fy, izksRlkfgr dj

ldrs gS A

ekufld eanrk ds {ks= esa Hkkoh “kks/k gsrq lq>ko & ekufld eanrk ds {ks= esa Hkkoh “kks/k gsrq lq>ko & ekufld eanrk ds {ks= esa Hkkoh “kks/k gsrq lq>ko & ekufld eanrk ds {ks= esa Hkkoh “kks/k gsrq lq>ko & eancqf} ckydksa Hkfo’; esa vkus okyh mudh

ikfjokfjd] lkekftd leL;kvksa o vuqdwfyr O;ogkj ij v/;;u fd;k tk ldrk gSA

3.3 CONSULTANCY

The institute encourages its faculty to provide consultancy services to the school

sector and to be actively engaged in their respective fields of expertise as

guidance & counseling.

3.3.1 Did the institution provide consultancy services in last five years? If

yes, give details.

No formal consultancy services are provided by the Institute for generating

revenues. It is however provided to students (if it could at all be characterized

‘consultancy’) on aspects of education including their personal and domestic

problems individually. It is compulsorily done in case of academically weak



students, special communication problems, and for resolving students personal

problems.

S.N. Area of Consultancy Nature of Consultancy Beneficiaries

01 Teaching Methodology Innovative methods of

teaching

School Teachers

02 Nutritional Awareness to

the school going children

Screening the weakness of

the body

School going Children

of Near by areas

03 Career Guidance Choosing of course after +2 Hr. Sec students Of

nearby areas

04

Mal –Nutrition(Amarjeet

Kaur-Child Development

Officer)

Nutritional values for

children.

Neighbouring

Community of

Sullakhedi

3.3.2 Are the faculty /staff members of the institution competent to

undertake consultancy? If yes, list the areas of competency of staff

members and the steps initiated by the institution to publish the available

expertise.

Yes, there are competent teacher educators who have undertaken consultancy

work in various areas List the areas of competency of the teacher educators:

S.No. Name of the programme Name of Faculty

01 Girls Education Dr. Sunita Shrivastava

02 HIV Awareness Mrs. Sandhya Jain

03 Removal of social evils Dr. Shivani Shrivastava

04 Pollution Awareness Mrs. Priti Banerjee

05 First Aid Awareness Mrs. Priti Banerjee

06 Personality Development Mrs. Vibha Singh

07 Time Management Mrs. Vibha Singh

08 Communicative skill Mrs. Priti Banarjee

09 Career Guidance Dr. Bharti Kaushik

10 Self Employment program Mrs. Vibha Singh

11 Cleanliness Mr. R.S. Panchal

12 Mentally Retarded Dr. Bharti Kaushik

13 Meditation Dr. Bharti Kaushik

14 Literacy Programme Dr. Bharti Kaushik



The above programmes are conducted by our teacher trainees under the

guidance of teacher educators in last few years.

3.3.3. How much revenue has been generated through consultancy in the

last five years? How is the revenue generated, shared among the

concerned staff member and the institution?

Though the institute offers a lot of consultancy work to the research scholars

with a service mind. The money they pay for library membership. Teacher

educators are service oriented, they willingly do free consultancy for the welfare

of the community. The staff involved in the consultancy services is honored in

meetings during institute day by awarding them mementoes. All facilities are

provided to them including manpower and are available within the institute itself.

3.3.4. How does the institution use the revenue generated through

consultancy?

We believe more than financial income, the intellectual wealth is the greatest

asset we have generated in the institution, the social recognition which is

priceless. The institute is providing free consultancy service, every year and it is

self-financed.

3.4 EXTENSION ACTIVITIES

3.4.1. How has the local community benefited from the institution?

Neighborhood communities are supported and strengthened by our institution

through camp activities. When we organize the special activities then the

community gets benefitted in all possible ways. Before the starting of special

camps, preliminary surveys conducted in the villages and then the programs are

checked out with the help of local village leaders. In this way the neighborhood

communities are supported and strengthened by our institute. Our institute helps

in construction or renovation of village. The street plays are also organized by

the students of our institute for the removal of social evils and awareness

programmes.



3.4.2. How has the institution benefited from the community?

The community helps in conducting various camps and street plays on various

national issues such as national integration, character building, values,

environment, and women’s empowerment. The people of rural areas have

shown their great interest and co-operation in literacy programme and computer

literacy conducted by our institute. The enrollment is more on the VTP

programme from the rural areas/community.

3.4.3 What are the future plans and major activities the institution would

like to take up for community orientation of students?

The institution’s future plans and major activities for providing community

orientation to the teacher trainees are as follows:

• Establishing public library in Sullakhedi village.

• Providing sanitary facilities to the village people.

• Recommending the village panchayat to provide two or three drinking

water syntax tanks.

• Environmental awareness and cleanliness.

• Planting and preserving the trees.

• Computer Literacy programs for senior citizens.

• Girls’ education programme.

All above mentioned program are included in our future planning.

3.4.4. Is there any project completed by the institution relating to the

community development in the last five years? If yes, give details.

The programmes conducted by our institution for the community development

are as follows:

1. Adult education programme

2. Computer literacy Programme

3. Pollution Awareness programme (regarding the use of fertilizers)

4. Women Welfare Programme (Dowry, girl’s literacy, early marriage)

5. De-addictionProgramme through Nukkad Naatak.



We are satisfied with the responsibilities undertaken in community development.

3.4.5. How does the institution develop social and citizenship values and

skills among its students?

Bhagwat was conducted by the students of our educational group earlier. And

now a days we opened meditation cell where without any religious

discrimination, students assemble and discuss one another in any issues. They

develop the skill in understanding others problem in human relationship and

leadership as we send the name of Nancy de’souza for the campus ambassador

for election purpose. The campus cleanliness, constructing roads & bridges for

developing the good citizenship values and responsibilities.

3.5. COLLABORATION

3.5.1. Name the national level organizations, if any, with which the

institution has established linkages in the last five years. Detail the

benefits resulted out of such linkages.

The institution has linkage with NCTE, Board of Secondary Education, DAVV

University, etc. This linkage helps institute in enhancing the quality of teaching.

3.5.2. Name the international level organizations if any with which the

institution has established linkages in the last five years. Detail the

benefits resulted out of this linkages.

No.

3.5.3. How does the linkage if any contribute to the following?

Various journals & study materials of NCERT and NCTE is helpful in enhancing

the teaching quality. The guidelines of DAVV (University of Indore), Board of

Secondary Education and NCTE play major role in providing training to teacher

trainees as well as teacher educators for better innovative Ideas which they can

apply in their practical fields.

Various researches, e-journals and study materials help to fulfill teacher

educators and teacher trainees to give effective practices under the guidance of



their respective subjects along with innovations. The faculty members of DAVV

University of Indore & their fruitful guidance are very help full in research

activities.

3.5.4. What are the linkages of the institution with the school sector?

At present the institution has linkages with near by all schools for practice

teaching, block teaching, criticism lesson and for final lesson. Action research is

also carried out by the institute to remediate the community problems and

classroom problems.

Institute

Community School

3.5.5. Are the faculty member actively engaged in school and with teacher

and other school personnel to design, evaluate and deliver practice

teaching? If yes give details.

The teacher educators are actively engaged with school staff during practice

teaching. The school teachers and teacher educators of institute both supervise

the lessons of the teacher trainees and give oral as well as written feedback to

enhance performance of the teacher trainees.

3.5.6. How does the faculty collaborate with school and other institute or

university faculty?

The faculty members of our institute keep collaborate with schools, other

institute and university faculty through attending seminars workshops, research

activities, panel discussion, national conferences on current issues etc.



3.6 Best Practice in Research, consultancy and extension

3.6.1. What are the major measures adopted by the institution to enhance

the quality of Research, consultancy and extension activities in last five

year?

The institution encourages teaching staff for research work by adjusting their

work load in the timetable. The teachers are given study leave. The institute has

a research committee. The institute provides ICT laboratory, library facility,

laboratory facility to pursue the research activity. The institute runs out-reach

programmes like holding exhibitions of teaching Aids prepared by the students

and distributing the same to different schools, cleanliness drive, awareness

programmes like anti-tobacco campaign, human rights and removal social evils.

Students and teachers are encouraged to participate in various extension

activities. Their achievements are appreciated in weekly assemblies. They are

given responsible work in the important functions of the institute.

3.6.2. What are significant innovations /good practices in Research,

consultancy and Extension activities of the institution?

The institution encourages teaching staff for research work by adjusting their

work load in the timetable. The teachers are given study leave. The institute has

a research committee. The entire staff members have completed their minor

research project and dissertations during the course time of B.Ed. & M.Ed. Staff

Organizing various community & capacity building for livelihood through SUPW

programmes,(Earn by learn)


CRITERION – IV

INFRASTRUCTURE

AND

LEARNING

RESOURCES


Criterion-IV Infrastructure and Learning Resources

CRITERION IV:

INFRASTRUCTURE & LEARNING RESOURCES

4.1 PHYSICAL FACILITIES

4.1.1 Does the institution have the physical infrastructure as per NCTE

norms? If yes, specify the facilities and the amount invested for

developing the infrastructure, Enclose the master plan of the building.

“If you shape the infrastructure

in future infrastructure will shape you”

The institution has the physical infrastructure as per NCTE norms. The facilities

provided are as follows:

♣ Special rooms: Method labs, well equipped Psychology Lab, Educational

and Technology Lab and the Computer Lab, Library, Work Experience

Lab.

♣ Independent library space with rich collection of books and spacious

reference room hall.

♣ Spacious multipurpose hall for cultural activities and indoor games like

Badminton, Carom, Chess

♣ Staff room

♣ Play ground for outdoor games as , kabaddi, volleyball

♣ Science Lab

♣ Medical room, girl’s common room, boy’s common room.

♣ Research Department,

♣ Class rooms for curriculum transaction

♣ Conference Room

This infrastructure is very conducive for effective curriculum transaction.

Amount invested:

Maintenance up to Rs, 30,000 approx./ per year.



The Computer Lab was established in 2006 and an average of Rs 1,50,000 has

been invested during last five years for its maintenance and up keeping.

4.1.2 How does the institution plan to meet the need for augmenting the

infrastructure to keep pace with academic growth?

The institute has huge land space more than sufficient construction area where

requisite construction for the adequate infrastructure can be done at any point of

time. The institution regularly plans to meet the needs to keep pace with the

academic growth. The institution has provided better facilities of ICT to compete

in the global context of e-education. For this purpose, e-teacher educators need

to train e-teacher trainees which demands proper mindset and readiness to

meet infrastructural challenges of technology.

The classrooms, laboratories, library, multipurpose hall, canteen etc., are

furnished with adequate furniture and equipments to facilitate better teaching

learning process. The institutional management is well aware about the new

developments in education and academics. The institution ensures optimal

utilization of its infrastructural facilities. The institution invariably encourages the

use of its academic and physical facilities by organizing different educational

activities.

4.1.3 List the infrastructural facilities available for co-curricular activities

and extracurricular activities including games and sports.

The infrastructure facilities for co-curricular activities and extracurricular activities

including games and sports are provided by the institution.

Work-experience room: It has been established on the lines of ‘learning by

doing' philosophy in teacher education. The lab is equipped with moulds of chalk

making and essential material of interior decoration, paper cutting, card board

modeling, pot decoration, preparing best out of waste and material for chart and

model preparation.



Multipurpose Hall: The multipurpose hall provides a common platform to

students, faculty and renowned educationists for regular interfaces, conferences,

seminars and daily morning assembly. Many cultural events and seminars are

organized in the multipurpose hall. The hall has been well equipped with

appropriate lightening and sound system.

