pratapcollegeofeducation.com · ------------------------------Pratap College Of Education, Jundla,...

------------------------------Pratap College Of Education, Jundla, Karnal, Haryana 1

Preface

Pratap College Of Education, Jundla, Karnal, Haryana affiliated to Kurukshetra

University, Kurukshetra is run and managed by R.S. Ch. Pratap Singh Charitable Trust

society, Karnal in the memory of Late Sh. Rai Sahib Ch. Pratap Singh the founder

member of the charitable trust and inspiration of College.

The Society was formed and registered in June 1964 with basic objectives to make

the students a good civilized citizen of India. It also aims to Educational, Socio-

Economic welfare and uplift ment.

To Achieve this objective, Charitable Trust Society had established a Self-Finance

Institution- Pratap College Of Education in the year 2010 offering B.Ed Programme

under Self-Finance Scheme for the in-take of 100 Students.

The Institute recognized by NCTE Vide Letter No. FNRC/NCTE/F-7/HR-

1650/160MEETING/2010/23947 DATED 22/06/2010 and affiliated to Kurukshetra

University, Kurukshetra Vide Letter No. CG-VI/14/17775 Dated 29-8-2014. This

College is running in a huge constructed building on 1795.157 Square Mts. in Jundla

on Assandh road away 15K.M. from Karnal.

The College has good premises with appealing and all round development of the

students. Environment of the College with well Greenish Garden, furnished class-

rooms, library, labs, playground and Gymnasium freely used by students feels

comfortable at ease while studying.

A most conducive Environment and Atmosphere for learning and all round

development of the students prevail throughout and catering the needs of the

students.


Index

Sl. No Particulars

Page No

1 Copy of Demand Draft 4

2 Our Visionary 5-6

3 College Road Map 7

4 Photo Gallery 8-11

5 Self Appraisal Report 13-259

Section-A Part-I

Institutional Data 13-45

A-Part-I Profile of the Institution 13-16

B-Part-I Criteria Wise Inputs 17-45

Section-B Part-II

Evaluative Report 47-262

1-Part- II Executive Summary(SWOT, ANALYSIS) 47-48

2-Part-II Criterion Wise Analysis 49-262

I Criterion-I: Curricular Aspects 49-73

Ii Criterion-II: Teaching Learning and Evaluation 74-129

Iii Criterion-III: Research, Consultancy and Extension 130-158

Iv Criterion-IV: Infrastructure and Learning Resources 158-188

V Criterion-V: Student Sport and Progression 189-223

Vi Criterion-VI: Governance and Leadership 223-249

Vii Criterion-VII: Innovative Practices 249-261

3-Part-II Mapping of Academic Activities of the Institution 262

6 Declaration by Head of the Institution 263

Section-C List of Annexure

264

I Academic Calendar 264-267

ii Time-Table 268

iii A copy of B.Ed. Syllabus 269-273

iv Master Plan of the Institution 274-276

v Building Map 277-278

vi Affidavit by Charitable Trust 279-285

vii Affidavit by Town Planning 286-288

Viii Land Registry 289-297


ix Building Completion Certificate 298

x NOC Gram Panchayat 299-300

xi NCTE Recognition 301

xii University Affiliation 302-306

xiii Website Home page 307-308

xiv Last Session Result 310-313

xv Budget and Balance Sheet (2013-14) 315-322

xvi Feed Back Performa 323-335

Sample questionnaire for Feed-Back from College and Course

323

xvii Sample questionnaire for Feed-Back from Students on Teachers

324-325

xviii Sample questionnaire for Feed-Back from Alumni’s

326-327

Principal


Copy Of Demand Draft

A Copy of DD in Favour of The Director, NAAC Rs.112360/- for SAR submission under IEQA, A & A .


Our Visionary

Founder

Rai Sahib Ch. Pratap Singh 1904-1985


Ex. President

Late Dr. R.S Bhatia 1924-2011

President Secretary

Mr. Ajay Bhatia Mr. Sanjay Bhatia

Director- Student Welfare Principal

Mr. Prateek Bhatia Ms. Davinder Lamba


Pratap College Of Education

Recognized By NCTE and Affiliated to : Kurukshetra University, Kurukshetra

Web Site: www.pratapcollegeofeducation.com College Code: 2114 ESTD: 2010-11

College Road Map


Photo Gallery

SCOUT GUIDE

LOHRI FUNCTION


PRIZE DISTRIBUTION

REPUBLIC DAY CELEBRATION


TOUR TRIP

LEMON RACE


FOLK DANCE

FIRST AID TREATMENT


PROFILE OF THE INSTITUTION


A. Profile of the Institution

1. Name and address of the institution: PRATAP COLLEGE OF EDUCATION

JUNDLA,KARNAL,HARYANA

2. Website URL: www.pratapcollegeofeducation.com

3. For communication:

Office

Name Telephone

Number with

STD Code

Fax No E-Mail Address

Head/Principal

MS.DAVINDER KAUR

LAMBA

Off. 01745-

272323

- neenalamba@yahoo.

co.in

Vice-Principal

Dr.Geeta Garg

Off. 01745-

272323

- [email protected]

Self – appraisal Co-ordinator

Ms. Shalini Devgan

Off. 01745-

272323

- shalinidevgan4444@gm

ail.com

Residence

Name Telephone

Number with

STD Code

Mobile Number

Head/Principal

MS.DAVINDER KAUR LAMBA

Off. 01745-

272323

09813180949

Vice-Principal

Dr.Geeta Garg

Off. 01745-

272323

09416846472

Self – appraisal Co-ordinator

Ms. Shalini Devgan

Off. 01745-

272323

09812584535

http://www.pratap/

mailto:[email protected]

mailto:[email protected]


4. Location of the Institution: Urban Semi-urban Rural Tribal

Any other (specify and indicate)

5.Campus area in acres: 6. Is it a recognized minority institution? Yes No 7. Date of establishment of the institution: Month & Year

8. University/Board to which the institution is affiliated: 9. Details of UGC recognition under sections 2(f) and 12(B) of the UGC Act. Month & Year

2f Month & Year 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

6.2 acre

KURUKSHTERA UNIVERSITY

KURUKSHTERA, HARYANA

MM YYYY

SEPTT 2010

MM YYYY

N.A

N.A

MM YYYY

N.A N.A


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

Certificate

Diploma

B.Ed Graduation Degree 1 Year English & Hindi

iv. Post Graduate

Diploma

Degree

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

upto

Sanctioned

Intake

Pre-primary

Primary/Elementary

Secondary/ Sr.secondary

B.Ed

FNRC/NCTE/F-

7/HR-

1650/160MEETING/

2010/23947

DATED

22/06/2010

100

Post Graduate

Other (specify)



CRITERION-WISE INPUTS


B: Criterion-Wise Inputs

Criterion-I: Curricular Aspects

Criterion-II: Teaching Learning and Evaluation

Criterion-III: Research, Consultancy and Extension

Criterion-IV: Infrastructure and Learning Resources

Criterion-V: Student Sport and Progression

Criterion-VI: Governance and Leadership

Criterion-VII: Innovative Practices


B) Criterion-wise inputs

Criterion I: Curricular Aspects

1. Does the Institution have a stated Vision

Mission

Values

Objectives

2. Does the institution offer self-financed programme(s)?

If yes,

a) How many programmes?

b) Fee charged per programme

3. Are there programmes with semester system

4. Is the institution representing/participating in the curriculum development/ revision processes of the regulatory bodies?

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

committees/boards of universities/regulating authority.

Yes No

Yes No

Yes No

Yes No

B.Ed. 01

As Per University Rule

Currently for B.Ed Rs. 44000/-

Yes No

-

Yes No

Yes No


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

D.Ed.

B.Ed.

M.Ed. (Full Time)

M.Ed. (Part Time)


6. Are there Programmes offered in modular form

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

8. Are there Programmes with faculty exchange/visiting faculty

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

Heads of practice teaching schools

Academic peers

Alumni

Students

Employers

-

04

-

-

Number NA

-

Number 01

Yes No

Number 04 (FEX03,VF01)

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No


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

existing system?

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

three years?

12. Are there courses in which major syllabus revision was done during the last five years?

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

the curriculum?

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

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

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 weight ages)

1 YEAR

Yes No

Yes No

Yes No

Number NA

Yes No

Number 1 (B.Ed)


2. Furnish the following information (for the previous academic year): 2013-14

a) Date of start of the academic year

b) Date of last admission

c) Date of closing of the academic year

d) Total teaching days

e) Total working days

3. Total number of students admitted – 100 (2013-14)

Programme Number of

students Reserved Open

M F Total M F Total M F Total

D.Ed.

B.Ed. 16 84 100 7 11 18 9 73 82

M.Ed. (Full

Time)

M.Ed. (Part

Time)

4. Are there any overseas students?

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

b) Unit cost including salary component

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

at Question 12 of profile of the institution)

Yes No

-

17/09/2013

14/10/2013

26/06/2014

196

211

26427

67160


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. - - - -

B.Ed. 74.01 50 77.16 45

M.Ed. (Full

Time)

- - - -

M.Ed. (Part

Time)

- - - -

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

programme (after admission)?

8. Does the institution develop its academic calendar?

9. Time allotted (in percentage)

Programmes Theory Practice Teaching Practicum

D.Ed. - - -

B.Ed. 58% 20% 22%

M.Ed. (Full Time) - - -

M.Ed. (Part Time) - - -

Yes No

Yes No


10. Pre-practice teaching at the institution

a) Number of pre-practice teaching days

b) Minimum number of pre-practice teaching

lessons given by each student

11. Practice Teaching at School

a) Number of schools identified for practice

teaching

b) Total number of practice teaching days

c) Minimum number of practice teaching

lessons given by each student

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

practice teaching in classroom situations?

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

14. Does the institution provide for continuous evaluation?

1 5

3 2

Yes No

Yes No

1 7

2 8

0 5

No. of Lessons In simulation

No. 10 No. of Lessons Pre-practice

teaching No. 28


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

Programmes Internal External

D.Ed. - -

B.Ed. 20% 80%

M.Ed. (Full Time) - -

M.Ed. (Part Time) - -

16. Examinations

a) Number of sessional tests held for each paper

b) Number of assignments for each paper

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


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

0 2

0 3

Yes No

Number 01


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

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

2. Does the Institution have ongoing research projects?

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

Funding agency Amount (Rs) Duration (years) Collaboration, if any

R.S Ch Pratap Singh

Charitable Trust society,

Karnal

5000/- ONE YEAR NO

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

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

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 Adjustment in teaching schedule Providing secretarial support and other facilities Any other specify and indicate

Yes No

Yes No

03 42.85 Number %

01


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

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

b. M.Phil.

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

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

Yes No Number

International journals 03

National journals – referred papers

Non referred papers

07

Academic articles in reputed magazines/news papers

04

Books 02


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

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

years): Faculty Students

National seminars

International seminars

Any other academic forum

21

01

-

Yes No

Yes No

NA

NA

-

-

-

Yes No

Number 02 AWARDS


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


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

If yes, indicate the nature of the post.

Full-time Part-time Additional charge

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

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

15. Number of other curricular/co-curricular meets organized by other academic agencies/NGOs on Campus

16. Does the institution provide consultancy services?

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

Yes No

Yes No

Yes No

YES 03

Yes No

Consultancy Service

provided Free of cost


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.)

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?

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

the previous academic year?

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

previous academic year?

1795.157 Square Mts.

30

25000/-

20890/-


6. What is the Amount spent on maintenance and upgrading of laboratory facilities during the previous academic year?

7. What is the Budget allocated for campus expansion (building) and upkeep for the current academic session/financial year?

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

9. Total number of posts sanctioned Open Reserved

Teaching

Non-teaching

10. Total number of posts vacant Open Reserved

Teaching Non-teaching

11. a. Number of regular and permanent teachers Open Reserved

(Gender-wise)

Lecturers

Readers

Professors/ Principal/HOD

Yes No

M F M F

1 4 - 2

M F M F

- - - -

M F M F

- 1 - -

Rs. 8550/-

M F M F

2

2

2 2 2

2 3 3 3

M F M F

- - - -

- - - -

3 lakh


b. Number of temporary/ad-hoc/part-time teachers (Gender-wise)

Open Reserved

Lecturers

Readers

Professors

c. Number of teachers from Same state

Other states

12. Teacher student ratio (program-wise)

Programme Teacher student ratio

D.Ed. -

B.Ed. 1:14

M.Ed. (Full Time) -

M.Ed. (Part Time) -

13. a. Non-teaching staff Open Reserved

Permanent

Temporary

b. Technical Assistants Permanent

Temporary

09

-

M F M F

1 - - -

M F M F

- - - -

M F M F

- - - -

M F M F

1 3 5 1

M F M F

- - - -

M F M F

2 2 1 -

M F M F

- - - -


14. Ratio of Teaching – non-teaching staff

15. Amount spent on the salaries of teaching faculty during the previous academic session (% of total expenditure)

16. Is there an advisory committee for the library?

17. Working hours of the Library - 7 hours

On working days

On holidays

During examinations

18. Does the library have an Open access facility

19. Total collection of the following in the library

a. Books

- Textbooks

- Reference books

b. Magazines

c. Journals subscribed

- Indian journals

- Foreign journals d. Peer reviewed journals e. Back volumes of journals

f. E-information resources

- Online journals/e-journals

- CDs/ DVDs

- Databases

- Video Cassettes

- Audio Cassettes

1:2

Yes

No

9am-4pm

10am-3pm

Yes No

4145

3645

500

07

08

01

02

32

07

450

10

9am-5pm

60%

-

07

473

06


20. Mention the

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

Seating capacity of the Reading room

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?

-

40

Yes No


24. Furnish information on the following

Average number of books issued/returned per day

Maximum number of days books are permitted to be retained

by students

by faculty

Maximum number of books permitted for issue

for students

for faculty

Average number of users who visited/consulted per month

Ratio of library books (excluding textbooks and book bank

facility)to the number of students enrolled

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

institution

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

Number Total cost

(in Rs.)

Number Total cost

(in Rs.)

Number Total cost

(in Rs.) Text books 248 68,959 211 43,230 267 74,319

Other books 5 5320 5 5712 6 6840

Journals/

Periodicals

6 2180 7 7290 7 1420

Any others

specify and

indicate

5 8364 6 8900 6 9584

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

30

30

1.8%

1:5

250

15

03

05


Criterion V: Student Support and Progression

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

Programmes 2011-12 2012-13 2013-14

D.Ed. - - -

B.Ed. 9 5 6

M.Ed. (Full Time)

- - -

M.Ed. (Part Time)

- - -

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

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

3. Does the institution offer Remedial instruction?

4. Does the institution offer Bridge courses?

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

UG PG M. Phil

2011-12 2012-13 2013-14 I II III I II III

Pass percentage 100% 100% 96.8% - - - - - -

Number of first

classes 28 51 53

- - - - - -

Number of

distinctions - - 2

- - - - - -

Exemplary

performances

(Gold Medal and

university ranks)

- - - - - - - - -

Yes No

15-20

Yes No

Yes No


6. Number of students who have passed competitive examinations during the last three years (provide year wise data)

NET

SLET/SET


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 2 3 2

Loan facilities - - -

Any other specify and

indicate

- - -


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

9. Does the institution provide Residential accommodation for:

Faculty

Non-teaching staff

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

Yes No

Yes No

Yes No

Yes No

2011-12

1

5

2012-13

1

4

2013-14

1

3

- - -


If yes, number of students residing in hostels

Men

Women

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

Sports fields

Indoor sports facilities

Gymnasium

12. Availability of rest rooms for Women

13. Availability of rest rooms for men

14. Is there transport facility available?

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

1. Give information on the Cultural Events (Last year data) in which the institution participated/organised.

(Excluding college day celebration)

Organised Participated

Yes No Number Yes No Number

Inter-collegiate - 01 - 04

Inter-university - - - - - -

National - - - - - -


- - - - - -

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No


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?

