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2.1.ADMISSION PROCESS AND STUDENT PROFILE
Admission into B.Ed. and D.Ed. programmes are made by the Convener concerned on the basis of marks obtained in the entrance tests viz., Ed-CET and DE-CET by following rule of reservation.This system guarantees equity, access transperancy and genuinity in admissions. Candidates are allotted to the institution basing on their option at the time of admission counseling. Unfilled seats if any will be filled by the institution from among the same category of students after inviting applications through press note. 25% of students in case of B.Ed. and 10% of students in case of DIET are admitted by the institution under the management quota.
The institutions advertises its programmes with relevant information through the prospectus, brochures and newspapers to the students. The college posts all the relevant information, achevements, infrastructures, results on the internet. HOW DOES THE INSTITUTION MONITOR ADMISSION DECISIONS TO ENSURE THAT THE DETERMINED ADMISSION CRITERIA ARE EQUITABLY APPLIED TO ALL APPLICANTS? As the admissions are made by the convener of Ed-CET and De-CET by following the determined admission criteria and the role of the institution in monitoring admissions is very minimal except inadmitting the students to the leftover convener quota seats. Such seats if any are also filled as per the admission criteria i.e. rule of reservation.
After admission of the students, the institution provides an orientation session to the diverse nature / backgrounds. Library and Book Bank facility is provided to all the needy students and also the students belonging to weaker sections of the society. Trainees have option to attempt examination according to their preferred language i.e. Telugu or English. Teachers of the institution use bilingual method of teaching, keeping in view the language limitations of the trainees. Women Cell has been established to take care of problems of female trainees.
Yes, there is a provision for assessing trainees knowledge need before the commencement of the teaching programme. In the beginning of the session, the college organizes talent search competition to locate their talents. At the time of admission their documents and certificates are also checked. It serves as a medium for selecting trainees for different work experience streams. Background of the trainees, especially the subjects studied by them, is taken into consideration while allowing them to opt for different optional papers. 2.2.CATERING TO DIVERSE NEEDS
The College has its own Educational Technology Laboratory, Language Laboratory, Library, Science laboratories, Mathematics laboratory, Social Studies laboratory and Activity/work experience room. The college has adequate equipments (Hardware like Video Camera, Slide Projector, Film Projector, Multimedia Projector, LCD, OHP, Color T.V. etc.) operated under the guidance of a trained member of faculty assisted by a Technician. Teacher trainees are given firsthand experience with regard to handling and operating of audio-video equipments. Each student teacher is required to prepare audio-visual aids related to his/her selected school subject under the guidance of the faculty. The college has also formed clubs and cells for the development of leadership qualities among the trainees. The trainees participate in different activities and responsibilities are shared and duties are assigned. So they get firsthand experience how to organize different activities not only at college level but also in their day to day life.
After identifying the diverse learning needs of the trainees, following practices are adopted:- Extra Classes for weak and needy trainees. Providing notes and study material. Providing books to the trainees during examination period. Arrange seminars at section and college level. Assignment and Project works are given to the trainees. Different options are provided to the trainees according to their interests and aptitudes in pedagogic subjects.
Teachers provide / demonstrate models of teaching catering to diverse situations and category of student teachers in real teaching situations. Model lessons are given by the all Subject teachers in their respective subjects. Student teachers are given training how to understand the equity and diversity of trainees in their micro teaching practices. In which they played different roles as teacher, observer and trainees participants in a particular class. Transaction of theory courses including methodology courses. Preparation for practice teaching Creativity / diversity in lesson planning. Developing of core Teaching skills in simulated setting under diverse situation and locations (micro-teaching) Observation of demonstration lessons practice teaching in schools Catering to diverse groups in classroom teaching Observation of peer teaching Reflection on teaching by trainees. Interaction with the school and community
The College ensures that the teacher educators are knowledgeable and sensitive to cater to the diverse student needs with the help of the following viable practices: Trainees feedback is also taken regarding the teaching of all the faculty members. A duly constituted committee from the university, including three professors, one of them a subject expert, is called for the selection of the teacher educators to ensure efficiency in their subjects. The college follows a procedure to evaluate student teacher’s achievement and their performance in different areas of study. A number of assignments related to each paper and other practical activities like pedagogical skills in each theory paper, preparing reports on different aspects of practicing schools, Types of lesson – micro teaching, macro teaching in real classroom. Preparation of teaching aids, practicing in chalk board writing, drawing and painting, gardening, paper cutting and card board modeling and interior decoration etc. are given and performance of student teachers there in monitored. Besides, record of the performance of each student teacher in other activities of the college, other than stated above, is also maintained. The in-charge of each House makes an assessment of each members performance in different programmes and finally submits the same to the in-charge of activities / programme. Thus, an evaluation is made while adding scores of each course/paper, activity and aspects of performance both in the classroom and outside through periodical assessment and house test. Teachers are encouraged to attend orientation programmes, refresher courses, workshops, seminars, talks and conferences for enhancing core teaching competencies and to be aware about latest development in their subject and global trends and demands for understanding the diverse emerging needs.