Classrooms: All the classrooms are very spacious with proper air ventilation

and light. The rooms are also utilized for various seminars, day celebrations, and

lecture series .All these activities ensure maximum utilization of infrastructure of

the institution.

Sports and Games: The institution has a huge play ground which is used by the

institution for annual sports competitions and outdoor games like different races

(100 metre), kho-kho, volleyball etc.

4.1.4 Give details on the physical infrastructure shared with other

programs of the institution or other institutions of the parent society or

university.

The physical infrastructure is utilized for the VTP courses like spoken English

and Communication Skill, Computer Foundation, Ms Office and internet, tally,

yoga therapist. Apart from this once Bhagwat was done by B.Ed. student. Our

playground is also used for organizing camps like blood donation, health check-

up camp etc.

4.1.5 Give details of the facilities available with the institution to ensure the

health and hygiene of the staff and students (rest rooms for women, wash

room facilities for men and women, canteen, health centre etc.)

♦ Separate common rooms for student teachers (Boys and girls)

♦ Separate wash rooms for teacher trainees.(Boys and girls)

♦ Common staff room.

♦ Common play ground is available for all teacher trainees and faculty

members.

♦ Cleanliness is ensured in the premises of the institution.



♦ Drinking water is made available through Aqua Guard.

♦ A first aid box in medical room is readily available. To ensure the well

being of the staff members and teacher trainees. Canteen is available in

the premises of the institution. In the canteen, there is provision of

beverages, breakfast, and a variety of snacks in affordable prices.

♦ Use Me (Dustbins) at various locations throughout the institute is

available to maintain the cleanliness of the institution.

4.1.6 Is there any hostel facility for students? If yes, give details on

capacity – number of rooms, occupancy details, recreational facilities

including Sports and games, health and hygiene facilities etc.

Although the institute does not have hostel facility for the students Help is

extended to the students who require hostel for doing the courses from our

institute through contacts and references.

4.2 MAINTENANCE OF INFRASTRUCTURE

The institution has an adequate infrastructure for quality teaching- learning. It is

maintained and upgraded from time to time to retain and to enhance its quality to

serve teacher trainees in the best manner.

4.2.1 What is the budget allocation and utilization in the last five years for

the maintenance of the following? Give justification for the allocation and

unspent balance, if any.

♦ Building

♦ Laboratory

♦ Furniture

♦ Equipments

♦ Computers

♦ Transport / Vehicle



Building: The safeguarding of building includes minor / major repairs like

leakages, plumbing problems, and modifications in the interiors, lighting,

ventilation, painting, and plastering of the building is taken care by the

management. Safety measures and hygiene issues are also taken into

consideration.

Laboratories: The institution has varied equipments like the language

laboratory, the science laboratory and other special rooms such as the computer

room and the educational technology room. Defaults in machinery and electric

connections are developed due to overuse, rough and careless handlings of

laboratory amenities which require prompt care and repairs. Importance is given

to keep the laboratory amenities in working condition for its smooth functioning.

Furniture: The institution possesses elegant wooden and iron furniture like

cupboards, tables in the classrooms, library, staff room and the principal’s office.

It requires frequent care and maintenance for its safety.

Equipment: The equipment provided by the institution is used frequently for

many academic, curricular and co-curricular activities. The OHP, LCD,

computers and other electronic devices are maintained regularly.

Computers: The computers in the institution are used for office administration,

library work and for curriculum transaction. The ICT lab is in constant use by the

teacher trainees of D.Ed., B. Ed and M.Ed. course and staff members. These

need frequent maintenance and up-gradation.

The institution takes adequate care to maintain the utility and quality of its

infrastructure to achieve effective teaching-learning, quality research and

extension. The budgetary provisions and utilization for the above mentioned

laboratories in the last five years are as follows:




Criterion-IV Infrastructure and Learning Resources 4.2.2 How does the institution plan and ensure that the available

infrastructure is optimally utilized?

The institute is running D.Ed., B.Ed. and M.Ed. courses where all the rooms and

infrastructure is fully utilized. The institution plans to ensure that its infrastructure

is put to optimal use. There are over 400 members who make use of the

institutional infrastructure. They are classified as follows:

♦ Teacher Educators 5 (M.Ed.) + 7 (B.Ed.) + 11 (D.Ed.)

♦ Teacher Trainees 200 (D.Ed.) + 100 (B.Ed.) + 35 (M.Ed.)

♦ Non- teaching staff 5(clerical) + 1(Librarian) + 8(Peons)

Total Number of students 335

The institute maintains a generator for supplying electricity as per the need of

the institute and when there is power failure. The management ensured smooth

and regular functioning of the institute. so the entire infrastructure of the institute

continued to remain in effective use. Above all, Maintenance Committee ensured

that the budgetary allocations being need based should be used properly and

optimally. The institute runs Vocational training Course (VTP) for the

development of professional skills.

The computers are used by the following:

• Administrative Staff

• Faculty Members

• Library Staff

• Research Scholars

• M.Ed. B.Ed. and D. Ed. Teacher trainees

Library and Reading Room: The available infrastructure is optimally utilized in

fact used to the maximum. The reference room has a good collection of journals,

encyclopedia, Magazine & News Paper which is used by the teacher educator &

teacher trainees in their spare time.



4.2.3 How does the institution consider the environmental issues

associated with the infrastructure?

The institution is situated in the rural area of the city, calm surrounding with a

complete pollution-free campus. The institute campus has lush green lawns,

flower beds and rare distinct plantation. The classrooms are spacious with

proper cross ventilation and adequate natural light. Mostly CFL tube lights are

used and no traditional bulb is used to save electricity. Silent generator is used

to control noise pollution and the most important is we have rain water

harvesting system. In this way our institution considers the environmental issues

associated with the infrastructure.

4.3 LIBRARIES AS A LEARNING RESOURCE

Empowering Learners for a Better Tomorrow

With this intention the resources of the library was organized for gaining the

knowledge. The library is well equipped and spacious with necessary sufficient

reading and reference material, cupboards, issuing counter, chairs and tables.

The circulation/exchange section of the library accommodates B.Ed., M.Ed. and

D.Ed. course books and other related reference materials and dissertations.

4.3.1 Does the institution have a qualified librarian and sufficient technical

staff to support the library (material collection and media/computer

services)?

Yes, the library staff is qualified as per the regulations in the staffing pattern.

One qualified technical assistant has also been appointed as support staff for

the library. There is one library attendant for the maintenance of the library.

Details of Library Staff:

1. Mrs. Vaishali Naik – Librarian (B.Com+ M.Lib.Inf.sc)

2. Shri R.S. Panchal - Professor in Charge

3. Shri.Usha Tyre - Library Attendant



The library has a vast collection of books. Many research scholars and students

from other institutions make use of the library for the references. Various

Journals and international Journals help the readers to enhance their

knowledge.

4.3.2 What are the library resources available to the staff and students?

(Number of books, volumes and titles, back volumes, journals, national

and international magazines, audio-visual teaching learning resources,

software, internet access etc)

The library resources available to faculty members and student teachers are as

follows:

Library Holdings Quantity

Total Collection of books in the library 7391

School texts 1610

Reference Books (Encyclopedia, Dictionaries, Yearbooks etc).

approx.

1233

Total Magazines/Journals subscribed 25

Indian Journals 20

Magazines 04

Foreign Journals 01

Peer Reviewed 01

We have a good collection of volumes and of old journals as well.

4.3.3 Does the institution have in place, a mechanism to systematically

review the various library resources for adequate access, relevance etc.,

and to make acquisition decisions? If yes, give details including the

composition and functioning of library committee.

The library has a five – member in advisory committee which meets time to time

as the need arises during every session. This committee is headed by the

Convener from the teacher educator, Financial Advisor and three student

representatives from three courses. The committee meets every after two

months teacher educator and teacher trainees are provided with regular reader

advisory service and also user orientation programmes are frequently organized



to familiarize and encourage teacher trainees and staff to optimal utilizes the

library. Requirement comes from students and faculty to the librarian are noted

down and then forwarded to the convener. It is then presented in the meeting of

governing body. The annual audit of books is done in March and the report

submitted to the Governing body.

4.3.4 Is your library computerized? If yes, give details.

The library of our institute has computer for the librarian and for the students as

well. There are 10 P.Cs with internet facility for students and readers. The

institute has thought for the computerized library which will be very soon fulfilled.

4.3.5 Does the institution library have computer, internet and reprographic

facilities? If yes, give details on the access to the staff and students and

the frequency of use.

There are 10 P.Cs for students & staff members with internet facility. We have

photocopy facility for reference books, Journals, Magazine & Encyclopedia

which is not issued from library. The photocopy facility is paid & not free for the

students.

4.3.7 Give details on the working days of the Library. (Days the library is

open in an academic year, hours the library remain open per day etc.)

The library is open from 10.00 a.m. to 4.00 p.m. for teacher trainees and faculty

members on all working days. The timings are extended during the examination

period. The library is also kept open on Sundays and other holidays whenever

there is a demand from the students for studying in the reading hall and for

exchange of books.

4.3.8. How do the staff and students come to know of the new arrivals?

Staff members and students come to know about new arrivals in the library

through regular notice, display on the notice board placed in the library.

Sometimes, the librarian makes calls on the various head of the units or the

principal to inform the arrival of books they had ordered/selected. The

information in turn is displayed on the institute notice board.



4.3.9 Does the institution’s library have a book bank? If yes, is the book

bank facility utilized by the students?

The institution's library does not have any book bank facility. But the help is

provided to the student-teachers to retain the books during the examination

period. 20 set are reserved for the economically weaker students. The institution

is planning to establish a book bank in the near future.

4.3.10 what are the special facilities offered by the library to the visually

and physically challenged persons?

The institute does such special facilities offered by our library for visually and

physically challenged persons because the strength of such students is very

less. Librarian personally attends the physically challenged student-teachers. As

and when the need arises in future, required arrangements may be made within

a short period to meet the condition as per norm.

4.4 ICT AS A LEARNING RESOURCE

4.4.1 Give details of ICT facilities available in the institution (computer lab,

hardware, software, internet connectivity, access, audio visual, other

media and materials) and how the institution ensures the optimum use of

the facility.

Information communication Technology facilities are available in the Institution.

Details of all different headings are as follows:

� Computer Lab:

Physical infrastructure – Area

No. of Computers

No. of Computer with Internet connectivity

500 sq feet

30 Computers

30

� No. of seats available at a time

No. of Computer Lab instructor / Faculty

40

--

� Internet Connectivity Yes

� Audio-visual

a. Over Head Projector

b. L.C.D.

Yes

Yes

Yes



� Teaching Aids: Teaching aids are either purchased or prepared by

teacher trainees. Pictures, charts, models, maps of different countries

(political / physical) are of prime importance in the teaching- learning

process.

� Hardware: All machines have installed advanced hardware.

S.No. Hardware Numbers available

01 LCD 01

02 OHP 02

03 Scanner 02

04 Printers 05

05 Tape Recorders 01

06 DVD 01

07 Television set 01

08 Slide Projector 01

09 Sound System 01

10 Microphone 02

4.4.2. Is there a provision in the curriculum for imparting computer skills to

all students? If yes give details on the major skills included.

Yes, there is a provision in curriculum for imparting computer skills to all the

teacher trainees of B.Ed. They have a core paper (100 marks). The Teacher

trainees develop their skills to use computer peripherals like printers, scanners,

LCD projectors etc. By implementing the subject computer education basic

computer skills are imparted to the students. They are taught about information

technology, internet, e-mail etc. The students are taught about MS Word, MS

Excel, and Power Point Presentation and Application software. Various books on

computer education are also available in the library.