If yes, give the year of establishment

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

20. Does the institution regularly publish a college magazine?

21. Does the institution publish its updated prospectus annually?

22. Give the details on the progression of the students to employment/further study (Give percentage) for last three years

Year 2011-12

(%)

Year 2012-13

(%)

Year 2013-14

(%)

Higher studies 20 35 40

Employment (Total) 15 24 30

Teaching Non teaching

15 21 26

- 3 4

Yes No

Yes No

Yes No

Yes No

Est:2011-12


23. Is there a placement cell in the institution?

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

past three years.

2011-12 2012-13 2013-14

7 10 4

24. Does the institution provide the following guidance and counselling services

to students? Yes No

Academic guidance and Counseling

Personal Counseling

Career Counseling Criterion VI: Governance and Leadership

2. Does the institution have a functional Internal Quality Assurance Cell (IQAC)

or any other similar body/committee

3. Frequency of meetings of Academic and Administrative Bodies: (last year)

Governing Body/management 04

Staff council 12

IQAC/or any other similar body/committee 03

Internal Administrative Bodies contributing to quality improvement of the

institutional processes. (mention only for three most important bodies)

03

Yes No

Yes No


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

staff of the institution?

Loan facility

Medical assistance

Insurance

Other (specify and indicate)

5. Number of career development programmes made available for non-teaching staff during the last three years

6. 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

b. Number of teachers who were sponsored for professional development programmes by the institution

National

International

c. Number of faculty development programmes organized by the Institution:

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

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

e. Research development programmes attended by the faculty

f. Invited/endowment lectures at the institution

Any other area (specify the programme and indicate)

1 1 2

-

- - 01

- - -

- - 02

12 13 09

02 03 03

Yes No

Yes No

Yes No

Yes No

1 1 2

- - -


7. How does the institution monitor the performance of the teaching and non-teaching staff?

a. Self-appraisal

b. Student assessment of faculty performance

c. Expert assessment of faculty performance

d. Combination of one or more of the above

e. Any other (specify and indicate)

7. Are the faculty assigned additional administrative work?

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

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


9. Expenditure statement (for last two years)

2012-13 % 2013-14 %

Total sanctioned Budget 6410000 6759000

% spent on the salary of faculty 3117548 48.63 3315251 49.04

% spent on the salary of non-teaching

employees

883587 13.78 809062 11.97

Yes No

Yes No

Yes No

Yes No

03 Hrs

-

Rs.44000/-

-

-

-

Yes No

Yes No


% spent on books and journals 99893 1.58 64203 0.94

% spent on developmental activities

(expansion of

building)

791919 12.35 203640 3.01

% spent on telephone, electricity and

water

65227 1.01 65654 0.97

% spent on maintenance of building,

sports facilities, hostels, residential

complex and student amenities, etc.

5415 0.008 3600 0.05

% spent on maintenance of equipment,

teaching aids, contingency etc.

61086 0.95 19480 0.28

% spent on research and scholarship

(seminars, conferences, faculty

development programs, faculty

exchange, etc.)

11800

0.18

15200

0.22

% spent on travel 4492 0.07 24064 0.35

Any other (specify and indicate) 1467113.63 22.88 2246910.33 33.24

Total expenditure incurred 6505166.63 101.44 6716051.33 99.36

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. 2011-12 2012-13 2013-14 11. Is there an internal financial audit mechanism?

12. Is there an external financial audit mechanism?

- 1182648.53

- 843062.63

- 1918705.33

Yes No

Yes No


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

Administration

Finance

Student Records

Career Counseling

Aptitude Testing

Examinations/Evaluation/

Assessment


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

mechanism?

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

the non-teaching staff?

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

approved by a competent authority?

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

temporary/ ad hoc / guest teaching staff?

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

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?

20. Has the institution adopted any mechanism/process for internal academic audit/quality checks?

21. Is the institution sensitised to modern managerial concepts such as strategic planning, teamwork, decision-making, computerisation and TQM?

Criterion VII: Innovative Practices

1. Does the institution has an established Internal Quality Assurance Mechanisms ?

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

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

Category Men % Women %

a SC 07 7 05 5

b ST - - - -

c OBC - - 06 6

d Physically challenged - - - -

Yes No

Yes No

Yes No

Yes No

Yes No


e General Category 09 09 73 73

f Rural - - - -

g Urban - - - -

h Any other( specify) - - - -

i Total

16 16 84 84

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

Category Teaching

staff

% Non-teaching

staff

%

a SC 1 11 2 -

b ST - - - -

c OBC 1 11 7 -

d Women 8 88 6 -

e Physically challenged - - - -

f General Category 7 77 7 -

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 2012-13 Batch I 2013-14 Batch I 2012-13 Batch II 2013-14

SC 14 15 14 15

ST - - - -

OBC 4 7 03 7

Physically challenged

- - - -

General

Category

82 78 77 72

Rural 75 66 71 63

Urban 25 34 24 31

Any other

( specify)

- - - -


CRITERION-WISE ANALYSIS Evaluative Report


Executive Summary

SWOT Analysis

The Pratap Educational Institutions are run and managed by Ch.Pratap Singh Charitable

Trust, which was registered in June, 1964 by our founder late Rai Sahib Ch. Pratap Singh

jee. The Trust established Pratap Public School in 1975. The school had modest beginning

but the Quest for excellence is never ending. Since its establishment the school made

phenomenal progress.

In 1985 Pratap Public School was affiliated to CBSE. In 1991 the trust purchased 5 acres

plot of land of HUDA in sec.6, Urban Estate Karnal and a most spacious and

multidisciplinary complex for imparting education from Nur. To Sr. Sec. Level (10+2)

which started functioning in1992.

And fulfilling its commitment to take education in rural areas, Rai Sahib Ch. Pratap

Charitable Trust Society opened Pratap Public School at Jundla in 2009. Feeling the dearth

of good teachers and realizing the importance of teachers in the life of a child and with the

objective to produce quality teachers, the trust established Pratap College of Education,

Jundla in 2010. It has been established with a firm commitment to foster a Holistic

Approach to facilitate and to promote studies and research in emerging areas of

education. The institute offers an outstanding learning environment for students through

its state- of –the –art infrastructure facilities, course curriculum and teaching

methodology. All these are designed in view of its commitment to achieve excellence in

the field of education by producing excellent trained teachers.

The PCE focuses on development of its students not only by imparting quality education

in teacher training but also in instilling a sense of self worth, self discipline and self

confidence. Student teachers get opportunity to participate in numerous co-curricular

activities on and off the campus to realize their true worth and potential. Within the

campus, facilities have been provided for the outdoor games like badminton, lawn tennis,

basket ball and volley ball.

The institution is affiliated to Kurukshetra University Kurukshetra and regulated by the

following regulatory bodies of the University-

University Court

Executive Council

Academic Council

Faculty of Education

Under Graduate Board of studies


The institute has the credit of being approved by NCERT in 2010 for 100 seats.

In the very first year of its inception we were bestowed with „Grade A‟ after inspection by

the university and we are maintaining the same tradition till date. The institute has future

plans to process for adding master‟s degree in education (M.Ed) catering to the needs of

rural areas.

Now PCE intends to undergo the process of assessment and accreditation by NAAC,

Bangalore to know where it stands on the strength of its programs, performance, abilities

and efforts and thereafter to assure and continuously enhance and improve further to

benefit all the stake holders- the Students, faculty, Alumni and society at large.

Practice teaching is an important component of curriculum transaction in B.Ed course. For

teaching practice 5-6 schools are taken and 15-22 pupil teachers along with one teacher

educator go to school for 15 working days. The institution has cordial relations with all the

schools but sometimes due to overcrowding of pupil teachers in the areas, the schools feel

reluctant in giving schools for teaching practice. But these problems are not a hindrance

for our pupil teachers since we have some practicing schools which are operated in the

umbrella of our trust.

The other challenges‟ faced by the institution are developing computer skills, skills in the

use of ICT, communication skills, language skills, and problem solving skills. As the

students are from both rural and urban areas and from different socio-economic strata, the

Faculty members have to strive hard for developing these skills in the students in this

short span of time.


PART II – CRITERIONWISE ANALYSIS

CRITERION- I: CURRICULAR ASPECTS

1.1 : CURRICULAR DESIGN AND DEVELOPMENT

1.1.1 :State the objectives of the institution and the major considerations

addressed by them? (Intellectual, Academic, Training, Access to the

Disadvantaged, Equity, Self development, Community and National

Development, Issue of ecology and environment, Value Orientation,

Employment, Global trends and demands, etc.)

The objectives and the major considerations addressed by the

institution are:

To produce trained and committed teachers with qualities of head

and heart

To undertake a journey towards excellence in the field of teacher

education through innovative practices with greater emphasis on

pedagogical skills

To develop the potentialities and competencies of student-teacher to

the fullest

To develop in them the right attitude and emotional quotient to deal

with children

To prepare them to be creative, innovative and passionate about

teaching


To enable them to understand child psychology and prepare them to

cope with the challenges of multi grade and multi level teaching

situations

To enable them to provide quality education in a child friendly and

child-centric environment

To equip them with relevant teaching and soft skills along with

theoretical knowledge

To prepare committed and devoted teachers who are ready to raise

the educational standard of schools across India

To meet the ever growing demand of trained teachers at the different

levels of school teaching

All these are in accordance with the Intellectual, Academic,

Training, Access to the Disadvantaged, Equity, Self development,

Community and National Development, Issue of ecology and environment,

Value Orientation, Employment, Global trends and demands of the world

class community.

1.1.2 :Specify the various steps in the curricular development

processes. (Need assessment, development of information database

pertaining to the feedback from faculty, students, alumni, employers

and academic experts, and formalizing the decisions in statutory

academic bodies)

The curricular development process consists of review and updating by the

Board of Studies at the University level. New curriculum for B.Ed.


programme was introduced in the year/session 2010-11. Affiliated

institutes have no power to bring changes in the curriculum.

The college invites the feedback and suggestions about the existing

curriculum of the Course from all the faculty members, members of

Alumni Association, student-teachers of current session, teachers & heads

of practice teaching schools and academic experts, on a prescribed

format/questionnaire.

After compiling, analyzing and getting and evaluating the feedback,

the suggestions are recommended to Kurukshetra University,

Kurukshetra, statutory academic body, for amendments/modifications in

the curriculum.

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 curriculum is designed by the university which keeps all important

aspects of teacher education in consideration including global trends.

Since the University prescribes the syllabus, the institution does not have

the freedom to modify the course content. However, additional activities

are included at college level. Keeping the global needs and demands in

mind –

communication skills, language skills are improved in tutorial

periods


Workshops and seminars, Guest lectures on varied issues like

value education, stress management, pedagogical analysis, etc.

are organized.

Besides, Case study, action research and other community based

project works are regular part of the curriculum to address the

national demands with global views.

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 bears thrust on national issues like environment,

value education, gender equality, Human Rights, Equality, social

Cohesion, Secularism, national integration, population explosion, women

education, education of disabled children and ICT.

There are compulsory and optional papers in B.Ed. curriculum in which

the issues related to national concerns are discussed in detail. The details

are as under –

Environmental Education-is .given as optional subject in III-B

paper for promoting environmental awareness. This paper aims

at developing desirable attitude, values and respect for the

protection of environment and also helping them to know

about the changes taking place in the social environment and

apply various ways and means, to create healthy social

environment and the topics like Global Environment issues,


Impact of technology on Environment and various ways and

means of protection and preservation of Environment etc. To cater

to environmental needs of pupil teachers, Eco Club has been

formed under the guidance of Ms Alka, Assistant Professor. Various

activities like tree plantation and environment awareness

programmes are organized by the club every year.

Value Education-The college activities are so organized that, they

help in creating value orientation in the pupil teachers.

The Morning Assembly ,

Celebrations of Important Days like: Holi, Diwali, Gandhi

jayanti, Lohri, Science Day, Education Day, World Health Day

and Women's Day etc.

The values among pupil teachers are cultivated through Scout

and Guide camp,

community service activities,

sports meet etc

Moreover, the first paper Philosophical, Sociological and

Economical basis of education also is an enriching source of

providing values by reference of ancient philosophers.

ICT Usage-ICET and ICT enabled projects have been made the

compulsory subjects in the B.Ed. curriculum. As a result of

which pupil teacher have positive attitude towards technology.

Our college makes use of ICT which enhances the quality of our

education system in the following ways: pupil teacher deliver


lessons through Power Point presentations, e-resources in

library and use of OHP.

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

yes give details.

Yes, the institution makes adequate use of ICT for curricular planning.

Teachers arrange and ensure that curricular events must be

recorded since its planning stage.

Organization of Orientation programmes & other extension

lectures/ seminars/ workshops

teacher-educators give Demonstration lessons in various

phases of teaching practice

use of ICT resources by teachers in their daily teaching

schedules

Micro-teaching and Practice teaching lessons by student-

teachers

Different miscellaneous activities like

Framing of important rules and norms related to college

Preparation of academic calendar

time table

Different committees structure and their functions

Circulars and notices

Different groups like tutorials


Reports of practical projects and assignments

Proceedings, agendas and findings of staff meetings

Sports and cultural events planning and record

The criteria/schemes/strategies of rewards &

recognitions

In library which is computerized and avails e-resources

Recording of labs material and drafting their

requirements

Planning and record of house examinations & annual

examinations

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 institution attempts to provide experiences to the students so

that teaching becomes a reflective practice in the following manner:

The curriculum encompasses the practice teaching, examination,

workshops, seminars, field visits, extension work etc.

Teacher-educators are free to make use of latest innovative

methodologies. The different methodologies adopted in the planning

and preparation of lessons give valuable insight in making lessons

plans interactive and effective.

The micro lesson plan has a column for reflections to be

written by the guiding teacher-educator for further

discussion and feed-back w h i c h e n a b l e s t h e s t u d e n t -

t e a c h e r s t o i n t r o s p e c t t h e i r performance.


Mega lessons are also observed and analyzed by teacher-

educators and they give feedback accordingly.

The class seminars promote a new form of learning which

gives a chance to have in-depth learning of a subject.

The organization of seminars and guest lectures, co -

curricular activities help the student-teachers to

enhance their different skills like organization skills,

communication skills etc.

Various competitions and activities are conducted for

student-teachers to exhibit their ta lents. These

act iv i t ies make them confident, co-operative, self-

reliant and independent thinkers.