There are certain well trained practices, which enable student teachers to imbibe new ways of thinking and adopt human values. Some of these practices are given below: 1 Holding daily morning assembly in which the whole faculty and student teachers get together. The following items are organized. 2 The assembly begins with prayer. 3 Teaching/thoughts of wisdom of eminent personality. 4 Recitation of devotional songs/Bhajans. 5 Teachers oath must be conducted in the Prayer. 6 Presentation of self composed poems / articles on socio national themes. 7 Organizing cultural programmes based on social and cultural values of the community. 8 Display of thought of eminent thinkers and educationists. 9 Celebration of ‘Independence Day’, ’Educational Day’, ‘Republic Day’, ‘Teachers’ day’, ‘Science Day’, Mathematics Day , International Mother Language Day, ‘World AIDS Day’, ‘Environmental Day’, Earth day, Mother’s day, World disabled day, and ‘Women’s Day’ etc.. 10 Beautification and up keeping of college campus with a view to develop civic and aesthetic sense among the student teachers. 11 The college has adopted a number of practices through which a sense of civic under-standing and responsibility is inculcated. 12 While holding programmes like ‘House meeting’ and ‘morning assembly’, different responsibilities are assigned to student teachers. They get opportunities to organize programmes independently under the guidance and supervision of the House in charge. 13 The student teachers are assigned different responsibilities in the organization of educational tours. 14 In organizing inter house competition skills in teaching, chart making. Drawing and painting, Rangoli, flower arrangement, and chalk making, poem recitation. The student teacher shares different responsibilities. 15 During the week, members of the house perform duties like writing of news, thought for the day, observing discipline in the library and canteen, controlling and regulating the visitors. 16 For plantation of trees and flowering plants for beautification of the campus and maintaining cleanliness, student teachers are involved. 17 In every day assembly local, national and international news headlines are read by students. The news items are checked by B.Ed and D.Ed college faculty. 18 Total B.Ed., and D.Ed., trainees of every academic year are divided into four groups, each group of trainees consists of both male and female. They are allotted into different houses. Viz., Vivekananda House, Rabindranath Tagore House, Gandhiji House, Radhakrishnan House, Sarojini Naidu House, Jhansi Lakshmibhai House and Rudramadevi House. The trainees in B.Ed., & D.Ed., are grouped in different houses for the convenience of conducting different activities like curricular and co-curricular. The main aim of creating the houses is to inculcate competitive spirit among the students. The competitive spirit that originited in them will lead to greater prospects in future. 2.3.TEACHING LEARNING PROCESS
The institution engages trainees in active learning with the help of available resources i.e. library, internet facility in computer lab. All the trainees of the college are divided into various groups while organizing microteaching, macro teaching, morning assembly groups, work experience and work education groups. It’s the priority of the institution that all the trainees will interact with each other in one or the other group. Some individual and group projects are allotted to develop the feeling of tolerance, co-operation, brotherhood and socialization of the student teacher. In every teaching paper the teacher assigns one project to the trainees for more interaction with the peer group and society. Various co-curricular activities are arranged by the institution to draw out the best from the individual and to give proper direction and platform for internship, role playing and practicum etc.