4.4.3. How and to what extent does the institution incorporate and make

use of the new technologies/ICT in curriculum transactional processes?

The teaching faculty and teacher trainees make use of the internet for advanced

knowledge, model lesson plans, survey of related literature for research work to

guide their research students. The institution gives utmost priority in the use of

new technology and ICT for day to day teaching. They teaches the students in

their respective teaching subjects like teaching of Social studies, Science,

English and Hindi by using transparencies, power point slides through

computers.

4.4.4 What are major areas and initiatives for which student teachers use /

adopt technology in practice teaching?(Developing lesson plans,

classroom transactions, evaluation, preparation of teaching aids)

M.Ed students use the ICT for power point presentations. The students use ICT

power point presentation in proposal presentation and dissertation viva voce as

a requirement of the university.

The B.Ed teacher trainees are required to demonstrate technology based

lessons during the internship programme through laptops, tablets and mobiles.

This provision makes the application and the use of technology a must for every

B.Ed teacher trainee. They make their lesson plans on word processor and also

prepare power point slides to deliver their lessons during micro teaching. The

teacher trainees present their class seminar through transparencies on OHP in

M.Ed. course under the observation of Professors. The D.Ed. teacher trainees

are encouraged to use the technology in at least few practice lessons and final

lessons which are activity based and more effective in learning specially Science

and Mathematics.

4.5 OTHER FACILITIES

4.5.1 How is the instructional infrastructure optimally used? Does the

institution share its facilities with others for e.g. serve as information

technology resource in education to the institution (beyond the

programme) to other institutions and to the community?



The instructional infrastructure is optimally used in various services for the

welfare of the society and to attain the objectives of the institution as conduction

of Bhagwat ceremony, meditation classes, activity classes already mentioned,

class seminars, camps and other rural development programmes.

Rather than above ones we are conducting VTP classes, literacy programe,

camps and consultancy services for villagers in additional time period for their

up-liftment. The institution shares its facilities with the community. The services

of teachers of this institute are furthered in giving extension lectures. The audio-

visual aids like charts and models prepared by the teacher trainees are donated

to the practice teaching schools and schools situated nearby the institute every

year at the end of the programme.

4.5.2 What are the various audio-visual facilities / materials (CDs, audio

and video cassettes and other materials related to the programme)

available with institution?

Teachers make utmost use of the audio- visual aids while presenting the content

before the student- teachers in the classroom. Student teachers are encouraged

by the teachers to use the audio- visual aids while presenting their class seminar

and preparation of their lesson plans and teaching aids. The various aids

available with the institution are CDs, Audio Cassettes, Models, slides, Chart on

Methods (teaching subject),

Transparencies, Slides and Lab facility for presentations Student teachers are

encouraged to use audio-visual materials to develop lesson plans, teaching aids,

instructional strategies, etc., Student teachers use audio-video materials during

practice teaching. Student teachers learn or try to adopt the expertise of

simulated teaching methods displayed through P.P.T. They are also exposed to

various types of evaluation process to measure the academic and non-academic

performance of students during teaching practice and in preparation of profile

reports.

The science laboratory is used to practice of science experiments before they

are demonstrated in the real classroom situation. The video resources prepared

by the faculty are useful models of micro lessons and classroom teaching of



various school subjects where a variety of teaching methodologies are

demonstrated. Tape recorders and audio cassettes based on school texts for

English are used by teacher trainees for microteaching to correct the

pronunciation, reading and diction. The tape recorder is also used during

practice teaching to conduct listening activity

4.5.3 What are the various general and methods laboratories available with

the institution? How are the student teachers encouraged to optimally use

them for learning including practice teaching?

The institute upgrades the facilities in laboratories according to the requirement

of the prescribed curriculum. The requirements are assessed from time to time

and new requirements determined. Management allots the required funds for

maintenance and up gradation of the laboratories.

• The institution has various general and methods laboratories to make

teaching training programme more effective. These laboratories are as

follows:

a. Socially Useful Productive Work Laboratory.

b. Psychology Laboratory

c. Science-and-Maths Laboratory.

d. Educational Technology Laboratory.

e. Language lab

The institution makes every attempt to enhance the facilities and maintain the

equipment and facilities. For this purpose, proper budget allocations are made

and are utilized. Technicians are consulted in case the equipments’

malfunctioning. They are promptly repaired. Proper safety measures are

installed for electrification of all electronic equipment.

4.5.4 Give details on the facilities like multipurpose hall, teaching aids,

workshops, music and sports, transports etc. available with the institution.

• The institution is having facility of multipurpose hall. Multipurpose hall has

seating capacity of 300-400 persons. It acts as a common ground for



students and faculty. Guest lectures, seminars and other events. It has a

large L.C.D. screen to easily access the crowd for viewing things.

• We have our own transport facility for the teachers and students who are

provided transport facility to and for the city. The Institute also provides bus

facility from adjoining schools during practice Teaching and internship

programme.

• Various indoor and outdoor games as badminton, volleyball, etc. is there and

material for games like chess, carom board is available.

• The facilities available for the teaching aids preparation as P.Cs, library

material, workshop room and lab material are provided for them for making

teaching aids.

• The work experience lab is equipped with moulds of chalk making, and

essential material of interior decoration, paper cutting and pot decoration,

preparing best out of waste and material for chart and model preparation.

Workshops on paper cutting and card board molding are organized for the

students from time to time.

4.5.5 Are the classrooms equipped for the use of latest technologies for

teaching? If yes, give details. If no, indicate the institution’s future plans to

modernize the classrooms.

The institute is planning for equipped the classrooms for the use of latest

technologies for teaching Acceding to recent changes. The institutes start with

Smart class in order to educate the students about new trends of teaching

learning process.

4.6 BEST PRACTICES IN INFRASTRUCTURE AND LEARNING RESOURCES

4.6.1 How does the faculty seek to model and reflect on the best practice in

the diversity of instruction, including the use of technology?

The faculty seeks to model and reflect on the best practice in the diversity of

instruction, including the use of technology through faculty as well as pupil

teachers. They adopt different methods of teaching and deploy different

techniques for the sake of variety in teaching and meeting multiple tastes and



liking of learners. Classroom environment is made conducive through the use of

teaching aids and activity based teaching incorporating technology.

The institute is concentrating for preparing the new learners of the 21st century;

therefore there is a shift of their focus from knowledge intensive curricula to

competency building of learners through appropriate learning provisions. Our

institution offers two languages - English and Hindi as the medium of instruction.

Most of the information available on internet is in English which becomes quite

difficult for Hindi medium students to understand. The teacher educators try their

best to give instructions simultaneously in both the languages. The teacher

trainees seek knowledge and learn to make use of other learning resources like

library, self study exercise, and internet facilities to bring diversification in the

learning and to update them with latest knowledge.

4.6.2 List innovative practices related to use of ICT which contributed to

quality enhancement.

The innovative practices related to ICT which contributed to quality

enhancement are:

• Preparation and use of transparencies

• Preparation and use of power point presentation

• Collecting information through Internet

• Student-teachers use ICT for preparing their lesson plans for seminar.

• Well equipped Educational Technology lab and computer lab with internet

facility provide the trainees to prepare lesson plans and various other

activities.

4.6.3 What innovations / best practices in infrastructure and learning

resources are in vogue or adopted / adapted by the institution?

The institution is situated in peaceful environment and free from all types of

pollution. The institution provides furnished classrooms and well equipped

laboratories for smooth functioning of teaching learning process.’ Complaint

Suggestion box' is also available in the institute premises. The needs of students

and suggestions in the suggestion box are attended on priority.



The institute is enriched with a rich and well maintained library because it is

main source of knowledge for faculty and teacher trainee. Internet facilities

available in the library. Trained and experienced staff provides required services

promptly and happily. Availability of internet facility in the library, computer

laboratory and in the administrative office provides worldwide information e-

resources at one place. Displaying newspaper clippings on the notice board

periodically.

Following are some of its future plans for the time being.

1. Change of old classroom furniture with modern comfortable as also

more durable furniture.

2. Procurement of more slide projectors, OHPs and LCDs.

3. One Video Camera (Handicam)

4. Development of subject-rooms

6. Rural development programmes.


CRITERION-V

STUDENT

SUPPORT

AND

PROGRESSION


Criterion-V Student support and Progression

CRITERION V:

STUDENT SUPPORT AND PROGRESSION

5.1 STUDENT PROGRESSION

5.1.1 How does the institution assess the teacher trainees’ preparedness

for the program and ensure that they receive appropriate academic and

professional advice through the commencement of their professional

education program (Teacher trainees’ pre-requisite knowledge and skill to

advance) to completion?

Before commencement of teaching program for D.Ed. and B.Ed. students first

we provide the orientation program regarding the course and then we assess the

students by situational questions which arise during the teaching-learning in

classrooms through discussions and guide them to conduct the Action

Researches for solving the problems in classroom. An Attitude Test is also

conducted to know their areas of interest.

For the M.Ed. programme an interview is conducted for the assessment of

teacher trainees’ knowledge. In the starting of every session fresher talent hunt

programme is also conducted by the Institute to know the potential of the

teacher trainee’s and afterwards during the session the strength and weakness

of the students are gathered by various competitions and then the educators

provide suggestions to cope up with the problems and motivate the students to

enhance their strengths.

The institution also makes the teacher trainees aware of the differences of the

teacher course from that of general degree courses that they have undertaken

prior to the teacher training course.



Commencement of Course

Orientation on Self Introduction Introduction by

B.Ed. course of teacher trainee subject expert

Orientation of Orientation on Elective Orientation on social

Method choice subjects & practical work service &

Curricular activities

choice

Internal assessment of preparedness and advice

During implementation of syllabus

Part I Part II Part III

Theory Papers Tests/Tutorials Practice Lessons

Staff meeting on Planning and Implementation

Orientation-General and Group wise(Practice teaching)

Implementation

Feedback

Teacher trainees are given orientation by the faculty before commencing any

curricular aspects. The teacher trainees’ preparedness is assessed and

guidance is provided on the basis of need. The feedback obtained from these

meetings help in planning and execution.

5.1.2 How does the institution ensure that the campus environment

promotes motivation, satisfaction, and development and performance

improvement of the teacher trainees?

� The campus is very clean, environment friendly and spacious. This creates a

conducive and peaceful environment for proper curricular transaction. The

institution is situated in green and pollution free surroundings. There is

adequate space for playground and parking of vehicles.



� The new comers participate in orientation programme which is conducted

during the first week of academic session. They come to know of different

programmes including curricular and co-curricular activities.

� The classrooms are spacious. Benches and furniture in the classroom are

comfortable.

� Lectures on current educational topics are organized. Experts and resource

persons are invited to speak on current trends.

� The department of discipline emphasizes on punctuality and proper dress

code. All activities are properly planned and executed under the guidance of

their committee.

� The Talent Hunt is carried by a Team of members in which various activities

are undertaken in talent hunt as Mehndi Competition, Rangoli, Best of

Waste, Flower Arrangement, and debate, Singing, Essay Writing.

� Speech, Mono Acting, Mimicry, Plays and sports etc. It explores the innate

talent of the individual.

� On the basis of academic year plan and time table for curricular and co-

curricular activities are organized.

5.1.3 Give gender wise dropout rate after admission in the last five years

and list possible reasons for the drop out. Describe (if any) the mechanism

adopted by the institution for controlling the drop out.