The community work and extension work give the

student an opportunity to come close to the society and

contribute in helping the less advantaged.

All these activities help in making teaching a reflective practice.

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?


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 in the following manner :

Both the theory and the practical aspect of the curriculum have

been given due importance. There is a provision of theory and

practical work in all papers of B.Ed. Course. The Internal

evaluation of the students has been done on the practical cum

theoretical basis.

The student-teachers are motivated to use Computer and ICT in

their notes preparation, Lesson planning for teaching practice,

Power Point presentation for class seminar.

The institution provides a platform for student-teachers to

participate in various literary, cultural and community service

practices.

During teaching practice also student-teachers organize morning

assembly, cultural activities, maintain record and attendance of

the students.

The Institution provides a wide variety of learning experiences to

the students for effective implementation of the curriculum.

While implementing the curriculum, the faculty members

encourage the student teacher to participate in various

Curricular, Co-Curricular and extracurricular activities.

For the effective implementation of curricular aspect of the

course all the faculty members use various Innovative and

Technological approaches of teaching and learning. Various


methods like demonstration, lecture and Problem Solving are

used with wide variety of teaching aids such as OHP, Computer,

Slide Projector, Charts and Models etc.

The special feature in this direction is adoption of Constructive

approach of learning that facilitates not just academic

achievement but also social competencies in diverse natured

groups.

Students are free to select any one activity out of the three or

they may select more than one activity. In community

participation services students go to the community and

participate in various activities like vaccination, eye camp, blood

donation camp, literacy mission and awareness programmes etc.

Thus, with the effective implementation of all the above mentioned

subjects the institution provides a wide variety of learning experience to

the students for the effective implementation of the curriculum aspects

in the campus as well as in the field.

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.

The institution on its own cannot introduce courses but it is done through

the prescribed courses of the Kurukshetra University, Kurukshetra during

curriculum transaction.

However, the following activities were conducted in addition to the

prescribed courses for the same:


Programmes to develop communication skills

Spoken English classes for development of communication skills for

B.Ed. teacher trainees are undertaken in the special guidance by Ms

Meenu Bhatia, Language expert, Pratap Public School, Karnal

Written communication skills are enhanced in both languages (Hindi

and English) by timely organizing various activities like essay writing,

slogan writing competitions

ICT Skills

The University introduced the Information Communication and

Educational Technology as well as ICT enabled Project Work subjects in

the year 2010 – 11 where the students gain theoretical and practical

knowledge of all technological resources

Social Responsibility

Under the Community Service Programmes, the institution organized

many programmes like awareness about safety for labor in industries,

health and sanitation, environmental issues etc

Life Skills

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

institution organizes a one day personality development lecture every year.

Besides, Dr. Geeta from the institution itself works actively in this

direction as she has active first hand experience in the same filed with

disabled children during her doctoral work.


1.2.4 :How does the institution ensure the inclusion of the following

aspects in the curriculum?

i. Interdisciplinary/Multidisciplinary

ii. Multi-skill development

iii. Inclusive education

iv. Practice teaching

v. School experience / internship

vi. Work experience /SUPW

vii. Any other (specify and give details)

(Also list out the programmes/courses where the above aspects have

been incorporated).

The institution ensures the inclusion of above mentioned aspects in the

curriculum in the following manner:

( i ) Interdisciplinary/Multidisciplinary:

Subjec ts o f B .Ed . curr i cu lum l i ke Paper I - Ph i losoph ica l ,

Sociological and Economic Bases of Education, Paper II -

Learner, Learning and Cognition, Paper V - ICET, ICT and others

(special fields) all provide ample scope for interdisciplinary

strategies.


Paper V - ICET contain topics l ike maxims of teaching, micro

teaching etc. which provide scope for interdisciplinary

strategies. The t op ics o f Workshops/Seminars conduct ing

br ing about correlation in different subjects.

( i i ) Mult i -ski l l deve lopment

The inclusion of ICT in practice teaching has enabled the

student-teachers to develop their technological skills, i.e.,

preparing the lesson using power point presentation, operating

them in the class room using the LCD projector, developing

their communication skills through ICT, i.e., knowing about

the different aspects of communication and putting them in

use through seminars which they conduct on any one topic

from any subject.

• Organizational skil ls are developed as the student-teachers

organize and carry out the co-curricular activity assigned to

them and these skills are manifested during the teaching

practice in school as well.

• Our student-teachers play a major role in organizing

different programmes like celebration of national and other

festivals, cultural fest, sports competition, etc. and thus


develop the skil l of shouldering responsibil it ies among the

students.

• The extension activities and the community work help in

developing social skil ls among the student-teachers. These

activities prove to be training grounds for leadership skil ls.

• The micro-teaching, practice teaching and simulated lessons help in

developing a number of skills, thereby making the student-teachers very

confident and self-reliant.

( i i i ) Inclusive education

Paper IV-B, 'Inclusive Education' has been introduced in the B.Ed.

curriculum which is compulsory for all the student-teachers. This subject

helps the student-teachers to identify the students with special

educational needs or diverse needs and help them accordingly.

(iv) Practice teaching

Through micro-teaching and mega lessons, teaching ski l ls

are plasticized by the students in small groups prior to actual

teaching prac t i c e in schoo ls . S tudents a re g i v en enough

prac t i ce in simulated conditions in the institute through

'Simulated Teaching'.


Student. - teachers are encouraged to use teaching aids l ike

charts, models, real objects etc. Student-teachers are also

encouraged to prepare power point presentations on any

subject of their choice and use OHP, LCD projector to deliver

lessons.

Pract ice teaching is conducted in 5 pract ice teaching

schools in the local area. It is conducted for 15 working days.

About 20 students are allotted per school.

Each pupil-teacher delivers two lessons per day. For this,

student-teachers have to interact with their respective schools

allocated to them and seek guidance from respective teachers

for what they have to teach in the classes. Pupil-teachers

prepare lesson plans and try to deliver the lesson effectively.

(v) School experience/internship:

Fi fteen days of practice teaching add to their f irst -hand

school e x p e r i e n c e . D u r i n g t h e t e a c h i n g p r a c t i c e d a y s

i n t h e s c h o o l , t h e student-teachers get an opportunity to

organize and participate in var ious act ivi t ies l ike conducting

assemblies, sports, cultural events, celebration of important

days, competitions etc. to study the entire set up of the


school. Student-teachers are instructed to administer the

case study and action research in the practice school.

(vi) Work experience /SUPW:

The institution uses in-house resources to carry out activities.

We also invite dignitaries from other col leges to provide

expert guidance on art and craft. Workshop for best out of

waste has been organized many times to develop aesthetic

abilit ies of students. Students are guided to prepare charts,

models and improvised apparatus in their methodology periods.

1.3 : FEEDBACK ON CURRICULUM

1.3.1 : How does the institution encourage feedback and

communication from the Students, Alumni, Employers, Community,

Academic peers and other stakeholders with reference to the

curriculum?

The institution encourages feedback and communication from the

Students, Alumni, Employers, Community, Academic peers and other

stakeholders with reference to the curriculum in the following manner:

A feedback proforma on curriculum has been

prepared by the institute for student-teachers,

alumniand teacher-educators. This proforma is got filled

from them and analyzed critically.


Principal, in the start of session holds staff meetings and

provides information on matters related to admission,

curriculum, discipline and academic results of previous

year and critical discussions are we l comed . S t ra t eg i es

a r e p lanned and imp lemented in the forthcoming

term or year.

The IQAC works actively in this direct ion as a link

between principal and faculty.

The teachers from the practice teaching schools also

communicate the prob lems they encounte r in

accommodat ing our s tudents or allocating lessons etc.

Feedback is also received from school teachers formally

on feedback proforma on teaching practice. The

information so obtained is analyzed and used for

improvement.

The institution encourages feedback from student-

teachers during the tutorial meetings with regards to

problems they face with the syllabus or books for

reference.

A suggestion box has been placed in the college. Our

Principal also fo l lows open door po l i cy in th is regard.

Eve ry s tudent and teacher-educator can contact the

Principal in her office at any time for any problem.


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.

Yes, there is 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. The details are as under –

O n t h e b a s i s o f f e e d b a c k c o l l e c t e d f r o m

d i f f e r e n t s t a ke h o ld e r s , a na l y s i s i s c a r r i e d o u t a nd

t h e t i me l y improvements are brought in act ion.

Teacher-educators asked for the facility of making use of

technology fo r which techno logy was s trengthened .

Inte rne t fac i l i ty was provided to them in the Library and

ICT Resource Centre along with availability of e -resources.

The alumni in their feedback reflected that library should

be opened on holidays examination days and vacations

also. It is implemented.

Library period has been added in the time table as

per the feedback from students.

Practice teaching schools also suggested certain changes in

the method of teaching and accordingly modifications are

made.


1.3.3 What are the contributions of the institution to curriculum

development? (Member of BoS/ sending timely suggestions, feedback,

etc.)

Since the curriculum regulatory body of the B.Ed. course is Kurukshetra

University, Kurukshetra, so there is not any scope for any self financing

institute in the development of the curriculum.

But the institution, at its part, takes its own initiatives to bring about

curricular reforms through the feedbacks available on different aspects of

the curriculum from different stakeholders of the society from time to time.

The feedbacks are discussed with members of the inspection committees

during inspections of the college.

It is in this direction that B.Ed. curriculum is planned to be revised again

in the next year. It will be a two-year course in future.

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).

In order to bring quality improvement and student satisfaction, the

curriculum revision of B.Ed. was undertaken by K.U.K. during session

2010-11, which brought about major changes not only in the existing


curriculum but also added the additional papers to it along with

addition to subject combinations.

The changes are as under –

Curriculum and School Management (Paper IV- A) was added to

revise B.Ed. curriculum. Through this paper pupil teachers develop

an understanding of concept, need and importance of curriculum

and management of good quality schools, according to the present

scenario.

Inclusive Education (Paper IV- B): This paper is also made

compulsory paper in B.Ed. Curriculum. Inclusive Education is the

need of the Indian society as it intends to bridge the gap between

special education, integrated education and general system of

education and will reduce exclusion and all types of discrimination

prevalent in our education pattern like universalization of education,

achieving social equality and improve the quality of education.

Information Communication and Educational Technology

(Paper V- A): ICET has rendered a valuable assistance in shaping

our teaching learning process and has evolved as necessity for

would be teachers for fulfilling their obligations as a teacher. And for

the perfect realization of this truth, university has made ICET as

compulsory paper in B.Ed. syllabus.


Action Research (Paper V- B): Action research has been included

as a compulsory paper in B.Ed. curriculum. This paper has been

introduced, to develop problem solving attitude, among teacher

trainees and to make them more research minded.

ICT: paper VIII-A has been made compulsory for B.Ed. teacher

trainees. Practical skills can be developed with the help of this

paper. The pupil teacher can collect information by using internet

facility which helps them to enhance their knowledge. They could

learn how to prepare ppt. and transparencies to deliver their

lessons.

Introduction of Information Communication and Educational

Technology(Paper V-A) and ICT (paper-VIII-A) as compulsory

subjects is certainly useful and professionally desirable for the

pupil teachers, because computer literacy programme has been

introduced in the schools at all levels also, the Computer

Education provides an additional benefit to the job seekers.

Mid Day Meal and SSA: These two new subjects have been added in

the B.Ed. curriculum seeing the needs of the society. Mid Day Meal

is compulsory in Govt. schools. Universalization of education is the

need of hour and this aim can be achieved through Sarva Shiksha

Abhiyan.


1.4.2 What are the strategies adopted by the institution for

curriculum revision and update? (need assessment, student input,

feedback from practicing schools etc.)

The task of curriculum revision and update is on the part of

Kurukshetra University, Kurukshetra.

However, the following strategies are followed by the institution for

curriculum revision and update:

Getting regular feedback from the student-teachers.

Feedback from the practice teaching schools.

By formal & informal means of feedback from community

members

Getting feedback from college Alumni through verbal

expressions, written form & E-mail.

Meeting of the schools principals & teachers for modification

in the curriculum.

1. 5 BEST PRACTICES IN CURRICULAR ASPECT

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 has undertaken the following quality sustenance and

quality enhancement measures during the last three years:

Interactive lectures by teacher-educators in such a manner as

to enhance the intellectual and academic standard of the

students.

Co-operative Learning through Constructive approach helps in

developing not only academic but also the social competencies

among the students.

Remedial Teaching / tutorial provisions.

Training in compulsory as well as basically required teaching

skills as part of training.

Development of professional skills as well as professional

ethics during teaching programmes.

Providing access to the disadvantaged students, and hence

equity in the form of Book Bank facility, scholarship, fee

concessions, barrier free infra structural facilities.

Providing numerous opportunities for self development

through organization of guest lectures, seminars, workshops,

personality development programmes, lectures on life skills

etc.


Organizing and Participation in activities related to community

and national development.

Ecological and environmental health is the primary focus of

the college.

The whole teaching learning environment in the college is in

consonance with the development of values among the

students. Here the students actually CAUGH and not taught

the values.

Use of ICT by all – students as well as teachers.

Ability to use technological resources for academic purposes.

„Learning by Doing‟ is always promoted.

Making the subjects Inter Disciplinary.

Providing platform for Career Opportunities and hence

Employability.

1.5.2 What innovations/best practices in „Curricular Aspects‟ have

been planned/ implemented by the institution?

The innovations/best practices in „Curricular Aspects‟ planned/

implemented by the institution are –


The institution plans in advance for the activities to be

organized. The various activities dealing with the curricular and

co-curricular aspects are planned very well by the institution in

the annual year plan. Proper care has been taken while planning

the year plan.

For effective implementation of the curricular and co-curricular

part of the course, the IQAC (Internal Quality Assurance Cell)

analyses the every aspect of the year including university

holidays, weather conditions, school availability for practice

teaching, Important National & International days of celebration,

and needs & requirements of the curriculum.

The various committees are constituted for the better

implementation of the academic plan to act as a team to

accomplish the task. The various committees like cultural,

academic, time table, literary & workshop, library, tour

committee etc. work independently as well as with collaboration

with each other.

Availability of e-resources in the library has been made available.

It is in this direction of curricular aspects that all students as

well as faculty are encouraged to use ICT resources in their daily

teaching-learning processes Best methodologies and approaches

are adopted by teacher educators keeping in consideration the

diversities of learners in the class room.


CRITERION II: TEACHING LEARNING AND EVALUATION

2.1: ADMISSION PROCESS AND STUDENT PROFILE

2.1.1: Give details of the admission processes and admission policy

(criteria for admission, adherence to the decisions of the regulatory

bodies, equity, access, transparency, etc.) of the institutions?

Criteria for admission – Candidates with at least 50% marks either in the

Bachelor Degree and /or in the Master's Degree from any recognized

university are eligible for admission to the programme. The minimum

eligibility for SC/ST, Blind /Physically Handicapped and Visually Impaired

candidates is 45% marks.