Keeping in view that learning is made student centered, the college always aims at development of student teacher’s personality so as to make them effective and competent teachers as well as enlightened citizens. A variety of programmes have been planned to help the student teachers to draw rich experience while participating in curricular and co-curricular activities. In this background, the following practices have been adopted.
3.WHAT ARE THE INSTRUCTIONAL APPROACHES (VARIOUS MODELS Theory and method courses are transacted during the academic session through Interaction model Cognitive model Group discussion and science enquiry model. Teacher educators use audio-video aids, simulative technique, learning by doing project method etc. While transacting theory and practical portion.
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 STUDENT. Yes, there is a provision for additional training in models of teaching like science enquiry training model, general concept attainment model and Herbert model of teaching. Herbert model of teaching: Trainees are required to give twenty lessons for each method through this model. NCERT model of teaching: Trainees are required to give five lessons for each method through this model. Steps of Model: Preparation Presentation Comparison Generalization Evaluation/observation Preparation for practice teaching A pedagogical content analysis: Both the content of method course and their transaction in terms of maxims, methods of teaching, practical work etc. are discussed in the class. Lesson Plan: Special sessions are devoted for the preparation of lesson plan and related requirements. Different aspects / step in lesson planning like stating objectives in general and behavioral terms, breaking of contents into teaching points / steps, teaching aids and method / approaches are discussed. Student teachers are also given training in handling available equipments in III and IV Semesters of their syllabi. The institution has a provision for additional training in models of teaching before starting micro teaching and macro lesson in simulated conditions. Teacher educator gives a demonstration lesson on each skill and each teaching subject. In II semester of this programme, a student teacher has to complete five lessons, one on each skill in each teaching subject. Student teachers are oriented to micro teaching, its related aspects like teaching skills, simulation, modeling and feedback. After having discussion on core teaching skills, on introduction, questioning, explaining, illustration with examples and use of the Black board is practised. Observation of Demonstration lesson Demonstration Lessons are arranged in each method course with the real trainees at the college campus. Demonstrations are presented by teacher educator and observed by the student teacher. At the end of each demonstration lesson, the strengths and weakness of the lesson are discussed. Here the Teacher educator presents 5 lessons in each method. After having practiced micro lessons and experiences obtain from demonstration lessons in real condition, student teachers are sent to practicing school for real classroom teaching. Each student teacher has to deliver 40 lessons in each teaching subject. Each student teacher has to observe total 20 lessons in each method courses delivered by the peers. Peer feedback is given on observation lesson to the student teacher. 5.DO THE STUDENT TEACHERS USE MICRO-TEACHING TECHNIQUE FOR DEVELOPING TEACHING SKILLS? IF YES, LIST THE SKILLS PRACTICED AND NUMBER OF LESSONS GIVEN BY EACH STUDENT PER SKILL. Yes, the student teacher practicing under mentioned micro skills i.e.
6.DETAIL THE PROCESS OF PRACTICE TEACHING IN SCHOOLS. (LESSONS A STUDENT GIVES PER DAY, LESSONS OBSERVED BY THE TEACHER EDUCATORS, PEERS/SCHOOL TEACHERS, FEEDBACK MECHANISM, MONITORING MECHANISMS OF LESSON PLANS, ETC.) Each student teacher delivers 5 lessons in each method along with one discussion lesson for each subject. Therefore per day two lessons are delivered by the student teachers.
7.DESCRIBE THE PROCESS OF BLOCK TEACHING / INTERNSHIP OF STUDENTS IN VOGUE. Each teacher educator is assigned one practicing school for the purpose of supervising teaching practice in local schools. During the internship programme each student is allotted 20 lessons in each method under the guidance of school assistant. The students take an internship of teaching practice classes with 10 days of observations and 30 days of teaching practice in days of observation students have to record 10 observations and in the days of practice teaching 20 lesson plans for each optional subject should be recorded. She/he observes the lessons, gives her/his observation in the form of qualitative remarks and discusses the same with the student teacher. Performance of skill in teaching of each student teacher is evaluated at the end of the Programme. The following points are taken into consideration while assigning school to the trainee for teaching practices.