The dropout rates in the last three years were as follows:

Academic Year Programs Total

2009-10

D.Ed

B.Ed.

M.Ed.

-

-

-

2010-11

D.Ed

B.Ed.

M.Ed.

-

-

01

2011-12

D.Ed

B.Ed.

M.Ed.

-

01

-



Possible reasons for dropouts could be as follows:

� Marriage: The female trainees drop out after they get married and / or the

family members refuse to let them continue further education.

� Health problems: Poor health of some teacher trainees’ interferes with

various activities that need to be completed during the training period.

Mechanism for controlling drop outs-

The institution tries to avoid drop outs as far as possible by adopting the

following strategies-

� Investigating problems of teacher trainees and by providing counseling

service

� Consultation and cooperation with parents. The guardians, parents and

relatives are called and counselled so that teacher trainees complete the

course successfully, in case of any family problems.

5.1.4 What additional services are provided to teacher trainees for enabling

them to compete for the jobs and progress to higher education? How

many teacher trainees appeared / qualified in SET / NET, Central / State

Services through competitive examination in the last two years?

Additional Services provided to the students are as follows:

1. Educational Visits

2. Free Internet Access

3. Spoken English Course

4. B.Ed. students are encouraged for M. Ed. course

To compete for the jobs:

• The placement cell provides information about job opportunities.



• It provides guidance about giving interviews and skills that need to be

mastered to give interviews. The teachers appear for the NET/SLET

competitions.

5.1.5 What percentage of teacher trainees on an average go for further

studies / choose teaching as a career? Give the details of the last three

years.

Majority of teacher trainees opt for teaching profession. Few of them continue

further studies whereas some of them opt for jobs in professions other than

teaching. The institute does not have the official track for it but it is committed to

help professional growth.

5.1.6 Does the institution provide training and access of library and other

education related electronic information, audio/video resources, computer

hardware and software related and other resources available to the student

teachers after graduating from the institution? If yes, give details on the

same.

The teacher trainees who have taken admission in the institution can avail the

library and electronic facilities during the given tenure. Most of teacher trainees

come to refer research report and thesis.

5.1.7 Does the institution provide placement services? If yes, give details

on the service provided for the last two years and number of teacher

trainees who have been benefitted.

Although we don’t have the formal placement cell in our institution but still it is

working on the basis of contacts approach of the schools may be private or

government. Sometimes the private schools approach the institute for the

appropriate candidates. The institute accordingly makes due recommendation of

the candidates for appointment in private schools. The interested candidate’s

names are recommended. The institute is also providing training to students in

interview facing techniques & C.V. writings.



5.1.8 What are the difficulties (if any) faced by Placement Cell? How does

the institution overcome those difficulties?

Refer to 5.1.7

5.1.9 Does the institution have arrangement with practice teaching schools

for placement of the student teachers?

In this regard the institute is very lucky that students are absorbed in some of

these schools according to the performance of the students during practice

teaching. The selection is done on contractual basis because the practice

teaching schools are mostly government schools. According to their

requirements they demand the subject teachers.

5.1.10 what are the resources (financial, human and ICT) provided by the

institution to the Placement cell?

Internet services are easily accessible for the functioning of the placement cell to

know the vacancies in good schools. The students are informed about it. The

institute gathers information from the various

5.2 STUDENT SUPPORT

5.2.1 How are the curricular (teaching – learning processes), co-curricular

and extracurricular programs planned (developing, academic calendar,

communication across the institution, feedback) evaluated and revised to

achieve the objectives and effective implementation of the curriculum?

The planning and evaluation of the curriculum is done by the Academic Planning

Committee. The committee consists of Principal, faculty nominated by the

Principal and one Administrative Head. For the effective implementation of the

curricular, co-curricular and other activities, the institution systematically plans all

the activities in its academic calendar of the year. If need arises, necessary

modifications are made in the academic calendar to achieve the objectives of

the curriculum and effective implementation of all the activities under the

guidance of IQAC cell.



Various co-curricular & extra – curricular activities including extension lectures,

community participation, organization of morning assembly, time table,

examination schedule, sports, celebration of important days such as Science

Day, Republic Day, Environment Day, Hindi Week etc., are well planned in

advance by the committee in the beginning of the session. In spite of all the

various competitions like Quiz competition, Speech, Drama / Skit, drawing &

painting etc., are also planned in advance and all this planning is communicated

well in time to the students, teachers and administration for their reference.

Feedbacks from faculty are noted on the basis of the performance and

participation at the end of the activity.

Various committees are formed by the institution for successful implementation

of the curricular, co-curricular and extra-curricular activities mentioned in the

academic calendar and feedback from different cell helps in evaluation of each

programme. Each committee is headed by a convener and to assist him/her

there are teacher-educators are as members. The various committees

constituted for the purpose are:

S. No. Committee /Cell/ Unit

01 Admission Committee

02 Discipline Committee

03 Academic Committee

04 Activity Committee (C.C.A)

05 Cultural & Sports Committee

06 Examination Committee

07 Grievance Redressed Committee

08 Guidance & Counseling Committee

09 Research Committee

10 Anti Ragging Cell



5.2.2. How is the curricular planning done differently for physically

challenged teacher trainees?

The institute has provision of class room and tutorial room in ground floor for the

physically challenged teacher trainees admitted in the institution. But they are

not given any relaxation in their academic work and also in the completion of

their practical and practice teaching lessons.

5.2.3 Does the institution have mentoring arrangements? If yes, how it is

organized?

Mentoring of the students is done on the basis of assessment done individually

before the commencement of the course. This department plans and

implements the mentoring program which is as follows:100 teacher trainees are

divided into 13 to 14 groups called as ‘Dairy Cell

Group’. 13-14 teacher trainees and a teacher educator constitute a dairy cell

group. A dairy is given to each teacher trainee to keep a daily record of lectures

attended, lessons conducted, practical work and participation in curricular, co

curricular and extra -curricular activities. The record is checked at the end of

every week by the teacher educator acts as the mentor for the academic year

and discusses with the teacher trainees about their problems and guide them in

the meeting on the fourth Saturday of every month.

Tutorial Groups:

All the students of the institute are divided into various Tutorial Groups. Each

tutorial group has a mentor (teacher in-charge) for the guidance and motivation.

The students present and discuss their tutorials in front of peer group. In addition

teacher educator encourages the students for the participation in various

activities of the institute.

5.2.4 What are the various provisions in the institution which support and

enhance the effectiveness of the faculty in teaching and mentoring of

teacher trainees?



The qualified and experienced faculty is always ready to enhance the

effectiveness in teaching, research and extension. Workshops and Seminars are

organized on new trends, new syllabus for the faculty of the institution. The

faculty members also attend workshops, seminars and conferences for their

professional development. These experiences are shared with other faculty

members through meetings.

5.2.5 Does the institution have its website? If yes, what is the information

posted on the site and how often is it updated?

Yes, the institution has a website. http://www.mateinstitute.org

The following information has been posted on the website:

� Vision, Mission

� Courses

� Admission process

� Society

� Board of Governance

� Infrastructure

� Address and contacts

� Recent Events

The website is regularly updated.

5.2.6 Does the institution have a remedial program for academically low

achievers? If yes, give details.

The institution has a remedial program for academically low achievers

The weaknesses of the students are diagnosed through the class tests,

seminars, oral testing, and Pre-university test and through practical work. After

diagnosing the weaknesses, appropriate remedial teaching is provided to the

low achievers through following strategies:

1. Providing extra time to such students.



2. Motivating student teachers to visit Library frequently.

3. Assigning them more practical and field work.

4. Providing necessary guidance for examinations & other works.

5. Providing such conducive environment in which they feel free to consult

their concerned teacher.

5.2.7 What specific teaching strategies are adopted for teaching – a)

Advanced learners b) Slow learners?

The teaching strategies are developed as per the requirements and pace of the

learners. Extra time is provided to slow learners to finish off their work. Special

classes and tutorials are arranged for the betterment of slow learner and also

through guidance and counseling. Proper support and motivation is given to the

advanced learners. They are provided with extra work relating to curricular and

co-curricular activities thereby distributing and using their talent & creativity in

other constructive works relating to education to enhance their confidence level.

5.2.8 What are the various guidance and counseling services available to

the teacher trainees? Give details.

Guidance is given about application procedures and interview preparation to the

teacher trainees. The mentor is able to provide the right kind of counseling and

feedback to these teacher trainees. The various guidance and counseling

support the student-teachers in their personal, academic & social matters. They

are guided to be self independent and told about the benefits of further

education and higher education in this field. They are assisted to appear for

various competitive examinations conducted by the state and central

government for filling in various teaching and administrative posts.

5.2.9 What is the Grievance Redressal Mechanism adopted by the

institution for teacher trainees? What are the major grievances redressed

in the last two years?

In the last two years, the institution has redressed the grievance related to

library, internet and the distance of institute from city is solved through Open

House session and provide them proper facility. The institute is fortunate enough



to have received no complaints regarding discipline, ragging, eve- teasing, etc.

Many times the problems are posted in the Suggestion and Complaint box and

the cell takes care of them.

Teacher Trainees Open house session HOD of Redressal

of the Institute. Teacher educators Grievance

Coordinators of comm.

In case if the problem is not solved by grievance redressal committee then the

problem is forwarded to the principal & if still it is not solved then forwarded to

the Board of Governance for final decisions.

5.2.10 How is the progress of the candidates at different stages of program

monitored and advised?

The progress of the candidates at different stages of program are monitored and

advised during the presentations of micro lessons, integrated lessons. School

lessons are conducted during the internship and block teaching sessions where

the progress of the teacher trainees is minutely and carefully monitored by

teacher educator. The social and cultural progress is monitored through their

participation and performances in co-curricular activities and various

competitions conducted in the institute and the theory part is assessed through

tests and assignments.

5.2.11 How does the institution ensure the teacher trainees’ competency to

begin practice teaching (Pre – practice preparation details) and what is the

follow up support in the field (practice teaching) provided to the teacher

trainees during practice teaching in schools?

The institute aims to develop the professional skill and teaching values in the

students. The students are then exposed to Bloom’s Taxonomy or setting

objectives and practical exercise in writing teaching concepts at various levels

as demonstrated by faculty. The component of seven basic skills and their need

and importance is conveyed to the teacher trainees’ followed by the

demonstration. Each skill is given by the teacher trainee to complete the micro-

teaching cycle. Every teacher trainee get competency in different skills. The



integration lesson demonstration is given first by the faculty and then by the

teacher trainer followed by feedback given verbally and through observation

table. The integration lesson is the base of macro lessons and Simulated

Teaching Practice is conducted before going to school for practice teaching.

A teacher-educator monitors the student-teacher in the schools and also

identifies the problems faced by them to provide support and make necessary

arrangements in the field. The mentor teacher monitors all the daily activities

and lessons of the student teachers and provides feedback to them accordingly.

The student teachers are encouraged to participate in schools' various activities

like morning assembly, mid-day meal, school functions, sports meets etc.

5.3 STUDENT ACTIVITIES

5.3.2. How does the institution encourage students to participate in extra

curricular activities including sports and games? Give details on the

achievements of students during the last two years.

The institution considers it significant to provide opportunities and nurture innate

talents in teacher trainees along with the training for teaching profession.