The students are admitted in B.Ed. course on the merit basis, taking

consideration of reservation policy and other rules of State Govt. of

Haryana through following practices:

The Institution strictly implements the admission procedure and fee

structure notified by the admission regulatory bodies i.e. M.D.U., K.U.K.,

and C.D.L.U., Sirsa. The fee is being deposited through bank challans in

college account in prescribed installments during given time periods and

receipts are issued to the students.


The admissions were made through online counseling on the alternate

basis. The vacant and left out seats were re-advertised to ensure the equal

and easy access for all the eligible candidates aspiring for admission.

It is a fully transparent and easily accessible system.

Role of college admission committees:

The Institution has the separate and specific admission committees for the

same that work under the guidance of principal.

2.1.2: How are the programmes advertised? What information is

provided to prospective students about the programs through the

advertisement and prospectus or other similar material of the

institution?

The program offered by the institution is advertised through the

newspapers (English & Hindi both), hoardings, pamphlets, prospectus,

and on the college website.

All advertisements in media make clear the following details –

location of the college

transport facility / connectivity

seats available

fee structure


duration of the course

eligibility criteria

salient features of the institute

faculty status & results of the previous years

In information brochure / prospectus of the institution contains

clear message about its vision, ambition of the management and

administration towards selfless service to the society through

teacher education

Infra structure details

faculty with their great academic record

cultural and social perspectives of activities undertaken through

collage of photographs

2.1.3: How does the institution monitor admission decisions to

ensure that the determined admission criteria are equitably applied

to all applicants?

The Institution has specific admission committee to monitor

admission decisions for B.Ed. course.

The admission committee members and convener remain

vigilant on handbook of information or prospectus, circulars of

the NCTE, & State Universities K.U., Kurukshetra, M.D.U.,


Rohtak & C.D.L.U., Sirsa in print media as well as on their

website.

To ensure equitability applied to all the applicants, all the

information and decisions regarding admission procedure and

fee are displayed on the college notice board and in the

admission cell.

List of students enrolled & status of vacant seats in the college

is timely updated & displayed.

Admission committee:

1. Mrs Davinder Kaur Lamba (Convener)

2. Dr Kavita (Co-ordinator)

3. Mrs Shalini (Asstt. Co-ordinator)

4. Dr Geeta Garg (Asstt. Co-ordinator)

5. Ms Himali (Office Asstt.)

2.1.4: Specify the strategies if any, adopted by the institution to

retain the diverse student population admitted to the institution.

(e.g., individuals of diverse economic, cultural, religious, gender,

linguistic, backgrounds and physically challenged)

The following strategies are adopted by the institution to retain the diverse

student population admitted to the institution-


1. The institute assists the economically weak students by -

The additional numbers of library books are issued

especially to them by Book Bank facility of the library

Free Transport Aid

Deserving and competent students from this section

are enrolled in „Earning while Learning‟ scheme of the

college

2. The institute celebrates the cultural & religious diversity by –

Celebrating all religious festivals and events

Every student is encouraged to share and represent

his/her culture and sect in various cultural activities

and morning assemblies.

Lohri, Diwali, Holi, Guru Parv, Id and Christmas are

celebrated in the institution.

The educational tour to different places of Historical

and educational importance are successfully

organized in this direction

3. The linguistic diversity has been facilitated in teaching learning

process by


Educating through both medium – Hindi and English.

Although the emphasis is on good Hindi & English,

the regional impact on tone of the students is taken

care of.

The teaching aids are used for presenting material in

both the languages.

4. Although the college has record of no physically challenged

student, it has barrier free infrastructure keeping in mind the

constraint of this factor in future.

5. Regarding gender equity, being a co-ed college, no disparity is

there between girls and boys. Both are provided with equal

opportunities for all kinds of curricular & co-curricular

activities. In case any problem occurs, they can address to

Grievance & Redressal Cell.

However, the college has active Women Cell for organizing

community programmes for women in nearby localities.

6. There is provision of remedial classes via tutorial groups for slow

learners / under achievers.

Moreover, to celebrate all kinds of diversities, heteronymous

sections & tutorial groups are made.


2.1.5: Is there a provision for assessing student‟s knowledge/needs

and skills before the commencement of teaching programmes? If yes

give details on the same.

Yes, the institution has provision for assessing student‟s knowledge/needs

and skills before the commencement of teaching programmes. The details

are -

1. Introductory session with students

Every academic session begins with the orientation

programme. The teacher educators give opportunity to the

students to introduce themselves.

The main focus remains on

their qualification,

areas of interest

& why admission in B.Ed.?

This session is very enriching for the faculty to have an overview of each

student.

2. Talent search competition:

Every year institution organizes the talent search competition just after

the admission process completion. It has various segments like – dance,


poetry, speech, singing, painting, rangoli, best out of waste, mono acting

and mimicry. The performance of the student teachers provides a realistic

picture of their persona, knowledge, specific skills and needs.

3. Teaching Subjects Tests:

These are regularly conducted from the very first session so that right

student is given the right teaching subject. No doubt, past qualification

matters in choice, the selection of second teaching subject can be

manipulated according to the score achieved in the subject test.

4. Test to Identify teaching aptitude:

In the current session, institution has conducted TAT (Teaching Aptitude

Test) to assess the teaching aptitude for newly admitted students in the

beginning of the session. It would be beneficial in conducting teaching

practice session accordingly.

2.2: CATERING TO DIVERSE NEED

2.2.1: Describe how the institution works towards creating an overall

environment conducive to learning and development of the students?

The Institution works towards creating an overall environment conducive

to learning and development of the students –


Through the effective implementation of the curriculum, the Pratap

College of provides best services to the student-teachers for better

learning environment. The faculty members use various teaching

methods according to the needs of the students. If student-teacher

finds any difficulty in the way of learning, the hurdles are removed

by the concerned teacher-educator by adopting suitable method.

College has the facility of well-equipped ICT resource centre and

updated library where student-teachers are provided instructions &

knowledge as per their requirements.

Faculty is self-motivated to use various kinds of teaching aids

(traditional as well as technological) such as chalk board, chart,

model, pictures, transparences, OHP, and computers in the

classroom for the effective presentation of the content matter.

Student-teachers are also given first-hand experience in preparation

and handling of various kinds of audio-visual aids by organizing

special workshops. Each student-teacher prepares teaching aids

including charts, models, slides, transparences, chalk, duster,

pointer, flash cards and power point presentations in each teaching

subject. Student-teachers are also encouraged to use more & more

teaching aids in their actual classroom teaching or at practice skill

in teaching. Method labs are appropriately used for the purpose.


All the student-teachers are trained well enough to handle the

modern technological aids in their classroom teaching. They are

trained in the use of computer, OHP, LCD Projector, Internet etc.

College also provides environment to the student-teachers where not

only the academic growth of the student become possible but also

their cultural, social, intellectual, moral, mental & professional

growth are also taken into consideration. The institution organizes

various cultural programmes from time to time for developing all

aspects of personality of the student-teachers. In these programmes

student-teachers are encouraged to participate and organize the

whole activities. The faculty serves as guidance force to them. All the

activities of the programmes are managed by the student teachers.

Various Inter House competitions are also organized at the college

level for the student teachers to foster sense of competitions among

them. The institution organizes and celebrates important

programme/day at college level.

Along with all the competitions, regular morning assembly is also

organized in the college. Through morning assembly the institution

tries its best to inculcate the moral & spiritual values among the

student-teachers. It is compulsory for every student-teacher to

participate in the morning assembly and to perform any activity

according to his/her interest.


Besides all this student-teachers are encouraged to participate in

the various competitions & workshops etc. held at different college,

where our student teachers got remarkable achievements.

Other timely activities organized for their personality development

are community participation, games & sports, work experiences,

classroom seminar, extension lectures, educational excursions etc.

In terms of infrastructure also, the college building and other infra is

eco-friendly and highly conducive to the students that creates

barrier free healthy learning environment.

Formative assessments are regularly done for assessing academic

achievements of the students.

Feedback mechanism helps the institute to bring timely

improvements in overall activities of the college.

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

the students?

The following activities are organized to meet the diverse learning needs of

the students.

1. Extra classes in the form of remedial classes are arranged for

academically weak students.

2. Issuing books to student-teachers during annual

examinations.


3. Extra ordinary / brilliant student-teachers are provided

opportunities to attend workshops/Seminars/Competitions

etc.

4. Assignments and projects are assigned to the student-

teachers according to their level.

5. Tutorials are regular in order to have one-to-one interaction

opportunities with all kinds of students in the heterogeneous

groups to identify the individual differences.

6. Bi-lingual instructional medium is used to cater the diversities

of language.

7. Maximum teaching aids (general & technological) are used to

maximize the learning of all kinds of students

8. Heterogeneous sections are made in order to celebrate the

learning diversities in a class room

9. Constructive learning approach is effectively adopted to

promote self experienced based learning in peer groups that

are again heterogeneous in nature

10. Students are prompted to use labs maximum for practical

knowledge of school subjects.

11. Intelligent & creative learners are prompted to use available e-

resources to accelerate and enrich their knowledge standards.


12. Individual attention to all students by all teaching staff is

highly appreciable factor of the college.

2.2.3 : What are the activities envisioned in the curriculum for

student teachers to understand the role of diversity and equity in

teaching learning process?

The whole B.Ed. curriculum is divided in 11 papers & all cater the role of

diversity and equity in teaching learning process in the following manner–

In Paper-I (Philosophical, Sociological, and Economic Bases of Education),

the topics Social equity and education, Role of Education in Empowerment

of Women and Weaker Sections including SC, ST, OBC, Human Rights,

Education for Democracy, Socialism and Secularism not only speak of the

diversity of the society but also of the right to equality, equity etc. and

when these programmes are actually practiced, and go for the unity of the

country.

Similarly Paper II (Learner, learning, and cognition) has reference to Group

dynamics/Group Learning Strategies, Motivation, Educational Psychology,

Heredity and Environment, Growth and Development. These topics make

aware the student teachers sensitive to the needs of different age groups

of students.

In Paper IV a topic like Teacher as A Successful Classroom Manager

highlights the need and importance of facing the challenges of the


profession both inside and outside the classroom which calls upon the

teacher to understand that no two individuals are alike in this world,

hence individual differences must be accepted and respected. In a way, it

leads to the maximum development of students in the class.

Paper-IV B carries topics on Inclusive Education, Integrated Education,

and Alternative Education which provide sufficient scope to the students

to understand the differences all must have equal opportunities to learn

and grow.

Action Research in Paper V B provides good opportunities to all the

students to understand the problem in its true perspective and also come

out with practical suggestions to set the situation right.

The Work Experience Programme in paper VIII B – is based on community

outreach services that provide sufficient scope to all the students to work

the way they want, but of course, not at the cost of quality and excellence.

As such, whether it is making art pieces, having power point presentation

or working in the playground or preparation of pots, students really learn

a lot and enjoy every moment and every step of it.

Paper XI –co-curricular activities – is totally based on diversity &

inclusion. Because the students do participated in the activities as per

their own interests and caliber, without any discrimination on any basis.

So the various activities envisioned in the curriculum make the student

teachers understand the role of diversity and equity in teaching learning.


2.2.4 : How does the institution ensure that the teacher educators are

knowledgeable and sensitive to cater to the diverse student needs?

The institution ensures that the teacher-educators are knowledgeable and

sensitive to cater the diverse needs of the students with the help of the

following best practices:

1. By appointing well qualified and experienced faculty who has

qualified UGC-NET / Ph.D. in education or in relevant teaching

subjects, possess M.Phil. Degree in Education or in relevant

teaching subjects other qualifications.

2. Each member of the staff is selected by the properly constituted

selection committee from the Kurukshetra University including

Professor and Associate Professor, one of them is subject expert

to ensure the efficiency of teacher-educators in their subject

concern.

3. Students‟ feedback is also taken on prescribed proforma

regarding the teaching of all the faculty members.

4. Teacher-educators are allowed to attend & participate in various

seminars, conferences & workshops etc. organized by different

universities/institutions. Appropriate T.A. /D.A. are also paid to

them for attending the same.

5. In the future, institution is planning to send teachers to

participate in the Refresher course/orientation courses to provide


them an opportunity to exchange experiences with their peers

and eminent educationists.

6. Extension / guest lectures are timely arranged by which not only

our students but faculty is also benefitted.

7. All teachers are encouraged to work on action research project at

their own college level in which learning problems of the students

are identified and relevant solutions are found timely.

8. The alumni of the college as well as the parents/guardians are

also indicators of faculty‟s overall knowledge and sensitivity.

9. Besides, each teacher is designated with special duties to perform

as per his caliber in order to cater the diverse needs of the

students –

ACTIVITIES INCHARGE(S)

Teaching Practice Mrs. Shalini

Examination Mrs. Kavita

Cultural Activities Mrs. Shalini & Mrs. Kavita

Literary Activities Dr. Geeta, Ms Priyanka

Sports Club Mrs. Barkha

Red Ribbon Club Mrs. Shalini & Mrs Barkha

Guidance &

Counseling Cell

Mrs. Shalini & Ms. Priyanka


Student Grievances

Cell Ms. Alka & Dr. Anita

Excursions Mrs. Kavita

Women Cell Dr. Anita , Ms Priyanka

Placement Cell Dr. Anita , Dr. Geeta

Student Welfare

Committee Dr. Anita

Science Club

Dr. Anita , Mrs. Raj

Library Advisory

Committee

Dr Geeta, Ms Alka

Eco Club Mrs Raj, Ms Alka

IQAC Coordinator Dr Geeta

2.2.5: What are the various practices that help student teachers

develop knowledge and skills related to diversity and inclusion and

apply them effectively in classroom situations?

The institution takes efforts to help the teacher trainees to develop their

knowledge and skills related to diversity and inclusion. It also takes efforts

to provide opportunities to the teacher trainees for applying this

knowledge and skills effectively in classroom situations. The efforts are as

follows: -


1. Providing knowledge through theoretical component: -

Paper-I (Philosophical, Sociological, and Economic Bases of

Education), the topics Social Equity and education, Role of

Education in Empowerment of Women and Weaker Sections

including SC, ST, OBC and Minorities, Human Rights, Education for

Democracy, Socialism And Secularism not only speaks of the

diversity of the society, but also of the right to equality, equity etc.

and when these programmes are actually practiced go for the unity

of the country.

Paper II (learner, learning, and cognition) has reference to Group

Dynamics/Group Learning Strategies, Motivation, Educational

Psychology, Heredity and Environment, Growth and Development. It

makes aware the student teachers sensitive to the needs of different

age group of students

Paper IV B has reference to exceptional children, their types etc. and

also their identification and educational/ remedial programmes.

This knowledge certainly helps the student teachers to treat all

equal and never to undermine the abilities of any of their class

fellows rather to inspire in them the feeling “I am the best” and I can

do the things in my own style.


Through Action Research, Paper VB, they learn to diagnose class room

problems pertaining to teaching and learning and also apply drawn

results to solve such problems. This subject greatly helps the students

in developing among them knowledge and required skills.

2. Providing knowledge through practical component: -

The knowledge regarding diversity and inclusion is provided to the

Teacher trainees through practical assignments, projects, case studies

and visits related to the theory courses. The institution also organizes

visits to various special schools and orphanages to get first hand

information and experiences regarding diversity and inclusion.