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. In the beginning of the practice teaching in school, a discussion session is arranged in which all the teacher trainees and staff of the school share their views. School teachers are consulted regarding syllabus-covered distribution of sections/ classes and in maintaining discipline during the practice teaching. Student teachers are also asked to prepare plan as per the directions and syllabus given by the school teachers. Mentor teacher also remains in continuous touch with head of the school, school teachers and student teachers. They are provided an opportunity to reflect on the quality of the programme. Student teachers often interact with the school and the community in the context of the issues and problems faced by them. They interact and prepare a report on specific aspect of school/community and submit the same to the college for evaluation. The student teachers also write a report on school plan. In this manner, they are made aware of the existing condition of school functioning in the local community. 9.HOW DO YOU PREPARE THE STUDENT TEACHERS FOR MANAGING THE DIVERSE LEARNING NEEDS OF STUDENTS IN SCHOOLS? Institution prepares student teachers for managing the diverse learning needs of students in schools by providing following
10.WHAT ARE THE MAJOR INITIATIVES FOR ENCOURAGING STUDENT TEACHERS TO USE/ADOPT TECHNOLOGY IN PRACTICE TEACHING? The institution ensures availability of latest technological devices, which can enhance the practice teaching sessions and add up to the skills of the student teachers. It encourages use of transparencies, Audio-Visual aids, LCD Projectors along with the use of material aids to support practice teaching Use of MS Office to write documents, slides pdts are put to use etc. The student teachers are provided training in development and use of various teaching-learning materials during micro-teaching and simulation sessions, which help them in getting knowledge and understanding in inclusive teaching in classroom situation. The student teachers are also provided training in art and craft work so that they can transmit such skills to school students. For identifying students with diverse characteristics, the student teachers are acquainted to use different psychological tests. During micro teaching, simulation and practice teaching sessions, student teachers are provided knowledge, understanding, skills of various teaching methods and strategies for dealing with the students of diverse characteristics. The student teachers are also imparted training in preparation and use of different techniques for evaluation. Apart from this, the student teachers are provided knowledge to identify individual differences in the classroom so that they may give direction to teaching accordingly. 2.4.TEACHER QUALITY
When the student teachers are sent for practice teaching they are given proper instructions to prepare lesson plans for the content/syllabus to be covered during their stay at school. Block Teaching and to choose medium of instruction and other strategies to cover the topics allotted to them. Before starting the teaching practice, student teachers should discuss with the concerned school teachers regarding syllabus covered, language of the students or curriculum, students’ point of view and the proper strategy to teach the topics in an effective manner. Preparation for Practice Teaching (A) Pedagogic Content Analysis Both the content of method courses and their transaction in terms of maxims of teaching, methods of teaching, practical work etc are discussed in the class. (B) Lesson Planning Special sessions are devoted for the preparation of lesson plan and related requirements. Different aspects/ steps in lesson planning like stating objectives in general and behavioral terms, breaking of content into teaching points / steps, teaching aids and methods / approaches are discussed. (C) Developing core teaching skills in simulated setting Student teachers are oriented to microteaching, and its related aspects like teaching skills, simulation, modeling and feed-back. (D) Observation of Demonstration Lessons Demonstration lessons are arranged in each methodology with the students from nearby recognized school at the college campus. Demonstrations are presented by teacher educators and observed by the student teachers. At the end of each demonstration lesson, the strengths and weaknesses of the lesson are discussed.