Competitions like debates, essay writing, elocution, drama, skit, art and sports

are organized. Emphasis is laid on activities related mostly to educational based

topics. Ample amount of time is given for practice. The faculty encourages and

guides the teacher trainees to perform suitable entertaining programs of music

and dance during the annual gathering of the institution. Certificates and awards

are presented to the winners and are felicitated by the guest or the head of the

institution. The in-house records of the participants in C.C.A. are enclosed along

with the C.C.A. report.

5.3.3 How does the institution involve and encourage teacher trainees to

publish materials like catalogues, wall magazines, institute magazine and

other material. List out the major publication(s) / materials brought out by

the teacher trainees during the previous academic session.

Institution encourages its students to practice creative writing and contribute to

their thoughts in different topics and contribute in college magazine. Reports on



educational tour and visits are also prepared and submitted by the students to

the concerned teacher in-charge. They are free to expose their views and

thoughts through Display Board and Bulletin Board. The Institute encourages its

students to contribute in the form of articles, poems for the institute’s magazine

and for the local news papers. They are also encouraged to write essays

which at times form part of competition. The institute encourages students for

the Annual magazine Samay’. All the things are done by the students like the

editorial board, call for the articles, poems and puzzles etc .The students are

solely responsible for the magazine.

5.3.4 Does the institution have teacher trainees’ council or any other

similar body? Give details on constitution, major activities and funding.

The student representatives act as a bridge between students and the faculty

members, and the institute (Diary cell). They coordinate various activities and

responsibilities endowed by the faculties to them. Meeting of the representative

body and institute administration takes regularly to solve out different activities

and its related problems of the institute. Funding of various activities undertaken

by the students’ representative body is made by the institution.

Major Activities

Day Celebration

Important days are celebrated by the institution. All teacher trainees are

encouraged to participate and conduct the program.

Publication of Annual Magazine

Articles written by teacher trainees and faculty in Hindi and English are

published in the magazine ‘ Samay’.

Educational Visits

The department organizes educational visits to special schools

organizations and around Indore city.

Blood Donation Camps



A sense of kindness is created through the blood donation camps organized in

the institution. “Tears of a mother cannot save her Child. But your Blood

can.”

Social Evils Awareness Activity

While survey the evils which we observed in rural areas as early marriage , no

family planning, girl’s education , child labour ,de-addiction and Dowry system

etc. Regarding above mentioned evils our B.Ed. and D.Ed. students had given

awareness through campaigning, street plays and poster making.

Health Services

The use of first aid and importance of vaccination and polio drops awareness

given to them by our students with the help of NUKKAD NATAK by our B.Ed.

students. They also provided the importance of nutrition especially for the

growing children and their mother. Eye check up and Blood donation Camp

organized by our institution with representatives.

Cleanliness Camp

This camp is organized by our students to awake the importance of cleanliness

in daily life in near by villages. And some of the dustbins are donated by our

management.

Tree Plantation

In our campus we organized Tree Plantation on the Institute Foundation Day of

our institute. Our Trainees had contributed their work for planting herbal and

medicinal plants.

The cultural and sports activities as well as various competitions are organized

by the different committees.

5.3.5 Give details of various bodies and their activities (academic and

administrative) which have student representation on it.



The Diary Cell group gives suggestions for betterment of administration. Earn

and Learn Scheme also involves the representation of teacher trainees in

collaboration with the teacher educator. In the social service, health program,

psychological experiments, micro teaching, and internship program and their

groups are assisted by the teacher educator. The student representatives

communicate the grievance of students to the faculty-in-charge of Grievances

Committee who passes the information to the Principal and ultimately to the

management representative. Students’ representative in Editorial board collect

the articles written by the students, edit the articles collected by them before

submitting to the editor who ultimately will select the article.

The institution provides an opportunity to all the students for being part of almost

every activity and in committees like Discipline Committee, Sports and Cultural

Committee, Anti-ragging Committee ,Research cell , Grievances Committee,

Academic cell etc.

5.3.6 Does the institution have a mechanism to seek and use data and

feedback from its graduates and from employers to improve the

preparation of the program and the growth and development of the

institution?

The institute has a mechanism in place for seeking and using data and feedback

from the graduates and the employers for using it for institutional growth and

development.

The feedback of each student is gathered at the end of each academic year in

written form. "Complaint & Suggestion Box" is available where students can put

their suggestions & feedback with or without their names. From the current

session institution has devised to collect feedback from the following areas:

1. Feedback on Practice Teaching by Teacher Educators

2. Feedback on Practice Teaching by Staff of Practice Teaching Schools

3. Student Feedback on Faculty and Curriculum



The feedback of teacher in-charges of practice teaching schools help many of

the students of the institute to get absorbed by such schools. Heads and

management of such schools interact with the teacher in-charge and furnish

relevant information.

The collected information analyzed and recorded by the institute and all relevant

suggestions are taken into consideration while making preparation of the

programme and the development of the institution in the next planning under the

guidance of IQAC.

5.4 BEST PRACTICES FOR STUDENT SUPPORT AND PROGRESSION

5.4.1 Give details of institutional best practices in student support and

progression.

In our institution ICT based learning is also promoted to the students please

refer 2.6.1 for detail.

Books and modules are provided to the needy students by the teacher

educators. Though we are not having any record for this purpose because we

are considering as a social service. The institute provides vocational training

programme to the interested rural areas students who are not able to go in

urban areas to seek this opportunity easily. The Guidance and counseling cell is

taking care of them.

Vocational Training Course:

S.No. Courses Entry Level Qualification

01 Spoken English & Communication Skills 7th Pass + minimum 16 yr

02 Computer Foundation M.S. Office &

Internet

8th Pass +minimum 14 yr

03 Tally 10th Pass + minimum 14 yr

04 Yoga Therapist 10th Pass



Our future plans for the support of villagers -On the demand of rural areas the

institute is very much interested to open a new school with the vision,“

SPECTRUM OF LEARNING” which is concerning with the all round

development of the child.

Students are also encouraged to learn “cooperatively’ in and outside the

classroom, or wherever they are. The institute seeks to promote ‘Multi-cultural

values’, and ‘Democratic ways’ of thinking and living in order to promote peace

and respect for a dignified peaceful co-existence. Expert lectures on ‘Women

Empowerment’ are also organized for female teacher trainees to make them

aware of the importance of sound physical and mental health. This will help in

their personality development.


CRITERION VI:

GOVERNANCE

AND

LEADERSHIP


Criterion-VI Student Support and Progression

CRITERION VI:

GOVERNANCE AND LEADERSHIP

6.1 INSTITUTIONAL VISION AND LEADERSHIP

6.1.1 What is the institution’s stated purpose, vision, mission and values?

How are they made known to the various stakeholders?

Vision

The vision of institute is to create excellence in teacher education and in social

liabilities with advancement of knowledge through research to give height to the

country with global progress.

Mission

• To assist in preparing outstanding educators, scholars and researchers.

• To ensure all round development of pupil-teachers.

• To make education purposeful, participatory and enjoyable by employing

technology.

• To conduct research in emerging fields of education leading to

innovations.

Objectives

• To develop professional competencies and well skilled pedagogy to the

teacher trainees.

• To organize social activities on important social issues for the welfare of

the society.(such as family planning, health and sanitation, green earth

awareness, de-addiction and rural development etc).

• To provide quality education of global standards with latest technology,

inculcating values and patriotism and channelizing the energy of youth in

the right path of service and sacrifice for the nation and the society.



• To provide leadership in the improvement of teaching, learning and the

assessment of educational outcomes across the life span through

research and technology.

• To sustain a caring, supportive climate through out the session.

Values

• Academic excellence and integrity.

• Outstanding teaching and service.

• Individual and collective excellence.

• Scholarly research and leadership.

• Integration of teaching research and service.

• Patriotism, national integration, social justice and equity.

• Education of individuals across the life span.

6.1.2 Does the mission include the institutional goals and objectives in

terms of addressing the needs of the society, the students it seeks to

serve the school sector, educational institution’s traditions and values?

Yes, mission includes the institute’s goals and objectives. It is one of the stated

aims and objectives. The institute aims at holistic development of its students

and seeks to equip them with knowledge and potentialities to meet the school-

based societal requirements and serve the schools with determination and

commitment.

6.1.3 Enumerate the top management’s commitment, leadership role and

involvement for effective and efficient transaction of teaching and learning

processes (functioning and composition of various committees and board

of management, BOG etc.)

In the beginning of every academic year, the Principal presents the budget and

gives an outline of the academic plan to be perused in a particular year in an

official meeting with the management .The Principal allows adequate freedom to

the staff and gives a freedom to carry out their duties in a manner that fulfils the

desired goals of the institution. At the end of session, the Departments meet for

annual evaluation and planning. The Principal along with IQAC cell also meets



the staff in a year end meeting to check the objectives and achievements and

makes a comparison with the goals set at the beginning of the year.

� The Management’s Commitment:

♦ To impart quality teacher education to the youngsters, creator of next

generations India, as vision of Dr. Abdul Kalam ‘India in 2020’.

♦ To develop socially responsible teachers,

♦ To promote values into the student-teachers and teacher educators,

♦ To inculcate the spirit of service to the society among teachers trainees

and teacher educators,

♦ To elicit the co-operation of all stake holders.

♦ To providing updated information and knowledge through regular

courses, workshops, seminars and extension lectures.

♦ To develop this institute as a centre of excellence in the field of teacher

education.

Composition & Functioning of Board of Governance

_ Composition

S. No Office Bearer Designation

01 Shri. Ram Babu Sharma Chairperson

02 Mr.. C.P.Mehta Secretary

03 Mr.N. R. Vyas Finance Officer

04 Mr. Ganesh Sharma Member

05 Mr. Atul Pathak Member

06 Dr. Sunil K. Mehra Principal

07 NCTE nominated Member

08 DAVV nominated Member

� Functioning

Management provides infrastructure and financial aids to the institution for

carrying out teaching - learning process smoothly. The management works in a



democratic manner, decision making is transparent and participatory. The

dedication and commitment of the management indeed contributes to the

efficiency and excellence of the institution.

Internal Quality Assurance Cell (IQAC):

Recently the institution has established the Internal Quality Assurance Cell

(IQAC) on 26 June 2013 and the present composition of IQAC is given below:

� Chairman (Board of governance) : Mr. Rambabu Sharma

� Secretary (Board of governance) : Mr. Chandra Prakash Mehta

� Group Director of Institute : Mr. Ganesh Sharma

� Senior Administrative Officer : Mr. N.R. Vyas

� Teacher educators:

1. Dr. Sunil Mehra

2. Mr. R.S. Panchal

3. Mrs. Priti Banerjee

4. Dr. Sunita Shrivastava

5. Dr. Shivani Shrivatava

� Nominees of the Society : (1) Dr. Surendra Bhardwaj

(2) Dr. Namrata Sharma

� Coordinator : Mrs Vibha Singh

Several activities undertaken under the guidance of IQAC

Our institution is a teacher training institute affiliated to University of DAVV and

we follow the syllabus framed by University of DAVV In the beginning of the

academic year, all the curricular and co-curricular activities are planned

according to the syllabus In the first faculty meeting, the work load is distributed;

departments assigned; the faculty informed about the courses to be taught and

the respective department activities to be undertaken. Each department in

charge plans the activities under the guidance of I.Q.A.C. Micro teaching, all

types of practice teaching planning and internship program is properly planned

and effectively executed by the faculty. All other activities such as internal



examinations, Content Enrichment Program (CEP), Content cum Methodology

Program (C.C.M), Social Service (SS) Psychology Experiments, and T.B.T.

Practical are also effectively planned and executed under the guidance of

I.Q.A.C.

6.1.4 How do the Management and Head of the institution ensure the

responsibilities are defined and communicated to the staff of the

institution?