The community based projects and work experience programme in paper

VIII B provides enough scope to all the student teachers to explore the

diversity and inclusion. Mid Day Meal Preparation to Monitoring Sarva

Shiksha Abhiyaan (SSA) Project School- The visit of pupil teachers s

provides them good knowledge and understanding of the working and

needs of the diverse group of people and also how they are to be helped to

become an integral part of the society.

3. Developing skills through demonstrations given by teacher

educators and teachers: -

The teacher educators develop the skills of teacher through live

demonstration during their teaching sessions, microteaching and

simulation lessons.


Our teacher trainees observes the lessons of school teachers and

peer group members through which we give them an idea about the

proper interaction with teacher trainees having diverse needs and

how they are included.

In addition, the following activities are regularly carried out to help

the student teachers to develop knowledge & skills related to

diversity & inclusion & apply them effectively in classroom situation.

Organization of daily morning

Organization of Seminars

Organization of Guest Lectures

Organization of Personality Development Programmes

Organization of Various Competition at college level

Organization of various cultural programmes

Promoting students to participate in national/state level seminars &

competitions

Actual use of knowledge and skills:

Obviously, the knowledge gained and skills acquired by the students

inside and outside classroom conditions are effectively used in their own

classroom situations that they deal with and even at school level in which

they are sent for practice during their real teaching. They become able to

manage not just the classroom teaching-learning processes but also

become smart in organizing various activities that they learn in our

college. In this way, they get an opportunity to apply the required

knowledge and skills.


2.3 : TEACHING LEARNING PROCESS

2.3.1 : How does the institution engage students in “active learning”?

(Use of learning resources such as library, web site, focus group,

individual projects, simulation, peer teaching, role-playing,

internships, practicum, etc.)

The institution engages students in “active learning” in the following

manner:

a. The library as the learning resource center works wonderfully in

this direction.

The college has a well furnished, rich, computerized Library which

offers suitable reading environment to learners. The students get

ample opportunities for self study and content enrichment. There is

a library lecture prescribed in the college time table. Moreover, the

teachers prompt students to refer library for supplementary reading

materials. The library also has Photostat facility where pupil

teachers can photocopy the important notes and sections from the

reference books and periodicals. The college library has Computer

Systems with Internet Connectivity for e-Resources and Usage of

Internet in Library. The library staff makes the best of their effort to


provide sufficient material as per the needs of the students and the

faculty. –

b. Web site

The pupil teachers have an easy and convenient access to ICT via a

well furnished ICT Resource Centre with internet facility. All pupil

teachers are given free access to the Resource Centre, so that they

may gain through personal experience in a more effective manner. It

is compulsory for all the pupil teachers to learn how to use

computers, Internet, how to make power point presentation etc.

They learn how to use college website for getting some information

such as: curriculum, faculty, academic calendar, activities, courses

offered & latest news with upcoming events.

c. Focus group

The focus groups are mainly on two bases –

Academic wise

Co-curricular performances wise

Our college has mentoring arrangements where 20 pupil teachers

are under the guidance of one mentor. Mentors recognize the

potential and encourage them to participate in various curricular,

co-curricular and extracurricular activities. They are also

responsible for helping them to solve their personal or academic


problems and remain in touch with their progress throughout the

session.

The two tutorials periods, twice a week are kept in time table in

which mentors guide and help pupil teachers. The experiences of

tutorials are discussed in faculty meetings so that services may be

made more effective. Mentors also encourage students for the

following:

• To participate in seminars, workshops, group discussions,

brainstorming etc.

• To organize literary competitions.

• To counsel and guide pupil teachers to solve their problems.

They encourage guide the pupil teachers to participate in

various functions, festivals, events etc.

d. Individual projects:

The teacher trainees undertake individual and group projects as

part of practical work. They have to complete these projects like

content cum methodology report; technology based teaching,

administration of psychology tests, where teacher trainees remain

engaged in active learning.


e. Simulation and peer teaching:

Microteaching is the essence 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 real classroom teaching.

Therefore, the teacher trainees remain active in this learning process

in simulation.

In discussion/mega lessons, teacher trainees have to integrate various

skills acquired in the micro- teaching and conduct the lessons. These

are the simulated lessons on the peer group members, thus, the

students remain engage in active learning.

Moreover, pear teaching is emphasized in tutorial groups and constructive

learning approaches when followed.

f. Role playing:

Role playing is occasionally used as a methodology for community

programmes through which not only the society is benefitted, but

the students also learn actively.

g. Internships:

According to our university curriculum, this internship programme

is meant as real teaching practice in schools for 15 days duration in

which the teacher trainees have to teach in real classroom situation,

for that purpose they have to do a lot of preparation. Such as writing


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

lesson notes, preparation of teaching aids etc. For all these activities

the pupil teachers remain busy actively.

h. Practicum:

Practicum has been given due weightage under the prescribed B.Ed.

curriculum. It consists of the following papers:-

Paper VIII-A

ICT enabled practical projects -

• MS WINDOWS

• MS OFFICE

• MS WORD

• MS POWER POINT

• MS EXCEL

Paper VIII-B:

Community Based Projects and Work Experience

(Any one of the following)

• Out of School Children' Enrolment Drive

• Recycling of the Waste

School/Classroom ambience: Interior- decoration,

• Drawing and Painting

• Alternate School monitoring- Support teaching

• Out Reach programmes

• Mid Day Meal- Preparation to Monitoring


• Organizing Parent-Teacher Meeting

• Serva Shiksha Abhiyaan (SSA) Project

Paper IX & X- Skill in teaching

Paper X1- Participation in Co-curricular School-based Activities

(Select any Four of the Following)

• Communication skills and Functional use of Language Lab

• Literary Activities

• International and National Days Celebration

• Bharat Scouts and Guides

• Cultural Activities

• Sports Activities

In this way, there is continuous & comprehensive involvement of

students in the process of “active learning”.

2.3.2: How is „learning‟ made student-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 students?

Learning is made student-centered. The list of participatory learning

activities is as follows:

Constructive learning approach

Group Discussions

Role Playing,

Presentations and Tutorials


Assignments

Seminars

Mega Teaching

• Social Awareness Programme

Quiz Competition

Debate

Symposiums

Competitions

Micro Teaching

Workshops

Survey Brain Storming Session

Declamation

Skill Development

Skill development of pupil teachers takes place through various micro

skills prescribed in the various teaching subjects. The prescribed skills are

as follows:

• Skill of introducing the lesson

• Skill of questioning

• Skill of illustration with examples

• Skill of stimulus variation

Besides these prescribed skills, we go for skill of Chalk Board Writing also.


In addition to these, action research projects, case studies, school reports

& community survey programmes make the learning “student centered”.

Active use of ICT, library resources, and different labs greatly contribute to

self management of knowledge and skill development of the students.

2.3.3: What are the instructional approaches (various models of

teachings used) and experiences provided for ensuring effective

learning? Detail any innovative approach/method developed

and/used.

Our college envisages a beautiful integration of traditional as well as

modern methodology of instructions are used to impart the instructions &

providing various learning experiences to the student teachers. The

traditional methodology include Lecture Method, Discussion, Heuristic

method where as modern methodology includes use of modern

technologies, interaction models, project method, problem solving method,

demonstration and experimentations etc.

Various strategies have been adopted by the institution to ensure

effective learning of the students which include simulation, audio-visual

aids, learning by doing, seminars, assignments etc.

This practical work is carried out with the active participation of the

student-teachers. Student-teachers are engaged in ICT enabled projects,

preparing charts, models, making useful products from waste material and


community services, actual school setting, various cultural & social

programme for providing various learning experiences to ensure better and

effective learning.

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 student.

There is no such programme provided in the B.Ed. curriculum to provide

training in models of teaching. But our college uses various kinds of

methodologies and approach to provide effective learning experiences to

the student teachers.

1. Pedagogical analyses of the content:

In every teaching subject of B.Ed. there is provision to do

pedagogical analysis of the given topics in terms of content/ subject

matter, behavioral outcomes, methods and activities and evaluation

devices. Firstly teacher educator demonstrates a topic from the given

list before the student teaches and then student-teachers do

pedagogical analysis of the topics.

2. Lesson Plan:

Special sessions are being devoted for the preparation of lesson

plans and related requirements. Various aspects of lesson planning


such as stating objectives in behavioral terms, division of content

matter, using appropriate methodology, use of various A.V. aids,

how to present the content matter, dealing with the students,

controlling classroom activities, using chalkboard etc. are discussed

in detail. Our college follows RCEM approach of the lesson planning

is followed. Student-teachers plan their lesson according to RCEM

approach.

3. Student-teachers are provided with adequate training in delivery of

model lesson presentation before starting their micro- teaching and

teaching practice in the schools. Before the commencement of micro

teaching lessons student-teachers are well oriented about the micro

teaching, its concept, requirement & various teaching skill.

Demonstration lesson in each skill and in each teaching subject is

presented before the student-teachers by the teacher educators.

During this micro teaching session, every student-teacher prepares

and delivers six micro lessons in each teaching subject and then

four mega lessons and two discussion lessons in simulation. Micro-

lesson has the duration of 5-7 minutes, whereas mega & discussion

lesson have time duration of 20 and 40 minutes respectively.

4. Beside all this student-teachers have been well oriented about

various kinds of methods and strategies in the theory of their

relevant teaching subjects.


2.3.5: Does 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 teachers use micro-teaching technique for developing

teaching skills. Through the effective use of micro-teaching techniques, all

the student-teachers are well trained in the various teaching skills and

then with the appropriate integration of these skills, they become good and

effective teachers.

While using micro-teaching as training technique first of all the P.Ts.

are well oriented about the concept phases and cycle of micro-teaching.

Then detailed information including, meaning, component, criteria &

observation etc, is provided to them about each skill. After that every

teacher-educator presents a demonstration lesson on each skill in various

teaching subjects. Student-teachers observe this demonstration lesson

and then discussion follows where doubts and queries of the student-

teachers are removed.

After observing the demonstration lesson it is the turn of the

student-teachers to present their Micro lesson according to the skill

assigned. Every student-teacher delivers eight micro lessons in each

teaching subject for practicing the following teaching skills.


1. Introduction of lesson

2. Skill of Questioning

3. Skill of Illustration with examples

4. Skill of Stimulus Variation

Two lessons are delivered in each skill in each teaching subject. Therefore,

over in all, 16 micro lessons are practiced by the pupil in teachers in their

both teaching subjects. Besides, these prescribed skills in the syllabus;

the college puts special emphasis in skill of CHALK BOARD WRITING

without which even others do fail. So, it is given due time. Moreover, they

are demonstrated the skill of USING TAECHING AIDS also & this skill are

demonstrated as a part of all other skills practiced by them. Student-

teacher practices a particular skill till he/she achieves mastery over the

skill. Regular feedback is given to him by his/her peers and teacher in

charge for the improvement. They are trained so well that they gain

mastery over the skill.

2.3.6 :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.)

The teaching practice phase in schools goes in the following manner –


1. Number of Lessons Delivered by each Student-Teacher:

At practice teaching in schools, every student-teacher delivers –

15 general lessons, and

1 discussion lesson in each methodology course.

It means total 32 lessons (30+2) are delivered by each student-

teacher at practice teaching. The teaching practice session goes for

15 days. Therefore, two lessons per day are delivered by each

student-teacher, and discussion is taken in between any selected

day of those 15 days.

2. Number of Lessons Observed by the teacher educators:

For every practice teaching school, one teacher educator is assigned

the work as supervisor. The supervisor/mentor teacher is assigned a

group of almost 20 student-teachers. Therefore, at practice teaching,

the teacher observes almost 40 lessons per day.

3. Observation of lessons by peers/school teachers, feedback

mechanism, monitoring mechanisms of lesson plans

Each student-teacher observes 20 lessons in the both methodology

courses delivered by their peer and also provide feedback to them.


At the time of the observation of discussion lesson, all the student-

teachers, mentor teacher and school teachers observe the lesson.

The discussion lesson is followed by a detailed discussion on the

strengths and weaknesses of the lesson delivered by the student-

teacher. Appropriate suggestions are provided to him/her by peers,

mentor teacher & school teachers accordingly.

Mentor teacher regularly check the lesson plan & observe the

practice teaching. He/Se writes his/her comments & suggestions

about the lesson in the lesson plan note-book of the student-

teachers.

School teachers are encouraged to observe the lessons delivered by

each student-teacher and provide necessary feedback as they are in

real settings and face the real challenges of the classrooms in school

situations.

2.3.7:Describe the process of Block Teaching / Internship of students

in vogue.

While selecting the schools for practice teaching the following process is

adopted:

1. Identification of schools for practice teaching:-

First of all school are identified for the practice teaching of the

student-teachers. Following criteria are kept in mind while

identifying the schools:-


School should be near to the college.

It should be in easy access of the student-teachers.

Number of students‟ strength in the schools.

Basic amenities at the school.

Attitude of the head of the school & staff.

Availability of the school.

Recognition / affiliation of school with the government.

Medium of instructions at the school.

On the basis of above mentioned criteria the detail survey is

conducted by the teaching practice committee of the college and

then this committee selects the schools for practice teaching.

2. Getting consent from authorities:-After selecting the school for

teaching practice the consent of the concerned authorities is taken

for availability of schools for teaching practice. For taking consent to

conduct practice teaching in government school proper channel is

followed and consent from higher authorities‟ such as District

Education Officers & Block Education Officer of the concerned

district is taken. Then with the permission letter for D.E.O. or

B.E.O., teaching practice committee meets the head of the

concerned school and gets permission to conduct practice teaching.


3. Division of group & mentor teacher:-

After selecting the school for teaching practice and getting their

consent, the various student-teachers are assigned to different

groups and school. While assigning the schools to student-teachers,

various needs & requirements of the student-teachers are kept in

mind. Every care has been taken to provide nearby school to the

student-teachers. A group comprises of almost 20 student-teachers

and one teacher educator as supervisor.

4. Completion of teaching practice:-

Teaching practice session at the schools lasts for 15 day in which

student-teachers deliver 32 lessons in all and observe 20 lessons of

their peers. Before the commencement of practice teaching, they are

also well oriented about the school environment.

Besides, the student-teachers undertake the responsibility of -

Conducting morning assembly.

Organizing co-curricular activities.

Taking adjustment period.

Correction of home work of students.

Giving tests to students.

Evaluation of the test.

Working in Library and Laboratories with school staff.

Learning maintaining stock registers.


Doing analysis of time table of the school.

Observing parent teacher-meetings.

Organizing lectures on any social issues like environmental issues.

In addition to the above, they conduct action research & case study

also as part of their curriculum during this phase.

Moreover, they prepare project report on the following –

Mid day meal scheme and

Sarva Shiksha Abhiyaan, also.

Students doing practice in non-government/private schools

spare their time for this survey in government schools with the

permission of their mentor teacher.

5. Monitoring & Supervision by Teaching Practice committee &

Principal:

The smooth and effective functioning of the teaching practice is

ensured by the regular visits of the teaching practice committee and

the Principal himself. They regularly visit various schools randomly

and observe the conditions at the school. During their visit, they

meet the head of the school, staff members, and student-teachers

and also observe some practice teaching lessons and provide

feedback accordingly. They also observe the difficulties faced by the

student-teachers at the school and make necessary arrangements to


remove/reduce them. Necessary guidance is also provided to the

student-teachers and teacher in charge as per need.