2.WHAT IS THE RATIO OF STUDENT TEACHERS TO IDENTIFIED PRACTICE TEACHING SCHOOLS? GIVE THE DETAILS ON WHAT BASIS THE DECISION HAS BEEN TAKEN? The ratio of the mentor teacher and trainees are at least 1:5. Decision is taken as per the rules, regulation norms of N.C.T.E. and other regulating bodies. 3.DESCRIBE THE MECHANISM OF GIVING FEEDBACK TO THE STUDENTS AND HOW IT IS USED FOR PERFORMANCE IMPROVEMENT. In the micro teaching a proper setup is arranged for the student teachers. In a group 15-20 student teachers include among the observers, students and presenter of the lesson plan. In this group everyone has to play a role of teacher, observer and student in the presence of the mentor teacher. A peer feedback is also given to the presenter of the lesson in each micro and macro lesson in simulated condition. Observation of the supervisor and the student teacher plays the specific role regarding the feedback and group feedback is given at the end of the lesson. Student teachers are provided guidance related to their lesson plan and other activities. A teacher working as a supervisor is deputed in a school with 15 to 20 student teachers. Then a class of 30 students is provided to a student teacher for teaching practice according to the school timetable and generally decision is taken by the supervisor after discussing with the student teachers. After going through the micro teaching and macro-lessons in simulated condition, integration of teaching skills are used in block teaching. Student teacher gets training in teaching and various other curricular activities like lesson planning, workshop activities, preparation of survey tools and action research. 4.HOW DOES THE INSTITUTION ENSURE THAT THE STUDENT TEACHERS ARE UPDATED ON THE POLICY DIRECTIONS AND EDUCATIONAL NEEDS OF THE SCHOOLS? For making the student teacher aware about the decisions taken by the authority, the information is displayed at appropriate time on the college notice board as well as the same is also announced in the morning assembly. The students are encouraged to consult journals, magazines and newspapers for acquainting themselves with various educational needs and problems of students. The display boards in library are also used for updating students on educational needs of the school. Apart from this, major policy decisions are also displayed on web site of the college. 5.HOW DO THE STUDENTS AND FACULTY KEEP PACE WITH THE RECENT DEVELOPMENTS IN THE SCHOOL SUBJECTS AND TEACHING METHODOLOGIES? Teachers of the institution are attending regular Programmes including orientation courses, refresher courses, workshops, seminars, talks and conferences at various places, institutions. Student teachers also participate in different programmes like skills in teaching competitions, drawing and painting, workshops, seminars, conferences and other Edu-Sat Programmes also. A variety of practical activities like chalk-board writing, drawing and painting, clay modeling, are offered to the trainees so as to develop manual skills and aesthetic values. Students and teachers are oriented and trained in using Information communication technology to update their subject specific skills and teaching methods. 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) To ensure the personal and professional / career development of the teaching staff to the institution training, organizing and sponsoring professional development activities and promotional policies. Institution sends different faculty members to participate in workshop seminars, orientation and refresher courses. Members of the faculty regularly attend and participate in institutional/ state/ national/ international level seminars/ workshops/ conferences and orientation courses organized and/or sponsored by UGC and other educational bodies. It has been a wonderful tradition of the college to extend support and patronage to members of the faculty to improve their academic, professional qualifications and administrative competencies. The writings, including research papers of some members of the staff are published and duly recognized in various reputed national journals. 7.DOES THE INSTITUTION HAVE ANY MECHANISM TO REWARD AND MOTIVATE STAFF MEMBERS FOR GOOD PERFORMANCE? IF YES, GIVE DETAILS. Yes, the institution has a proper policy to motivate the staff members from time to time. Institution is giving one advanced increment to the teacher who shows excellent performance in the academic session. The institution has given appreciation letters and mementos are also given by the management in annual functions who bring good result in final exams in their respective teaching subjects. So, it motivates the staff members to do their best in their respective subjects.