The management co-ordinates with the Principal throughout the year and keeps

track of the various activities of the institute. Besides, the Principal also informs

the management about the proceedings of the institute and passes on whatever

information he gathers from reliable sources to the management for their perusal

in action. The responsibilities have been defined by the University as well. These

are communicated and defined by the Principal at the time of new appointment

and at the beginning of the new academic year to the faculty and through out the

year during meetings and circulars.

6.1.5 How do the Management / Head of the institution ensure that valid

information (form feedback and personal contacts etc.) is available for the

management to review the activities of the institution?

The Management does 3600 review to verify all the information getting from the

staff. Meetings provide common platform to the management and the faculty

members. The valuable suggestions furthered by the management, becomes

the planning of agenda of the meetings and then the decisions are taken and

review of various activities is made. The proceedings of the staff council

meetings and meetings of various committees are forwarded to the

management. By this the valid information is available for the management to

review the activities of the institution.

6.1.6. How does the institution identify and address the barriers (if any) in

achieving the vision/ mission and goals?

The institution workout on daily basis and talk to the relevant person and

authorities to get the possible solution in solving the problems. The barriers in

achieving the vision, mission and goals are discussed among the concerning



authorities and solve it out.. The Board of Governance along with all the

functionaries and the faculty members work as a team. They try to perceive the

problems in advance and provide preventive or reformative solutions.

6.1.7 How does the management encourage and support involvement of

the staff for improvement of the effectiveness and efficiency of the

institutional processes?

The management permits all staff to participate and attend the various seminars

and workshops. It also promotes and encourages the staff for their professional

growth. The faculty is also appreciated in the annual program for their

achievement in the field of education.

6.1.8 Describe the leadership role of the head of the institution in

governance and management of the curriculum, administration, allocation

and utilization of resources for the preparation of students.

A community of leaders is a vision of what might become a condition of

organizational culture in the 21st century. The principal plays a role of mediator

between management and employers or students of the institute. He participates

in management meetings or meeting with top management. He represents the

staff and students and conveys their views. He plays a role of bridge between

both the sides and coordinates the things in order to obtain optimum satisfaction.

Principal provides administrative and academic leadership in association with

the various faculty members.

He continuously supervises the working of teaching and non-teaching staff and

gives suggestions for their improvement. The head of the institution constituted

various committees for coordination and better supervision. The

recommendations of these committees are considered and approved in the

meetings headed by the Principal. He also distributes various duties regarding

academic program among the teacher educators and administrative staff.

Successful shared governance leaders know that optimal participation in

decision making yields greater productivity, job satisfaction, and organizational

commitment. Furthermore, it appears that shared governance leaders create a

community of leader that offers independence, interdependence and

resourcefulness.



6.2 ORGANIZATIONAL ARRANGEMENTS

6.2.1 List the different committees constituted by the institution for

management of different activities and give details of the meetings held

and the decision made regarding academic management, finance,

infrastructure, faculty, research, extension and linkages and examinations

during the last year.

Institutional academic and administrative decisions are taken collectively through

faculty meetings, meetings of different cell and department committee. Many

other committees are constituted for various purposes. Some of these are listed

below:

i. Admission Committee

ii. Discipline Committee

iii. Academic Committee

iv. Activity Committee (C.C.A.)

v. Cultural and Sports Committee

vi. Examination Committee

vii. Grievance Redressal Committee

viii. Guidance and Counseling Committee

ix. Research Committee

x. Anti-ragging Cell

xi. Library Advisory Committee

6.2.2 Give the organizational structure and the details of the academic and

administrative departments of the institution

The institution has a well established organizational structure as per the Board

of Governance guidelines and governance system for planning, implementing,

monitoring and evaluating the administrative and academic functions of the

institution.



The organizational structure is given in the figure below.



6.2.3 To what extent is the administration is decentralized? Give the

structure and details of its functioning.

All the committees work in co-ordination and are decentralized for better results

as have been mentioned in 6.1.3, 6.2.1 and 6.2.2.Planning for the

administrative, academic and curricular activities are decentralized as the

finalization of planned activities are done in staff meeting unanimously. The

institutional management has been delegated to the faculties. They are

responsible for looking after these aspects.

6.2.4 How does the institution collaborate with other sections /

departments? And school personnel to improve and plan the quality of

educational provisions?

The institution collaborates with the school personnel through meetings held

regularly for doing necessary improvements in the field of teacher education.

The school personnel give feedback about teaching practice. The teaching aids

like charts and models are distributed to the schools. During teaching practice

the teacher trainees of the institution are provided a platform to participate in

different activities of the school. They maintain the student discipline and also

help in serving mid- day meal during teaching practice. Cleanliness of school

campus and plantation in school premises is done by the teacher trainees during

block teaching session.

6.2.5 Does the institution use the various data and information obtained

from the feedback in decision-making and performance improvement? If

yes, give details

Yes, the various data and information obtained becomes very essential for

further improvement in different aspects of curriculum, teaching-learning process

and assessment. Interaction with the IQAC also facilitates the development

process of the Institution and improves its educational services. Through diary

cell meetings, teacher trainees give feedback about activities conducted,

infrastructural facilities and about the availability and utility of learning resources.

Thus, the institution conducts feedback sessions at various levels and works

with a democratic outlook.



6.2.6 What are the institution’s initiatives in promoting co-operation,

sharing of knowledge, innovations and empowerment of the faculty? (Still

sharing across departments’ creating / providing conducive environment)

Successful leadership in democratic situation minimizes constraining forces to

people participation to ensure that shared governance practices are

strengthened. Empowerment is thus naturally achieved in shared governance

leadership. Sharing authority as well as responsibility more fully with team

members across roles and hierarchical levels will create organizations and

systems that look very different from those of 19th century. The leader will need

to see that the necessary decisions are taken with optimal utilization of team’s

potential.

The institution promotes cooperation and sharing of knowledge across the units.

It is mentioned under 6.2.4 as to how the institute cooperates and shares

knowledge across the units. The teachers use their free time at the institute

productively; they are encouraged to make use of the library after the teaching

hours. The institute invites expert guest lecturers, and professionals from

different fields. All the members of the staff and the students together are invited

and encouraged to participate in such events. This is how they get benefited as

their areas of the interest expand. The institute even sends the Professors of

institute for presentation of papers in National and International Seminars.

6.3 STRATEGY DEVELOPMENT AND DEPLOYMENT

6.3.1 Has the institution an MIS in place to select, collect align and

integrate data and information on academic and administrative aspects of

the institution?

Yes, the institution has an MIS in place for activities. In computer all the data &

records are stored to get the information correctly & effectively. Institute has

recently integrate a software for all the administrative activity which is on testing

phase right now.



6.3.2 How does the institution allocate resources (human and financial) for

accomplishment and sustaining the changes resulting from the action

plans?

Various committees of the institution are entitled to assess and recommend the

resources needed for carrying out the academic and co-curricular activities. The

concerned committees forward the recommendations to the Principal and then

the management Members consider the recommendations for allocation of the

Human and financial resources.

6.3.3 How are the resources need (human and financial) to support the

implementation of the mission and goals, planned and obtained?

Fully living your vision before it actually happens is a very important component

of achieving success. Unless the leader has some picture in his mind it cannot

be vision and will remain a set of words. So when you say you want to b e

happy, imagine what you will look like being happy once you have a vision of

success.

An institutional academic plan for the whole session is prepared by the

academic body of the institution for the implementation of mission and goals in

which the activities related to teaching- learning, curricular and co-curricular are

planned. Teacher-in-charges of various committees and head of the institution

examine the need and then prepare proposals for supporting the implementation

of the mission-goals as planned.

6.3.4 Describe the procedure of developing academic plan. How are the

practice teaching school teachers, faculty and administrators involved in

the planning process?

The design and schedule of the academic plan is initially given shape, although

in parts, by various committees. Each committee makes its observations and

recommendations in the area of its operation. Different teacher-in-charges

submit their own proposals along with justification. All these are put together for

institutional planning. The principal distributes the responsibilities of academic

programs to all the faculty members. The practice lesson and internship



department organize the meetings of headmaster and teachers of the concerned

school where the convenient dates for lessons are finalized.

6.3.5 How are the objectives communicated and deployed at all levels to

assure individual employee’s contribution for institutional development?

The objectives are communicated at all levels by conducting meetings,

circulating notices regularly, and by closely monitoring the level of

implementation after the meetings. Oral communication is done through faculty

and staff meetings. The important notices are displayed in the library and notice

board.

6.3.6 How and with what frequency are the visions, mission and

implementation plans monitored, evaluated and revised?

The frequency of monitoring, evaluating and revising the implementation plans

of vision and mission depends on the emergent needs and it is not limited or

confined to a specific number. The implementation of plans is monitored

throughout the year by the coordinators of various committees.

The principal conducts term end meetings. The plan which was discussed in the

beginning of the academic year is evaluated in this meeting and finalized by the

IQAC. Coordinators of various committees the principal takes feedback about

the academic plans from the students as well.

6.3.7 How does the institution plan and deploy the new technology?

The institutional plan includes every latest instructional aid to upgrade the level

and effectiveness of classroom interaction and instructions in terms of learning

outcomes. The institution has O.H.P., LCD, desktop, Xerox machine that is used

for ET. Labs and office related work. The institution always tries for the optimum

utilization of this technology in teaching, learning and research process.

6.4 HUMAN RESOURCE MANAGEMENT

6.4.1 How do you identify the faculty development needs and career

progression of the staff?



Performance of the staff shown in the management review helps in identifying

the faculty development needs. These needs generally include the changes in

the syllabus, technological needs, guidance and observation of new types of

lessons like team teaching and models of teaching lessons through PPT.

The staff members attend other conferences, seminars and workshops for

helping in their professional progression. The experts are also invited to give

talks for the enrichment of students and faculty members. Different provisions

and facilities like internet facility, study leave, special casual leave etc. are

provided to them.

6.4.2 What are the mechanisms in place for performance assessment

(teaching, research, service) of faculty and staff? Does the institution use

the evaluation to improve teaching, research and service of the faculty and

other staff?

For performance assessment of faculty, at the end of academic year,

comprehensive evaluation by teacher trainees is taken in the written form. It

includes performance in teaching–learning, interaction; update knowledge,

guidance work, assessment work and personality. Initiation of innovative

performance, Seminar presentation also shows the performance assessment of

the faculty.

The institute has suggestion box for volunteering suggestions on the

performance of the faculty from any stakeholder. Students’ feedback is a regular

practice and they are free to communicate to the principal.

6.4.3 What are the welfare measures for the staff and faculty? (Mention

only those which affect and improve staff well being, satisfaction and

motivation)

Staff is constantly motivated and given full freedom to teach and work in their

zone of comfort. Faculty is promoted according to its qualification, experience

and performance based on merit. The institution encourages the teachers to

undertake and successfully complete the research programmes like M. Phil and



Ph.D. along with their teaching. Teachers are provided with internet access

facility and consultancy from the principal directly. Transport facility is provided

for the staff.

6.4.4 Has the institution conducted any staff development program for skill

up gradation and training of the teaching and non-teaching staff? If yes,

give details.

The management has arranged computer courses for the staff members to

encourage the use of innovative techniques in teaching learning process. To

enhance their skill separate yoga classes are organized for their mental &

physical fitness.

6.4.5 What are the strategies and implementation plans of the institution to

recruit and retain diverse faculty and other staff who have the desired

qualifications, knowledge and skills (recruitment policy, salary structure,

service conditions) and how does the institution align these with the

requirements of the statutory and regulatory bodies (NCTE, UGC,

University etc.)