Thus, the process of block teaching runs smoothly with the

active participation of every student-teacher, teacher-educator,

schools staff and higher authorities including Principal and Head of

the schools.

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.

Yes, the practice teaching sessions/plans developed in partnership,

cooperatively involving the school staff and mentor teachers. The details

on the same are, as under:

In the beginning of the practice teaching at the school, a

discussion session is arranged in which all the student-

teachers, staff members of the schools and head of the school

are introduced with each other by the teacher educator of the

college.

School teachers are consulted regarding distribution of the

sections & classes, & the syllabus to be covered during

practice teaching.

The time– table is decided in consonance with the school.


Student-teachers are guided to plan their lessons as per the

requirement & syllabi given by the concerned school teacher.

• School teachers also observe lessons planned by student-

teachers and guide them for improvement.

• Feed -back is taken from the practice teaching schools which

helps in improvement of the teaching methodologies, content

and teaching aids.

2.3.9 : How do you prepare the student teachers for managing the

diverse learning needs of students in schools?

We prepare the student-teachers for managing diverse learning needs of

the students in the school by executing following activities:

Enabling them to apply not just one but different methods of teaching

Provide training in the use of chalk board, use of teaching aids and

modern technologies to make lessons more effective so that all types of

learners can learn

Provide knowledge about learner, learning, cognition and individual

differences.

Enabling them to be familiar and well oriented with the process of

conducting action research, case study, psychological testing etc. By

conducting these activities the student-teachers become able to know

the diverse needs of the students in the schools


Student-teachers are also trained in organizing morning assembly and

other various cultural & academic activities at the college. During

practice teaching student-teachers apply this training in actual

situations so that different types of students can be assigned to

different activities

Students are trained in adopting bi-lingual approach as medium of

their instructions so that language diversities can be met

They are guided as to how they are to gain benefit from intelligent

and gifted students in the class, how to motivate the class to share

and learn from one another in a very co-operative manner.

They are given training in peer tutoring to which they follow

constructively and actually get better results.

2.3.10 : What are the major initiatives for encouraging student

teachers to use / adopt technology in practice teaching?

Before asking student-teachers to use various technological

devices in their teaching, teacher-educators demonstrate the use

of these devices in their lessons

Student-teachers are provided help in using technological

equipments according to their subject & content matter to make

their lesson an effective one.


They are well trained to use modern technologies such as

computers, OHP, LCD projector; internet downloads etc. for

making teaching-learning process more effective & interactive.

We have Information Communication Technology and

Educational Technology and ICT enabled project in curriculum

in this direction.

Student-teachers are encouraged to use various ICT devices in

their micro and simulated lessons also.

2.4: TEACHER QUALITY

2.4.1: Are the practice teaching plans developed in partnership,

cooperatively involving the school staff and mentor teachers? If yes

give details.

Yes, the practice teaching plans developed in partnership, cooperatively

involving the school staff and mentor teachers. The details on the same

are, as under:

In the beginning of the practice teaching at the school, a

discussion session is arranged in which all the student-

teachers, staff members of the schools and head of the school

are introduced with each other by the teacher educator of the

college.


School teachers are consulted regarding distribution of the

sections & classes, & the syllabus to be covered during

practice teaching.

The time – table is decided in consonance with the school.

Student-teachers are guided to plan their lessons as per the

requirement & syllabi given by the concerned school teacher.

• School teachers also observe lessons planned by student-

teachers and guide them for improvement.

• Feed back is taken from the practice teaching schools which

helps in improvement of the teaching methodologies, content

and teaching aids.

(Same as 2.3.8)

2.4.2 : 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 student teacher to the identified practice teaching school is

20:1 in general.

The decision of allotment of practice teaching schools to the student-

teachers and ratio of student teachers to the identified practice teaching

school is based upon the following facts.


(i) In every school, the students are sent with mixed teaching

subjects as some students of science, mathematics or social

sciences and languages. Such number of students is easy to be

accommodated in a school time table without disrupting their

schedule.

(ii) The total number of students or strength of the practice teaching

school available for teaching practice.

(iii) The infrastructure – classrooms, chalkboards & other facilities

available for student teachers.

(iv) The attitude of head & school staff towards practice teaching.

(v) The distance of practice teaching school from college and student

teacher‟s locality or residence.

(vi) The transport facility available to the practice teaching school.

2.4.3: Describe the mechanism of giving feedback to the students and

how it is used for performance improvement.

The mechanism of giving feedback to the students is manual and it is

planned to be mechanical also in the upcoming session.

During micro & mega teaching sessions conducted in

simulations, the teacher-educator and the peers provide

feedback about the lesson presented by the student-teacher.


During the real practice teaching sessions, mentor teacher

involves head and teachers of practice teaching schools, peer

group of student teachers with him for manual observation

and to give feedback.

The mentor teacher herself observes each lesson and arranges

a “discussion session” after practice teaching every day. The

student teachers also make observations of their peer group

members. In discussion session, mentor teacher encourages

the student teachers to discuss their observations of practice

lessons one by one.

Principal of our college and head of the school also provide

their dynamic feedback during practice teaching to student

teachers.

The school teachers are also involved in this process of

providing critical feedback

2.4.4: How does the institution ensure that the student teachers are

updated on the policy directions and educational needs of the

schools?

At first, the mentor teacher arranges a formal meeting

involving Head of the school, staff and our college students. In

the meeting, she ensures that the Head, all teachers and our

students are introduced with each other


Mentor teacher comes across all the important policies of

practice teaching school through discussion with head and

staff of the school and makes clear to all the student teachers.

The institution arranges meetings with heads of all practice

teaching schools time to time. Heads of these schools are

invited in different institutional cultural events as guest of

honour and judges. They are given a prime place for making

aware the student teachers about different issues, problems

and policies in school education.

The policy updates and educational needs of the schools are

the main focus of wall magazine, morning assemblies, debates

and discussions in our institution.

The institution ensures that all its mentor teachers are

updated themselves regarding educational policies like

EDUSAT, Mid-day meal, SSA, recording of funds and

documents on school education. The Mentor teachers provide

the updates to all student teachers.

A school plant report also provides reflection of the policies

and need of that practice teaching school.

2.4.5 : How do the faculty and students keep pace with the recent

developments in the school subjects and teaching methodologies?


The faculty and students keep pace with the recent developments in the

school subjects and teaching methodologies in the following manner:

The faculty members study the educational journals and

reference books in school subjects for the knowledge of

updates in content and methodologies.

The recent development in school education like grading

system, concept of smart class and common entrance test for

engineering, medical etc. have been discussed with student

through wall magazine, morning assembly and discussion.

As the annual examination system has been converted to

semester system in the schools, the student teachers are

guided to change their lesson plans and methodology.

The books in different school subject are made available to the

student teachers and faculty.

The members of the faculty are in direct contact with the

teachers of different practice teaching schools to get

acquainted with the change in school education system

through meetings and personal interaction.

The faculty members as well as the student teachers are given

opportunities to attend and participate in seminar,

conferences, workshops and extension lectures in colleges to


keep pace with the recent developments in the school subjects

and teaching methodology.

The student teachers and faculty members use ICT tools like

OHP, LCD Projector, power point presentation, models, charts,

flashcards and other audio visual aids for their teaching

learning process to keep pace with the recent developments in

school subjects.

They both are trained in use of internet for searching updates

in the related subjects and downloading special audio-visual

features when needed.

In methodology papers, student teachers come to know about

the latest methodologies to be used in schools and teacher-

educators give practical demonstrations of these

methodologies.

School principals and teachers are invited from time to time in

interactive programmes with them to discuss various needs,

developments and problems of the school.

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

personal and professional/carrier development of the teaching staff of

the institution (training, organizing and sponsoring professional

development activities, promotional policies etc.)


The following major initiatives have been taken by the institution to ensure

the personal and professional development of the teaching staff:

(i) Institution encourages and facilitates the teachers to undertake and

successfully complete their research programs like M.Phil. & Ph.D.

in education and other school subjects.

(ii) Teachers are provided with personal computer, internet access

facility, library facility.

(iii) The faculty can avail optimum academic leaves for their research

work.

(iv) Teachers are sponsored to attend the various seminars, workshops,

conferences and registration fee, T.A. & D.A. are paid by the

institution.

2.4.7: Does the institution have any mechanism to reward and

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

Yes, the institution has mechanism to reward and motivate staff members

for good performances by following mechanisms:

I. Increments and incentives for better results in annual university

examinations in concerned subjects are given to the staff members.

II. Institution provides recognition by conferring upon the certificates of

merit and trophies to the teachers for their academic and co-

curricular excellence.


III. The institution has a provision for its good performing teachers that

they can obtain academic leave for research and higher studies.

IV. The institution recognizes the active and dedicated teachers and

motivates them by conferring upon them the special roles as staff

secretary, student advisor, Controller of Examinations and convener

of different college committees.

V. Verbal appreciation and positive encouragement is given by

Principal and higher authorities to faculty oftenly.

2.5: EVALUATION PROCESS AND REFORMS

2.5.1: How are the barriers to student learning identified,

communicated and addressed? (Conducive environment,

infrastructure, access to technology, teacher quality etc.)

The barriers to student learning are identified –

Tutorial groups are very much helpful to discuss the barriers

to pupil teacher learning. Main aim of tutorial is to look at

students' problems closely, understand them and help them

out of it.

In Sadan / House meetings, the class room problems and

campus experiences are invited to share by the student-

teachers. Their requirements, suggestions, needs and

problems related to the sitting arrangement, books, transport,


canteen facilities, medical facilities, learning barriers, peer

group discussions, teacher quality or any other personal

problems are properly identified and addressed.

Then, these problems are solved with the help of teachers,

principal, managing committee.

Teachers‟ personal attention and care facilitates the student

teachers to share his/her learning problems. Teachers

provide remedial teaching, repeat or modify the instructions

delivered already and make changes in their lesson plans

and teaching aids and teaching methodology.

The provision of „Suggestion Box‟ also provides an extra space

to student teachers to share their views on different learning

barriers in the campus.

The institution has established Grievances and Redressal Cell

where the affected students can file their complaint and

register their problem without any hesitation and

discrimination. At times even face to face discussion is also

held.

All barriers / problems are discussed with principal in staff

meetings and analyzed to get the proper solution. These staff

meetings and necessary actions are implemented for

qualitative improvement from time to time


Feedback proforma are also used as identifiers and hence one

more step towards betterment.

2.5.2: Provide details of different assessment/evaluation processes

(internal assessment, mid-term assessment, term end evaluation and

external evaluation)

The institution practice following assessment/evaluation mechanisms:

B.Ed. curriculum includes theory papers (I-VII), practical papers

(VIII-XI) and thus encompasses a continuous and comprehensive

evaluation.

Maximum marks are 1000 with 800 external marks and 20%

internal assessment marks. Internal assessment is based on the

following criteria-

Performance in Unit tests.

Performance in Terminal examinations.

teaching skills

Participation and presentation of Seminars

Practicum including action research and case study in which

student teachers have to write one project report

These project reports are evaluated by a committee of three

members-

a. Principal

b. Senior teacher

c. Subject teacher

Then after reviewing that, marks are allotted.


Besides, the criteria also includes-

punctuality

attendance

participation in different activities

discipline

daily class participation

Paper XI is Participation in Co-curricular activities. Out of 6

activities given in curriculum, students have to select any four and

work on them. These would also be evaluated by a team of internal

experts and grades from O, A, B, C and D are awarded.

2.5.3: How are the assessment/evaluation outcomes communicated

and used in improving the performance of the students and

curriculum transaction?

The answer sheets of the internal examinations (unit and house

tests) 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.

During teaching practice sessions, instant feedback is given to the

teacher trainees through teacher and peer group observations. The

low achievers are oriented and guided on proper techniques and

presentation skills to improve the performance. The high achievers

are motivated by appreciating their performance


The names of the teacher trainees and the scores obtained in the

tests of the first five rank holders are displayed on the notice board.

Our college makes it a point to display the results of each and every

activity.

Then, depending upon the problems/achievements noticed in the

examinations, different strategies and teaching methods are adopted

for curriculum transaction.

All of the above practices help in improving the performance of

teacher trainee and curriculum transaction. The teaching

methodology and other class room activities are modified accordingly

to meet the problems and needs of student teachers identified. These

way intelligent students are also supported as per their needs so that

they can excel and outshine.

2.5.4 : How is ICT used in assessment and evaluation processes?

ICT is used in assessment and evaluation processes for-

Preparing question banks

Students‟ attendance proforma is prepared through computer

during exams

result recording of all class/unit/house tests

results analysis of all class/unit/house tests


record of students‟ participation and their results in various

co-curricular activities for internal assessment

internal assessment of the students is also prepared on

computer which is to be saved in CD also

preparing date sheets for the internal exams

moreover, the final result of the students declared by

university on the website is downloaded for future references

also

besides, the final DMCs of all students are scanned and kept

as record

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?

Besides the active use of ICT teaching-learning process,

automated library, availability of e-resources, preparing and

keeping assessment/evaluation records computerized, free

coaching to students aspiring for state and national level

teacher eligibility tests, the college has adopted novelty in-

Faculty exchange programmes with other colleges

Team teaching routine


A Program named “A Joint Venture towards New Trends in

Education”. Since, the B.Ed. curriculum was reformed in the

year 20010-11 by Kurukshetra University, Kurukshetra, new

trends in education were incorporated in this curriculum. It is

made advance and many concepts were new to teacher

educators themselves. So, they jointly worked to incorporate

all the new concepts by sharing and discussing. They used

their own possible resources (human as well as material) for

assistance. Within a month, all the staff was fully versed with

all latest in the curriculum.

The joint venture is a routine. Whenever any faculty member

gets something new in education, it is shared with the staff

and communicated to the students through them.

2.6.2: How does the institution reflect on the best practice in the

delivery of instruction, including use of technology?

The institution reflects on the best practices in the delivery of

instruction by using the technology in their classes.

The faculty members are skilled in delivering their

instructions, orientation and demonstrations in micro

teaching and mega teaching lessons with the help of power

point and LCD Projector or O.H.P.


They have a depth knowledge and vast experience of

developing and using different teaching aids and instructional

techniques.

Every teacher has his/her unique classroom interaction and

teaching methodology. They use activity centered, project

based and student‟s participation ensuring strategies in their

classrooms i.e. demonstration, discussion, seminar, problem

solving, project method, report writing, quiz, puzzles, brain

storming, inductive-deductive reasoning.

Bi-lingual medium of instruction is the key feature to cater the

linguistic needs of all students.

The Faculty members have developed various teaching aids,

models, slides, transparencies, modules, charts, flash cards to

teach the student teachers more effectively.

Besides technology, our college adopts constructive approach

as one of the best practices in delivery of instructions where

the students are motivated to learn by their own experiences

and peer group sharing.


CRITERION-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?