2.5.EVALUATION PROCESS AND REPORTS
The barriers to student teachers are identified through internal assessments conducted as well as by watching students in the class during class instructional hours. They are provided with a conductive and congenial atmosphere as tutorial hours during which the remedial instruction is also given. Mentors are allotted for remedial instruction. The academic requirement of the student-teachers are identified, communicated and addressed in a systematic way at the institution. The institution performs various activities to ensure the same as follows: 1 Classroom interaction 2 Preparation of the activities in course subjects at school level and college levels. 3 Feedback from the students through different curricular and co- curricular activities. 4 Preparation of lesson plans; through micro, macro, simulated lessons. 5 Observation of discussion lessons and other lessons by teacher educators as well as student teachers. 6 By using different psychological tests and report writing. 7 Preparing of various teaching aids like models (both), charts, maps, slides, strips, transparencies, etc. 8 Use of different kinds of boards. 9 Use of ICT 10 Participating in seminars, workshop, and arrangement of various functions. 11 Research work/ project work and evaluation programmes. (Class performance, unit and house exams). 2.PROVIDE DETAILS OF VARIOUS ASSESSMENT/EVALUATION PROCESSES (INTERNAL ASSESSMENT, MIDTERM ASSESSMENT, TERM END EVALUATIONS, EXTERNAL EVALUATION) USED FOR ASSESSING STUDENT LEARNING? Evaluation scheme is practiced in the college, thoroughly discussed and conveyed to student teachers during a two day orientation Programme in the beginning of the session. Complete evaluation schemes and techniques such as activities, class tests, house test, practicals and viva-voce examination are clarified. Programmes on the nature and manner of evaluation are conducted in the college like house activities. Morning assembly etc. are also explained to the student teachers. The college follows an evaluation procedure to evaluate student teacher achievements and their performance in different areas of study. A number of assignments related to each paper and other practical activities like pedagogical skills in each theory paper, preparing reports on different aspects of practicing school, types of lesson – micro teaching, macro teaching, Project works in real classroom, preparation of teaching aids, practice in chalkboard writing, clay modeling, chalk making, gardening etc. are given and performance of student teachers therein monitored. After the assessment marks and the copies of subjects are handed over to the Student teachers. Tutorial and remedial classes are arranged to clear the doubts of the student teachers and improve their knowledge and skills. The entire process of evaluation and improvement is supervised by the subject teacher educators. The classes are arranged as and when required. 3.HOW ARE THE ASSESSMENT / EVALUATION OUTCOMES COMMUNICATED AND USED IN IMPROVING THE PERFORMANCE OF THE STUDENTS AND CURRICULUM TRANSACTION? Feedback is obtained from through various techniques of evaluation/ assessment followed by the college Verbal and written feedback is given. Staff council takes major decisions regarding this process. Theory assessment, practical re-feedback, re-demonstration etc. The performance of the student teachers , curriculum transaction and evaluation outcomes are communicated through merit list of the trainees that is displayed on the notice board. The appreciation letters are also given to those trainees who perform well in house as well as in final exams. Besides, record of the performance of each student teacher in other activities of the college other than stated above is also maintained. The in-charge of each house assesses the performance of each member in different programmes and finally submits the same to the in-charge of activity / Programmes. Thus, an evaluation is made while adding scores of each course / paper, activity and aspect of performance both in classroom and outside through periodical assessment and house test. 4. HOW IS ICT USED IN ASSESSMENT AND EVALUATION PROCESSES? Use of ICT is in practice in evaluation process through gathering, collecting and analyzing of data about teaching and learning which makes us capable to diagnose the trainees Programmes more accurately. ICT is used for assessment and evaluation by developing questions Data bank which is implemented for evaluation of student educator’s progresses. 2.6.BEST PRACTICES IN TEACHING LEARNING AND EVALUATION PROCESS 1.DETAIL ON ANY SIGNIFICANT INNOVATIONS IN TEACHING / LEARNING / EVALUATION INTRODUCED BY THE INSTITUTION? 1 Use of modern teaching learning techniques like group discussions, class quizzes, assignments, and team teaching imparting knowledge. 2 Preparing activities and projects according to the course syllabus by B.Ed & D.Ed syllabus. 3 Use of modern educational technology to make the teaching-learning process interesting and effective. 4 Continuous evaluation of students in various aspects through informal means. 5 For developing effective communicative skills, classes are held in spoken English. 6 Training in communication skills develop through the language lab. 7 Internal workshops on preparation of resume, mock interviews are organized by Counseling Cell. 8 Orientation in computer applications for B. Ed. and D.Ed. trainees. 9 Orientation in operation of hardware like OHP, Slide Projector, LCD, internet etc. 10 Internal workshops in different fields are assigned and executed through committees, groups, teams as well as individually. 11 Internal assessment in all the three courses on the basis of students’ involvement in class activities and in out of class activities.
2.HOW DOES THE INSTITUTION REFLECT ON THE BEST PRACTICE The institution uses best practices as under:
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