The vacant posts are advertised in leading newspapers. Applications are invited

on eligibility basis and then interview is conducted by the selection committee.

The rules and regulations established by NCTE and University for recruitment

policy, service conditions are followed by the institution.

6.4.6 What are the criteria for employing part time /Adhoc faculty? How are

the part-time / Adhoc faculty different from the regular faculty? (e.g. salary

structure, workload, specializations)

The part time and Ad hoc Faculty is appointed as per the requirements and

vacancies. The criteria followed for the recruitment are as under:

According to the rules, regulations, norms and the reservation policy

decided by the Government

Experience and qualifications requirements for the teacher educators



Regular and Ad hoc Faculty:

The part time and ad hoc faculty is given consolidated salary decided by the

institution and the regular faculty draws salary according to the structure fixed by

the government. The workload for regular and ad hoc faculty includes teaching,

guidance, observation and evaluation. Only the total number of working hours

varies for part-time and regular faculty.

6.4.7 What are the policies, resources and practices of the institution that

support and ensure the professional development of the faculty?

The institute allows study / duty leave to the teachers attending UGC sponsored

national seminar. Library rules are sometime softened and teachers are allowed

to take more than their allotted number of books for the purpose of research.

Guest lectures are arranged on different subjects.

6.4.8 What are the physical facilities provided to faculty? (Well maintained

and functional office, instructional and other space to carry out their work

effectively).

The staff room has separate partition with proper seating arrangement, well

furnished principal office, institute office with all necessary amenities, completely

equipped laboratories, classrooms and well stocked library are provided to

facilitate the faculty members for imparting their duties.

6.4.9 What are the major mechanisms in place for faculty and other

stakeholders top seek information and / or make complaints. Mechanism

for Information Seeking

Faculty and any stakeholder of the institute can make verbal or written complaint

to the Principal. The complaint can also be dropped in the Suggestion/

Complaint Box. The faculties concerned are free to contact their superiors for

filing complaints and/or for seeking information through website and brochure.

For faculty members and teacher trainees, there is provision of Grievance

Redressed Cell to register their complaints.



6.4.10 Detail on workload policies and practices that encourage faculty to

be engaged in a wide range of professional and administrative activities

including teaching, research, assessment, monitoring, working with

schools and community engagement

Workload largely divided by their syllabus allocation on subject, but that in not

the only load, but partial as compared to the un scheduled task like students

counseling network on Saturdays afternoon and social actions. Administrative

Task is assigned with proper office assistants, and mostly supervisory in nature

which helps to enhance their managerial skill and increase the knowledge of

adjacent areas. The co-curricular activities and extra curricular activities are

implemented by the various committees. All the faculty members plan their

activities individually and put in their best. Due to equal distribution of workload,

teacher educators can devote adequate time for preparation and reflection on

teaching. They are engaged in research, publication, school and community

work and other professional development programs.

The democratic approach is practiced in the work load practices. Each member

bears and shares the workload. Choices are given preference. Responsibilities

are also changed so as each one may acquire grounding in all activities and to

do away with the state of indispensability. Each staff member is involved in

various activities of the institute and is a member of constituted committee.

6.4.11 Does the institution have any mechanism to reward and motivate

staff members? If yes given details

There is provision of increments to motivate the staff members. Staff members

are also encouraged to pursue the higher studies and attend advanced

programmes. The lip-praises of the good performance of the teachers are made

on the meetings. Those who contribute to the development and walking a mile

more for the sake of institutions’ growth receive recognition and appropriate

encouragements.



6.5 FINANCIAL MANAGEMENT AND RESOURCE MOBILIZATION

6.5.1 Does the institution get financial support from the government? If

yes, mention the grants received in the last three years under different

heads. If no, give details of the source of revenue and income generation.

The institute is self-financed and does not get any grant for the conduct of the

program.

6.5.2 What is the quantum of resources mobilized through donations? Give

information for the last three years.

The institution does not mobilize financial resources through donations.

6.5.3 Is the operational budget of the institution adequate to cover day to

day expenses? If no, how is the deficit met?

Yes, the operational budget of the institute is adequate enough to cover all the

day-to-day expenses. If at all any deficit occurs, then it is fulfilled by the

management Society.

6.5.4 What are the budgetary resources to fulfill the mission and offer

quality programs? (Budget allocations over the past five years, depicted

through income expenditure statements, future planning, and resource

allocated during the current year and excess/deficit.




6.5.5 Are the accounts audited regularly? If yes, give the details of internal

and external audit procedures and information on the outcome of last two

audits (Major pending audit pares, objectives raised and dropped)

The accounts are regularly audited annually by the Chartered accountants duly

approved by the Governing Body. The account is audited at the end of every

financial year. There has been no major audit objection.

6.5.6 Has the institution computerized its finance management system? If

yes, give details.

Yes, the institution has computerized its finance management system and all the

accounts are managed by the Chartered Accountant.

6.6 BEST PRACTICES IN GOVERNANCE AND LEADERSHIP

6.6.1 What are the significant best practices in Governance and Leadership

carried out by the institution?

The leader plays a very important role in affecting the fate and welfare of the

organization and the people whom he leads. He has to be a person of high

moral character and integrity. The leader must be an affective communicator,

organizer, monitor and inspirer of men. He must be able to cultivate and develop

talents as well as personal relationships. He must be able to make clear, timely

and tough (if needed) decisions.

Decentralization of the leadership through committee system.

Well defined audit system.

Cordial interaction among stakeholders and administrative members.

Leadership qualities in the student-teachers are inculcated by providing

them a platform to participate in various sports and cultural activities,

morning assembly, institute functions organized by the institute.

The duties and responsibilities are well defined to develop Organizational

and managerial skills in the staff members for smooth functioning.



Sufficient and spacious building is available to meet the present needs

and for future development.

The Institute provides students for election purpose. As one of the candidate

of our institute Nancy D’esouza has been nominated as a campus

ambassador by Indian election commission for the purpose of enlightenment

programme those who are above 18 years of age, naming as sweep plan

2013 for inculcating the democratic leadership.


CRITERION VII:

INNOVATIVE

PRACTICES


Criterion-VII Innovative Practices

INNOVATIVE PRACTICES

7.1 Internal Quality Assurance System

7.1.1 Has the institution established Internal Quality Assurance Cell

(IQAC)? If yes, give its year of establishment, composition and major

activities undertaken.

IQAC (INTERNAL QUALITY ASSURANCE CELL)

Formally we constructed the cell naming as IQAC. Our faculty members and our

society always actively participate together for quality enhancement.

Since quality enhancement is a continuous process, IQAC has become a part of

institute and work towards realizing the goals of quality enhancement and

sustenance leading towards academic excellence to fulfill the motto of

“Excellence in teaching.”

The IQAC consists of the following members:

The establishment of IQAC is in 2013 & the detail of composition is as :

Composition of IQAC

Recently the institution has made the Internal Quality Assurance Cell (IQAC) on

the present composition of IQAC is given below:

� Chairman (Board of Governance) : Mr. Rambabu Sharma

� Secretary (Board of Governance) : Mr. Chandra Prakash Mehta

� Group Director of Institute : Mr. Ganesh Sharma

� Senior Administrative Officer : Mr. N. R.Vyas

� Teachers educators (Members)

1. Dr. Sunil Mehra 2. Mr. R.S. Panchal

3. Mrs. Priti Banerjee 4. Mrs. Vibha Singh

5. Dr. Sunita Shrivastava 6. Dr. Shivani Shrivatava



� Nominees of the Society : 1. Dr. Surendra Bhardwaj

2. Dr. Namrata Sharma

� Coordinator : Mrs Vibha Singh

Several activities undertaken under the guidance of IQAC are outlined as

follows:

In the academic plan, all the curricular and co-curricular activities are planned

according to the syllabus In the first faculty meeting, the work load is distributed;

departments assigned; the faculty informed about the courses to be taught and

the respective department activities to be undertaken. Co-ordinators of various

committee plans the activities under the guidance of I.Q.A.C. Micro teaching, all

types of practice teaching planning and internship program is properly planned

and effectively executed by the teacher educators. All other activities such as

internal examinations, Content Enrichment Program (CEP), Content cum

Methodology Program (C.C.M), Social Service (SS) Psychology Experiments,

and T.B.T. Practical are also effectively planned and executed under the

guidance of I.Q.A.C.

All the suggestions, feedback, self appraisal of the teacher educators and over

all achievements of the institution per year provide a complete picture of

accomplishment status of goals and objectives.

7.1.2 Describe the mechanism used by the institution to evaluate the

achievement of goals and objectives.

The evaluation mechanism of the institution for evaluation of the goals and the

objectives, depend on general factors such as- suitability & relevance of its

curriculum and effectiveness of its delivery in the institution. The trainees are

tested during the course & at the end of the course through feedbacks. The most

important element of the entire institutional programme, as it is expected to

ensure the reliability & validity certification on one hand, and on the other it has

the potential to influence the mode & style of curriculum transaction in

institutions.



Teacher Education

In service training Preservice training

Evaluation Procedure

Theory of education Practice of teaching Practicum

i. Self evaluation exercises i. Evaluation practical i. Project work

assignments, school

based activities.

ii. Evaluation through ii. Evaluation in performance ii. Sensational

work

assignments of practical workshop

iii. The term & iii. Evaluation of practice iii. Co curricular

pre-examination teaching activities.

Direct way (in the classroom) indirect way (outside the classroom)

Process criteria i.e. Process criteria i.e. Process criteria i.e.

(Teaching abilities and (outcome of learning by (teachers personal qualities

skills Students) and academic) qualification)

Assessed through Assessed through Academic records assessed

Observation evaluation of students through mark sheets

And rating etc.

As diagram shows that evaluation procedure of in-service teacher may vary in

parameter to measure their competency. The report from students & parents as

follows:



• Faculty appraisal by principal

• Self appraisal by faculties

• Student’s achievement records

• Participation and performance of students in activities

• Feed back from students with regard to teaching and its method:

• The summative evaluation outcomes are taken into consideration and the

final results are scrutinized.

• The performance of teacher trainees in subsequent examinations and the

research dissertations of M.Ed are evaluated.

• The opinion and feedback regarding the teaching and administration of

courses is collected from the teacher trainees at the end of the year

Based on these suggestions for improvement and enhancement of quality

are given by the principal time to time.

7.1.3 How does the institution ensure the quality of its academic

programmes?

The institute is sensitive to the quality of education as well as to changing

educational & social needs.

IQAC and different committees assess the performance of the programme

approved. The quality is reflected in the implementation of the academic

programmes and quantum of target achieved. The institute takes utmost care in

planning and implementation of the academic programmes. To sustain the

quality of its academic programmes, the stakeholders’ feedback and the

previous years’ results are the benchmark for further improvement. The institute

makes all out efforts to

• Ensures adherence to academic calendar with the help of schedule for all

activities

• Supervises content delivery by teacher educator with Principal.



• Ensures high performance of students in internal examination.

• Maintains and ensures stock verification with the help of concerning

members.

• Observer frequency in the use of OHP T.V., Video, cassettes, and other

IT based material etc.

• Makes sure that they are using Audio-Visual aids like LDC, OHP for their

presentation.

All above activities & Programmes are evaluated & then suggested through co-

ordinators of different committee members time to time to ensure the quality.

7.1.4. How does the institution ensure the quality of its administration and

financial management processes?