The institution motivates its teachers to take up research in education in

the following manner:

The institution provides necessary resources and

opportunities to keep the teacher -educators and student

teachers abreast with latest and current issues in the

field of research.

To facilitate research, our institution supports the teacher -

educators and students by providing them l ibrary

facil it ies including the acquisition of materials, relevant

technology, i.e., internet surfing, facility of printing the

material etc.

Teacher -educators are encouraged to part i c ipa te in

facu l ty development programmes and to attend national

and state level seminars, conferences and workshops, etc.


The institution motivates teacher -educators and student

teachers to take action research on various problems

related to teaching learning process.

Besides, the institute has implemented the policy of

granting funds to teacher educators for taking up minor

research projects on per annum basis.

There is provision of study leave for teachers engaged in

research projects.

At the time of preparation of t ime table, special care is

taken to adjust teaching schedule and faculty members

are given opportunities for research pursuits.

The college has developed a research culture among its

teachers. It will not be out of place mention here that

most of the faculty members are Ph.D. / NET.

3.1.2: What are the thrust areas of research prioritized by the

institution?

The major thrust areas where the various research activities are conducted

are enlisted below:


Social Problems & Women Empowerment:

To study social issues, teacher educators & pupil-teachers of the

college had conducted research surveys during the previous years under

subject Philosophical and Sociological Bases of Education (Paper 1).

Case Studies:

The case studies of different students are undertaken as research work

by students in Paper-II i.e., Learner, Learning and Cognition.

Health&Hygiene: Under

the paper 3B (Health and Physical Education), the college conducted

different surveys on topic Health, Hygiene and Nutrition.

Inclusive Education:

To study psychological problems, the college had conducted survey on

inclusive education under the subject (Paper IV A).

Action Research:

To promote research tendencies in student teachers, there is a

compulsory action research project for students. It is taken

during real teaching practice in schools.

Sarva Shiksha Abhiyan and Mid Day Meal Programme:

The pupil teachers of the college conducted survey in different Govt.

schools to check the proper implementation of SSA and MDM


programme under the paper Community Based Projects and Work

Experience (VIII-B).

Besides, the teacher educators take up their own projects in relation to

campus environment on different perspectives which is now funded by

the college itself.

3.1.3: Does the institution encourage Action Research? If yes, give

details on some of the major outcomes and impact.

Yes, the institution encourages Action Research. The details are as under

–

The college encourages Action Research under the Paper Action

Research (VB).

Both Faculty members as well as pupil teachers work under the

overall supervision of Dr. Geeta Garg and submit the reports on

different classroom / campus problems.

In this session, the pupil teachers have been divided in different

groups with one faculty member to supervise for doing action

research.

The major outcomes and impact -

Development of research attitude amongst students and teachers.

Professional growth of faculty members and student- teachers

Help, guidance and incorporation of school teachers into the

research culture of the institution


Improvement in teaching-learning effectiveness in schools

Incorporation of innovative teaching-learning practices

3.1.4: Give details of the conferences/Seminars/Workshops attended

and organized by the faculty members in the last five years.

There are 16 Papers are presented by Faculty members within Five years.

Yes No Number

International journals 03

National journals – referred papers

Non referred papers

07

Academic articles in reputed magazines/news papers

04

Books 02


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.

The 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 are –


Self Instructional Material (CAI):

The self instructional materials (linear programmes) are prepared by the

faculty members in their own subjects for individualized learning with

computer assisted instructions.

E-Resources:

Advances in computer application during the past few decades has

brought radical changes in the way information is gathered, stored,

organized, accessed, retrieved and processed. Taking advantage of this

facility, the faculty members have collected e-resources in their own

subjects for teaching purposes.

Lesson Plan:

Sample lesson plans are developed by teachers to guide pupil teachers of

B.Ed. when they have to learn to prepare lesson plans to deliver mega

lesson, discussion lesson, simulated lesson and for practice teaching as

well.

Charts and Models:

The college has Art and Craft Resource Centre and different method labs

to prepare and keep charts and models as prepared by the pupil teachers.

Teaching faculty makes efforts to improvise teaching aids in their

respective subjects and they also guide their subject pupil teachers to

develop and prepare teaching aids.


Transparencies for use in Over Head Projector:

All the faculty members are using Over Head Projector for teaching. They

prepare transparencies/ OHP sheets them-selves.

Power-point Presentations:

Besides, transparencies, the teachers make their own power-point

presentations to make teaching learning processes more interactive.

Question Bank:

The question bank is a collection of test items designed by cooperative

efforts of the faculty members for the use of evaluation of students.

3.2.2: Give details of the facilities available with the institution for

developing instructional materials.

The required details are as follows:

Library:

Besides, number of books, most of the modern journals of education and

other periodicals are available for ready reference. It is an invaluable

source of information to develop instructional and other material. Now,

there is exquisite collection of e-resources also.

ICT Resource Centre:

All systems are networked and have access to the internet. The Centre

is equipped with computers, OHP, LCD to support audio/video

presentations.


Different Laboratory Facilities:

The college has established Art and Craft Resource Centre to keep charts

and models as prepared by the pupil teachers.

The college has also provided infrastructural facilities like Science and

Mathematics Resource Centre, Method labs and Psychology Resource

Centre for the same.

Printing, Scanning and Xerox Facility:

Printing, Scanning and Xerox facilities are also made available for the

faculty members and pupil teachers for developing instructional

material and teaching aids.

Financial Support:

The college provides financial support to purchase materials for

developing instructional and other teaching aids.

3.2.3: Did the institution develop any ICT /Technology related

instructional material in the last five years? Give details.

Yes, the institution has developed ICT/Technology related instructional

materials. The details are as under –

Development of programme learning material on

different topics in different school teaching subjects


Preparation of power-point presentations

Preparation of transparencies to be used on OHP

CAIs for students‟ references

Downloaded animated videos on different subjects

3.2.4 Give details of various training programs and/or workshops on

material development. (Both instructional and other material)

o Organized by the inst itution

o Attended by the staf f

o Training provided to the staf f

The details on various training programmes and/or workshops on

material development (both instructional and other materials) are-

a) Organized by the Institution:

Every year the institution organizes a workshop in which

student teachers are guided to prepare teaching aids like

charts, models, transparencies.

Orientation sessions on preparing lesson plans are organized

by teacher-educators for student teachers.

The institution organizes workshop on Art and Craft also on

preparing interior decoration material and best out of waste

articles.

Workshops are organized on programmed learning material

(linear programme), developing CAI materials.


(b) Attended by the staff:

Staff participation details are mentioned in the annexure.

(c) Training provided to the staff:

To train the teacher-educators for effective use of ICT in teaching

learning process, the institution organized a workshop on

computer basics and power point presentations by computer

experts (internal/ external)

Besides, the training is provided by facilitating them their

participation in related workshops, seminars etc. The concerned

details are mentioned in annexure.

3.2.5: List the journals in which the faculty members have

published papers in the last five years.

The details are mentioned in the annexure in tabular form.

Name of Lecturer Name of Journal Published Paper ISSN No

Dr.Kavita Kukreja

Glimpses

Paper publish in glimpses on percephasabout HIV/aids

ISSN-2250-0561 vol.IINo.1/june1

2

A Survey among higher secondary school students


Ms.Shalini Devi

Glimpses To study the effect of teacher education Programme

ISSN-2250-0561-vol.IINo.1/june1

2

Journal of Social science Effect of smart class room on academic achievement and

ISSN-2249-2984

And linguistics curiosity of secondary school students

Dr. Geeta Garg

Journals of Indian Education NCERT

Developing social competence among Dyslexic students

ISSN-0972-5628-

vol.XXXVIno.3/nov.2010

Edutrack Life skill and academic anxiety of sen.sec. School students

0972-9844-vol.-II

No.1/sep.2011

MERI journal Role of primary teachers in developing social competence among Dyslexic

ISSN-0974-2085 vol.V

no.2/oct.2010

Indian psychological Review

Developing social competence among dyslexic children among primary Teachers

00196215 vol.56

no.3/sep.2011

JCR

Life skill and academic anxiety of sen.sec.school students

MERI Developing social competence among dyslexic children

Edutrack Developing perseverance in primary school students

0972-9844 vol.II no.1

3.2.6: Give details of the awards, honors and patents received by the

faculty members in the last five years.

Mrs. Kumud was conferred the Doctora l Degree by

Mahr ish i Dayanand University, Rohtak for her work on

effectiveness of Multimedia in the year 2011.


Mrs. Geeta Garg was conferred the Doctoral Degree by

Kurukshetra University, Kurukshetra for her work on "An

intervention programme for the development of life skills

among children with dyslexia" under the guidance of Prof.

Sangeeta from the Education Department of the university in

the year 2012.

Mrs. Kav i ta was conferred the Doctora l Degree by

Dakshin Bharat Hindi Prachar Sabha, Madras for her

work.

Bes ides , the co l lege honors and fe l i c i ta tes i ts facul ty

every year by awarding t rophies for the i r achievements in

annual get - together o f the co l lege .

3.2.7: Give details of the Minor/Major research Projects completed by

the staff members of the institution in the last five years.

The three members have completed their major Ph.D. projects –

Dr. Kumud, Dr. Geeta and Dr. Kavita.

The minor projects completed are :

Attitude of teacher educators of B.Ed. colleges towards ICT usage in

imparting instructions

Attitude of local Jundla community towards “health and sanitation

derive‟ initiated by the college


Attitude of practice teaching schools towards 15 days teaching

practice of teacher trainees in schools

The college has research oriented culture in order to bring

innovations and improvements in the education field. There are a few more

which are under planning phase.

3.3: CONSULTANCY

3.3.1: Did the institution provide consultancy services in last five

years? If yes, give details.

Yes, the institution provided consultancy in the last years. The details are

At the Time of Admission:

Guidance about on line counseling and the whole procedure involved for

admission

During Orientation Programme:

Guidance with regard to their choice of subjects and also medium of

instruction

Career Consultancy:

Career consultancy services and the available opportunities of higher

education and professional courses after completing the B.Ed. course


Community Guidance:

Provide community guidance on various social issues through rallies and

other awareness programmes.

Professional development consultancies:

Guidance was given for career enhancement and professional

competencies including personality grooming tips.

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, the faculty members of the institute are competent to undertake

consultancy. The expert teachers are indulged to give counseling in the

specialized fields. Areas of competency of the staff members are:

Issues related to women empowerment

Educational and vocational guidance and counseling

Action research

Personal and academic guidance

The teacher-educators are always in demand to provide consultancy

services in different areas, and formally they are publicized by the

institution during Free H-TET /CTET/National Level Tests

coaching programmes.


The highly qualified faculty members having NET and STET /

HTET are publicized when they provided free H-TET coaching to

the students for 15 days before exams.

It is also highlighted in College Brochure where all the details

of faculty members are provided to the students.

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?

No consultation fees are charged by the institution for the consultancy

provided.

3.3.4: How does the institution use the revenue generated through

consultancy?

Not Applicable

3.4: EXTENSION ACTIVITIES

3.4.1: How has the local community benefitted from the institution?

(Contribution of the institution through various extension activities,

outreach programmes, partnering with NGOs and GOs)

The institute has framed a Community Outreach Services

Cell which provides ample opportunities to the student-

teachers for undertaking social responsibilities. This cell


has organized following activities in the nearby

community-

Visits of student teachers to these areas were organized

to provide first hand community experiences.

Our student teachers sensitized the children and their

parents from these communities on various social issues like

health and hygiene, child labour, education for all, pulse

polio, rights and duties, cleanliness, dengue etc.

The college also organizes visits to the schools for special

education and orphanage centers to inculcate values of co-

operation, sincerity, sympathy, gentleness, humility towards

community.

Eco-friendly club of our institute also plays a vital role in

bringing awareness about environment among community

members. For this, our teacher-educators and student

teachers organized a presentation and a competition on

environment and values in the practice teaching school.

Women cell organizes different awareness programmes, viz.

Women literacy, rights available to women, significance of

health and hygiene, and the need for small families and evils


of child marriage, dowry system, etc. in the college to empower

the women.

There is community awareness programme by our students

on the „Right use and importance of Vote‟.

The institution in collaboration with „Rotary Club' - an NGO,

organized and participated in various programmes like Health

and Hygiene, Environmental Awareness, Women Empowerment

in Community as well as in the institution.

AIDS awareness rallies are annually carried out. Sarpanch

of the village along with other community members

participated quite enthusiastically in the rally.

In addition to the rally, a Nukar Natak are also arranged on

“voting system”, “education and success”, and “road safety”.

Our college donated different teaching aids (charts, models,

flash cards etc) of different subjects to Pratap public School,

Jundla, Karnal for the benefit of the students as well as

teachers.

The Institute received an overwhelming response from

students and faculty members in blood donation camp


which is conducted every year in collaboration with Pratap

public School, Sector-6, Karnal.

Our faculty members provided expertise to other

Institutions of community for conducting theory and

practical examination. The duties are assigned by the

Kurukshetra University, Kurukshetra.

Free H-TET /CTET/National level Tests Coaching is provided

to the students for 15 days before the exam dates.

This college helps the community by providing placement of

pupil teachers of the college in different schools through

campus interviews.

Above all these points, the college provides „A‟ class

educated community of teachers to the community in the form of

our teacher trainees.

3.4.2: How has the institution benefited from the community?

(Community participation in institution‟s development, Institution –

Community Net Working, Institution-School Networking etc)?

Benefits to the Institution:

Realization of various problems faced by the community

Understanding of the urgency of resolving those critical issues

We have involved two Principals from schools as the members of

IQAC formed by the College. Suggestions are invited /welcomed

from these members to improve the quality of teacher education.


Various expert alumni were invited in the college to benefit student

teachers and faculty with their expert views and talents.

The institute invites the experts from different fields of community.

These experts orient student teachers as well as teacher-educators

through various programmes like stress management, personality

development, women diseases and other programmes related to

health and environment etc.

Teacher-educators from other colleges are invited to deliver

extension lectures and for conducting workshops in the areas of

their specialization. It helps the student-teachers to enrich their

learning experiences and building up self-confidence.

Practice teaching school gives full support to our student-teachers

for organizing different programmes in the school which develops

self-confidence and organizing skills among the student teachers.

Student-teachers with the help of teachers from practice teaching

schools carried out action research in that particular school.

Student-teachers with the help of teachers from practice teaching

schools carried out action research in that particular school.

The college organizes a three days Scouts and Guides camp every

year where both, Mr. Ram Kumar and Mr. V.K. Bansal from Scouts


and Guides gave training to pupil teachers in various creative,

artistic, physical and thoughtful processes.

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:

Adult Literacy Programme

Under the adult literacy programme, the college has plans to

implement each one - teach one.

Each pupil teacher has to teach one adult for not less than one

month in village Jundla, prepare his/her progress report and submit

it to the in-charge/supervisor of the programme.

Adoption of More Villages

In addition to the village already adopted by the college i.e. Jundla,

the college has plans to adopt some other villages for extending

community work.

Women Empowerment Programme

In order to make women self dependent, the college also would like

to initiate self employment programme/training for women in

different villages, like that of handicraft etc

The college has plans to empower all school going children in the

local community with basic computer literacy skills.