The governing body of the institute watches the working of the administrative

staff rather meticulously. The office-in-charge maintains daily working of the non-

teaching staff. It is ensured through the sufficient staff and the financial

consultant & other things related to finance and accounts. The consultant

ensures maintenance of relevant records in proper order in direct or indirect

observations.

The mechanism ensures systematic planning implementation and monitoring of

programmes and activities of the institute at various departments.

The various practices are in-built into the system to ensure the quality of its

administrative and financial management processes. In addition to this, the

governing body/management gets feed back, collected from students for all

subject staff members. Document growth and progression of the students

accessed throughout their educational period. Teachers submit self appraisal

report to the department.

7.1.5 How does the institution identify and s-hare good practices with

various constituents of the institution.



Innovations are implemented by rules of management and with the help of

various departments by continuous exploring ways.

Institution identifies and share good practices with various constituents of the

institution. Individual faculty members are encouraged to do intensive practice

with new ideas. Practices are introduced in teaching skills and teaching learning

process to enhance the overall quality of the educational process.

Best practices as follows:

• Education department conducted training progrmmes & workshops like

model preparation, teaching aids preparation, teaching learning materials

with modern and innovative technique.

• The expertise of the technical as well as teaching staff encourages the

students to carryout the practical work as well as teaching process, the

students utilizes various facilities.

• Some of the collaborative programmes is conducted in department with

outside experts for all.

• Department arranges guest lectures for teaching and non teaching,

conducting various camp activities and experiments periodically.

• The institute has established good rapport with other units of the institute.

The institute members are constantly interacting with staff of other units

and exchanging ideas. These interactions done even for some academic

programmes found beneficial for all members of institute.

• Discussions are held formally during workshop / class seminar sessions.

• Faculty developmental programme are organized where in paper

presentation is done uncommon topics; lectures are organized by outside

resource persons invited. Such activities are attended by all members of

the institute.



7.2. INCLUSIVE PRACTICES

7.2.1. How does the institution sensitize teachers to issues of inclusion

and the focus given to these in the national policies and the school

curriculum?

The institute promotes inclusive practices for social justice and better

stakeholder relationships.

• Life long learning is encouraged by engaging the students to utilize the

library resource to the maximum. Value education is incorporated our

teacher education system according to NPE1986. It promotes value-

based education for inculcating social responsibilities and good

citizenship amongst student community

• Good environment with all physical facilities is provided. A large class

leads to bad teaching. So classroom interaction is made with minimum

number of students

• People from disadvantaged communities belonging to both the gender

are appointed to take care of academic and non – academic activities of

the institute.

• The institution consciously makes efforts to recruit staff from

disadvantaged community for security and maintenance of premises and

garden and the institute as a whole in general.

• Quality education is ensured to develop the essential skills in pupils to

lead a successful life and also make them morally conscious.

• Self esteem is encouraged rather than classroom instructions

• A systematic education is provided which suits the needs of today and

tomorrow of the pupils.

Periodical update and innovative practices as discussion, Tutorials & ICT based

learning are implemented now & then. Instead of stuffing the mind of the

students the habit of enquiring and reasoning is taught.


7.2.2. What is the provision in the academic plan for students to learn

about inclusion and exceptionalities as well as gender differences and

their impact on learning?

The students are taught to cope – up with the socially backwards. Economically

weaker differently disabled and physically challenged students ours is a Co

Educational institution but there is no gender difference is found in our campus.

Being a co-ed, among the matured students, there is a respect for the

opposite sex and from those who married; the others learn the social value of

family and may be repairing them for their future life. They understand the

Responsibility of motherhood a rich lesson they imbibe in associated learning.

To develop them to be effective family members, there is STUDENT-MOTHER’S

DAY in which they being their families, children. They organize the day by

themselves and provide variety of food to taste what a family delicacy is.

Promoting and determining the success of inclusive classrooms:

Institute works for promoting Family-school partnerships

• Teachers use well-constructed plans that identify specific

accommodations, modifications, and goals for each student

• It provides opportunities for ongoing training and staff development

• It develops understanding through psychology of students, educational

needs of groups, varied community resources as aids, interpersonal

relations, adaptability, freeing of prejudices, humanist rules, integrated

values, discipline and code of conduct through experts’ advices

• Students are sensitized on the issues relating to gender-based disparities

and prevailing misconceptions and their over all impact on growth of

humans and society.

• Counseling is provided.

• Provision for counseling and discussion during tutorial period etc



7.2.3 Detail on the various provisions made and activities envisioned in the

curriculum to create learning environments that foster positive social

interaction, active engagement in learning and self-motivation.

The institute strives to promote value-based education, social justice, social

responsibilities and good citizenry amongst its student community. The following

are some of the activities that are undertaken for creating learning environment

that may foster positive social interaction, active engagement in learning and

self-motivation in the student teachers:

• B.Ed curriculum pays good attention to social interaction, active

engagement in learning and self motivation.

• Internship period provided opportunity for interaction with school

community. In such classes student teacher come in contact with

students of all social strata.

• Assignment/problem based learning Computer Assisted Learning foster

motivation.

• Institute of Education conducts Environment Awareness Campaign, etc.

Pots, flower vase, jute bags, paintings made by students are distributed to

schools.

• Every activity is compulsory for every student.

• Students from the weaker section of society are given tuition in weak

areas

7.2.4 How does the institution ensure that student teachers develop

proficiency for working with children from diverse backgrounds and

exceptionalities?

• Health awareness camp is conducted by the institution. Awareness of

AIDS camp, first aid camp. Through these also the students learnt how to

mingle with all backgrounds of people.

• To improve the self motivation of the students self esteem is encouraged

rather than classroom instruction. Instead of stuffing the mind of the



students the habit of enquiring and reasoning also uplifts the self

motivation.

• Community services help the students to have good social interaction.

• By learning the environmental education student’s knowledge about the

society improves.

• Micro, macro teaching helps the students to learn the way of teaching

• By learning many psychological experiments like Aptitude test,

personality attention. Interest test and achievement motivation test helps

the students to have good self motivation.

• In the preparation of SUPW – socially useful productive work students are

engaged and through this their social relationship improves.

7.2.5. How does the institution address to the special need of the

physically challenged and differently – abled students enrolled in the

institution?

Every academic year, only two to three physically challenged and differently able

teacher trainees are assigned and admitted to the institution. They generally

include students who are blind, physically and orthopedically challenged and

hearing impaired. For such teacher trainees, the institution provides the following

facilities:

� Their lessons are assigned in schools that are suitable to them.

� There is provision of special room for internal tests and examinations.

� As per the university rules, writers are provided to the blind teacher

trainees in all internal and external assessment programs.

� if necessary, prompt medical aid , guidance and support are provided.

� Extra time is allotted during the examination for completion of papers.

After the university examinations, the placement department

Communicates job opportunities to them



7.2.6 How does the institution handle and respond to gender sensitive

issues (activities of women cell and other similar bodies dealing with

gender sensitive issues?

� As the institution is a Co-educational institution; it tries to make the

students teachers to have a healthy relationship among them.

� Resource person is invited to stress the women empowerment and to

motivate the girl students for self reliance and self-dependent.

� Women students form the overwhelming majority of students. They enjoy

a respectable position in the institute and provide lead. No complaints are

ever received by the office on gender related issues.

� The institute has provided Girls Common Room

� Career counseling will be given exclusively to girls’ students since they do

not have much exposure like boys.

� Women cell actively engage in directing the girls students and solves

adjustment problems as some might have come from girls schools and

Women Institute.

� The gender sensitive issues like ego problem between boys and girls are

identified and proper guidance will be given for them.

� Adjustment problem of the urban and rural students will be rectified by

putting them in mixed group

7.3. STAKE HOLDER RELATIONSHIPS

7.3.1 How does the institution ensure the access to the information on

organizational performance (Academic and Administrative) to the

stakeholders?

Establishing a rapport and coordination with various inner circles of a student

like parents, teachers, friends, classmates, and relatives would go a long way in

making a candidate adopt holistic approaches.



The figure explains the relationship the students needs to have with all

stakeholders in making a true professional capable of withstanding every

professional challenge.

Figure : Holistic Learning Keeping all Stakeholders in the Loop

Teacher

Relatives Students Peers

Parents

The figure very well explains the importance of the formation of a bond amongst

all stakeholders from the perspective of career building. Modern day career

planning and implementation require active cooperation from all concerned,

namely the teacher, parents, peers (classmates and other friends), relatives so

that valuable insights pertaining to the candidate can be recorded from various

platforms like parent-teacher meetings, mentoring sessions, social get-

togethers.

The institution ensures the access to the information on organizational

performance to stakeholders in the following ways:

• In the Annual Prize Distribution Program, the faculty and non teaching

staff is felicitated by the Chief Guest. The institution’s illustrious faculty is

given due recognition for their academic and cultural achievements by

felicitating them in faculty meetings and through the medium of the

institute’s annual magazine ‘Samay’.



• The information regarding faculty achievements and awards are

displayed on the institution’s notice board from time to time.

• The faculty is felicitated in Local Managing Committee meetings and

governing body meetings

• The institute magazine ‘Samay’ includes all the information about faculty’s

academic achievements, students’ achievements and the result of B.Ed.,

D.Ed. and M.Ed. It also incorporates photographs of prize winners.

7.3.2 How does the institution share and use the information / data on

success and failures of various processes, satisfaction and dissatisfaction

of students and stakeholders for bringing qualitative improvement?

The institution uses the information about the organizational performance that is

the academic and administrative successes and failures as feedback for

qualitative improvements. It helps in the improvement of faculty’s curricular

transaction. The principal also has oral discussions with the faculty member who

needs to improve.

After every activity, there is oral feedback form for the students in the G.M.C.

meetings and diary cell meetings. Towards the end of the academic year written

feedback from teacher trainees is collected for assessing the teaching

competency of teacher educators.

The teacher trainees also express their feelings, opinions and expectations on

the farewell function organized at the end of the academic year.

7.3.3 What are the feedback mechanisms in vogue to collect, collate and

data from students, professional community, Alumni and other

stakeholders on program quality? How does the institution use the

information for quality improvement?

Matushri Ahilyadevi Teachers Education Institute of Education is well-placed to

promote an ambience of creativity, innovation and improving quality. For this

purpose, feedback is procured from the following channels and on annual basis.



� Counseling appraisal of faculty by principal

� Formative evaluation of students by faculty

� Grading of files, assignments at the end of academic session

� Record of participation / performance of students in Inter Institute

activities

� Internal Assessment records of the students.

� Feed back from principal of schools where students teacher do their

practice teaching programme.

� Confidential report of faculty members by the Principal and management.

Quarterly report.

� Complaints/suggestions as filed and dropped in the Suggestion/

Complaint Box

The feedback is analyzed and feedback-report is prepared. The concerned

committees prepare resolutions based on the suggestions/ complaints received,

and the same is passed on to the Principal and Management for further action.

Information on success and failures are visible and immediate in certain

incidences, but not all. No one accepts things at the face value, but they

analyses and inform the data given to a person or a body. The data collected is

true or biased hence for the reliability of information.

Other Features of Significance

• Value added courses on skill and personality development are in place.

• Efforts to enhance community skills add value to students’ behavioral

learning

• System of institutional quality assessment is in place.

• The Institute monitors the growth of students regularly.

Students have good relations with teacher educators and the environment is

learner-friendly.





Documents

SELF APPRAISAL REPORT r Assessment and Accreditation · 2) Affiliation letter from DAVV Indore. 3) Institutional academic calendar (2012-13 ) 4) Time Table (2012-13) 5) A Copy of