Swachhatta Abhiyan (Cleanliness Drive)-As it is in vogue presently,

the college has just made it a plan to make the local community able

to keep the area clean –swachh.

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 community is developed when the teachers make use of

technological resources in their teaching process. It is in this

direction that the project “Attitude of teacher educators of B.Ed

colleges towards ICT usage in imparting instructions” is

completed.

Health and sanitation has always been a serious issue especially in

rural areas. Therefore, a minor project titled “Attitude of local

Jundla community towards health and sanitation drive” is also

completed.

The community provides us schools for teaching practice of teacher

trainees. This training is very crucial period for their professional

competence growth. It is in this context that another project

“Attitude of practice teaching schools towards 15 days teaching

practice of teacher trainees in schools” is also completed.


3.4.5: How does the institution develop social and citizenship values

and skills among its students?

The institution develops social and citizenship values and skills

among its students in the following manner:

By Celebrating Important National Days

By Organizing Social Awareness Programmes in Community

By Games and Sports Activities

Inviting NGOs and other Resource Persons from Community

By Organizing different Co-Curricular Activities

Above all, the institution is a role model in itself where all its members are

not just employees but a family unit that models social and citizenship

values and skills among its students which are easily caught, if not

taught.

3.5: COLLABORATIONS

3.5.1: Name the national level organizations, if any, within which

institution has established linkage in the last five years. Detail the

benefits resulted out of such linkages.

The college has plans to establish linkage in this very year with the

national level organizations.

However, Dr. Geeta Garg, Asstt. Prof., has life time membership of

“Savetredu” – an online teachers organization at national level headed by


Dr Jitender Sharma from Rajasthan, of which Dr. B.K. Passi is also an

active member. She is benefitted in terms of having awareness of various

problem and issues encountered in teacher education arena.

This organization also suggested its views on norms revision for teacher

education colleges by NCTE.

3.5.2: Name the international organizations with which institution

has established linkages in the last five years. Detail the benefits

resulted out of such linkages.

The institution has yet to establish international linkages.

3.5.3: How did the linkages, if any, contribute to the following?

Curriculum Development

Teaching

Training

Practice Teaching

Research

Consultancy

Extension

Publication

Student Placement


Curriculum Development:

Curriculum development is, no doubt, a task of the university itself. But,

the feedback from different stakeholders of the community provides a

platform for the curriculum revision.

Teaching and Training:

Linkage with other eminent educationists, the college holds Seminars /

workshops and guest lectures.

Practice Teaching:

Linkage with Schools Practice Teaching is an integral part of the teacher

education programme. The college has also established linkages with govt.

as well as private schools in nearby areas in which pupil teachers of B.Ed.

and D.Ed. courses get practice teaching.

Research:

The faculty members engaged in research process get needed guidance

from the experts in the field associated with other universities like

Kurukshetra University, IGNOU (Karnal) and NCERT.

Consultancy:

The linkages with various well established and highly reputed

organizations/associations etc. have benefitted the college in the field of

consultancy also as their rich experience in the area provides the needed


guidance to improve the service further. In addition, the college provides

consultancy services to its stakeholders and others who either need it or

ask for it. The faculty members of the college are invited for consultancy in

schools and community.

Extension:

Linkage with NGO –Rotary club

Haryana Scout and Guide

Publication:

The faculty has linkage with Journals of Repute. The details of

publications are already enlisted.

Students' Placement:

The college has linkages with different private schools. The Guidance,

Counseling and Placement Cell invite expertise from these schools to

conduct campus interviews of our pupil teachers. In this way, our pupil

teachers are placed in these private schools.

3.5.4: What are linkages of institution with the school sector

(Institute – School - community networking?)

The college is involved with various Private and Govt. schools to carry out

practice teaching.


The networking is reflected in the areas of –

Consultancy services

students placement in schools through campus interviews

Organizing different activities for upgrading the schools , like, Career

talks, tree plantation, beautification of school campus, improvement

in teaching methodologies, organization of different competitions in

schools etc.

3.5.5: Are the faculty actively engaged in schools and teachers and

other school personnel to design, evaluate and deliver practice

teaching? If yes, give details.

Yes, our teacher-educators are actively engaged with the school teachers

and other personnel of the school to design, evaluate and deliver practice

teaching.

Our teacher-educators involve the school teachers to observe and evaluate

practice teaching of pupil-teachers. They personally contact the school

before teaching practice to:

Identify the expectations and requirements of the school with respect

to real teaching practice.

Selection of lessons to suit the needs of the school.

Plan out the time table according to needs of the concerned school.


Discuss about and select the teaching aids and the methodologies of

teaching of different school subjects suitable to the requirements of the

school

To discuss the organization of various co-curricular activities,

awareness programmes and competitions in practice teaching schools.

3.6: BEST PRACTICES 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 activity

during the last five years?

Quality of research:

The internet is made available to all the researchers. They can resort

to the internet for procuring information about the related

theoretical literature and the researches conducted earlier and

research methodology.

Assistance for progress of research activities is provided especially

by providing books on research methodology and statistical

techniques to be used. The library is updated with recent

publications and journals.


Our college teachers and school teachers participate in collaboration

with our students to undertake action researches.

Now, the college itself bears the expenses of minor research projects

undertaken by faculty

Quality of Consultancy:

For providing consultancy services, the Internal Quality Assurance

Cell and the senior faculty members remain active.

This ensures the utilization of the specific knowledge base for the

specific educational areas.

The institution‟s faculty members provide consultancy to the

professional teaching community such as school teachers, B.Ed.

and D.Ed. college faculty members.

Quality of Extension:

The institution tries to provide need based extension services.

There is the year plan to conduct workshops and seminars for

teachers and is further chalked out in the meetings. The institute

also works in collaboration with NGO and community for extended

community services.


3.6.2: What are the significant innovations / good practices in

Research, Consultancy and Extension Activities of the institution?

Financial assistance scheme for research in education

Availability of enriched library resources for research purposes

Availability of ICT resources

Availability of study leaves for completion of research degrees

Availability of required resources for undertaking community

services

Placement of Students through Campus

Feed Back mechanism in order to have indirect consultancy from

community

Promoting Action research among faculty as well as students Free

H-TET / CTET Consultancy and Coaching.

CRITERION-IV: INFRASTRUCURE AND 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.

Yes, the institution has the physical infrastructure as per NCTE.


Total land area ≥2500m2 - 6 Acre 2 kanal

Total built-up area ≥1500m2 - 1795.57 m2

Four class rooms with floor area of more than 500 sq. ft. each

Multi –purpose hall with area - 2000 sq. ft.

Library cum reading room - 1200 Sq. ft.

ICT resource centre

Psychology resource centre

Art & Craft resource centre

Health & Physical Education resource centre

Science & Mathematics resource centre

Principal‟s office

Staff room

Administrative office

Visitor‟s room

Girl‟s common room

Boy‟s common room

Seminar room

Canteen (eatables+ stationery items)

Separate toilet facility for boys & girls

Parking space

Store room

Multipurpose playfield

Open space for additional accommodation


The amount invested and the master plan is enclosed in the annexure.

4.1.2: How does the institution plan to meet the need for augmenting

the infrastructure to keep pace with academic growth?

The institution plans to meet the need for augmenting the infrastructure

to keep pace with academic growth through –

The proposals that are drafted by IQAC of the college regarding

infrastructure

Sanctioning of the drafted proposals by the governing body of the

college i.e., Rai Sahib Ch. Pratap Singh Charitable Trust, and

the availability of funds by the governing body

Games facility – both indoor & outdoor

Safeguard against fire hazard

Barrier free campus

Safe drinking water

Besides these norms by NCTE, there is –

Chairman / Management‟s office

Separate wash rooms for staff

Open air stage

First –aid room

Method lab


Main considerations are laid towards -

better ICT facilities

garden space for environmental awareness & eco-friendly

environment (Plant Nursery) &

Library enrichment

4.1.3: List the infrastructural facilities available for co-curricular

activities and extracurricular activities including games and sports.

Multipurpose Hall: for organizing various cultural activities, indoor

games, conducting workshops & different community activities

Spacious Playground: for outdoor games

Seminar Hall: for organizing seminars, extension lectures & various

literary activities

Psychology Resource center: effectively utilized for

psychological assessments

guidance –counseling

Placement activities

Women cell activities

Art & Craft Resource center: for promoting aesthetic values

ICT Resource Room: for sharing technological resources, showing socio-

educational documentaries / movies

Health & Physical education Resource Centre: for promoting „sound

mind in sound body‟ dictum


Open air stage: appropriately utilized by college and community for

organizing various functions

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 institution shares its physical infrastructure with the following

institutions:

i. Pratap public school, Jundla

The infrastructure shared is-

o Playground

o Art & craft resource center

o Canteen

o Seminar hall

o Multi-purpose hall

o Open air stage

o Library

o ICT resource room and its resources

o Health and Physical Education resource room

o Parking space

o First –aid room

o Science & Maths resource centre

o Method lab


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.)

The institution has provided the following facilities:

Spacious and well equipped staff room for staff members

Separate common/rest rooms for students (Boys and girls)

Separate wash rooms for students (Boys and girls)

Separate wash rooms for staff members

Gymnasium in Health & Physical Education Resource centre is

available for both – staff and students

Play ground is available for all students and faculty members.

Cleanliness is the primary concern that is ensured in the premises of

the institution.

Canteen is available with provision of beverages, and a variety of

snacks, and food on demand

Safe drinking water facility is available

The first aid is readily available in the first-aid room with facility of

regular doctor also.


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.

N.A.

4.2: MAINTENANCE OF INFRASTRUCTURE

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

allocationand unspent balance, if any.

Building

Laboratory

Furniture

Equipments

Computers

Transport / Vehicle

The details are mentioned in the balance sheet enclosed in

annexure.

The requirements justify the allocation itself & there is no unspent

balance.

4.2.2: How does the institution plan and ensure that the available

infrastructure is optimally utilized?

The institution plans to ensure that its infrastructure is put to optimal

use.


There are over 200 members who make use of the institutional

infrastructure. They are classified as follows:

Teacher Educators

Teacher Trainees

Non- teaching staff including clerical, technical, supporting, &

all

Community members

The shared infrastructure is already mentioned in 4.1.4.

4.2.3: How does the institution consider the environmental issues

associated with the infrastructure?

The institution makes sure that the college premises is kept clean

and pollution free.

The college has scenic beauty in the form of beautiful flowers all

around that make the campus eco-friendly.

All rooms are provided with proper ventilation and lighting

arrangements

Tree plantation is undertaken every year with the help of students

as part of Eco Club activity

The teacher trainees conduct „Campus Cleanliness &

Beautification Drive‟ in college premises. This activity is part of

inter House Competitions

Issues related to conservation of environment and environment

awareness is presented through the medium of street play in the

social service programmes by the teacher trainees.


Issues related to global warming, disaster management and

sustainable development are discussed through lectures organized

by the Eco Club.

Orientation for maintaining proper hygiene:

In the beginning of the academic session, the faculty members orient

the students regarding personal hygiene and the importance of

keeping the premises clean by making use of dustbins, avoiding

litter and garbage through proper disposal of sanitary napkins, food

wrappers and left over food. All these aspects are emphasized in this

orientation to develop proper habits in personal hygiene so as to

maintain clean healthy environment in the campus.

Save water, save earth is our regular campaign

CFL lights are used for lesser consumption of electricity as well as

environmental safety

Making „Best out of waste‟ is taught to the students as part of

recycling of the waste material like paper & plastic substances.

4.3: LIBRARY AS A LEARNING RESOURCE

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 institution has the same as per NCTE / KUK norms.


4.3.2: What are the library resources available to the staff and

students?

(Number of books-volumes and titles, journals-national and

international, magazines, audio-visual teaching learning resources,

software, internet access etc)

The library resources available to staff and students are as follows:

Books, Journals, Magazines, Audio-visual teaching learning

Resources, appropriate software, Internet access -24*7, Newspapers,

Encyclopedias, and e-resources.

The quantity is mentioned in library data base enclosed in the

annexure.

Besides these, the college has special advantage of “Pratap Public Library”

which is in the heart of Karnal city. It is the oldest public library in Karnal

district which has large collection of classics and all contemporary books.

The library comes under the same management.

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.

Yes, the institution has in place, a mechanism to systematically review the

various library resources for adequate access, relevance etc., and to make


acquisition decisions. It comes under library advisory committee of the

college.

Composition of library committee:

Mrs Davinder Kaur Lamba : Principal

Mrs Rajni : Librarian

Ms Pooja Sharma : Library Assistant

Dr Geeta Garg : Member

Ms Alka : Member

Functioning of Library advisory committee:

1. Taking into consideration the needs of the faculty and teacher

trainees, availability of resources in the market and budget

provision, the decisions are taken qualitatively about the acquisition

of books and other learning resources by the committee.

2. For this purpose, students and the faculty members are invited to

give in their suggestions about required reading material which are

taken into consideration.

3. The committee takes the advice and feedback of concerned faculty

from time to time before purchasing the books.

4. Suggestions from school teachers are also invited regarding books in

methodology courses.

5. Internet is effectively used as a resource to see latest updates in the

arena of books

6. The book dealers are given permission to visit the library to display

various educational resources.


7. Visit to Book Fairs is regular annual feature to enhance the quality

and variety of books

8. After the purchase of books, the librarian informs teachers to take

note of new arrivals and recommend them to the teacher trainees.

Then, subject-wise and author wise information about books is

available digitally in the computer for easy accessibility of books.

4.3.4: Is your library computerized? If yes, give details.

Yes, our library is computerized. The software used is TechLib-7. Internet

facility is available for faculty and students here. Books record is

computerized. Multiple e-resources are available.

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.

Yes, the institution library has computer, internet and reprographic

facilities. The staff and students have easy access to these facilities

whenever needed Through Internet facility in the computers, the staff as

well as students make use of e-resources, retrieve the desired information,

update their content as well as general knowledge.Side by side, through

the reprographic facility, staff and students have provision of taking print-

outs/photo-copies/scanned print-outs.


4.3.6: Does the institution make use of Inflibnet / Delnet / IUC

facilities? If yes, give details.

Our college is planning to make use of such facilities in the upcoming

years.

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 9.00 a.m. to 4.00 p.m. for teacher trainees

and faculty members on all working days, i.e. for 8 hours per day.

The timings are extended from 9.00 a.m. to 5.00 p.m. 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. The timings are set as per

the decision taken by Library Advisory Committee.

4.3.8: How do the staff and students come to know of the new

arrivals?

The college displays new arrivals of Journals, books, and

Newspapers on the display board at the entrance of the library

The new arrivals are regularly displayed on the book display shelves.


The faculty recommends the books for reference to teacher trainees

during curricular transaction

The library staff also introduces the new arrival of books to the

teacher-trainees according to their subject of interest.

4.3.9: Does the institution‟s library have a book bank? If yes, is the

book bank facility utilized by the students?

Yes, the institution‟s library has a book bank.

The staff and alumni of the college donate books for the Book Bank.

Pupil teachers of the current session are also encouraged to donate

books.

This facility is utilized by economically weaker and deserving

students by allowing them to retain books during exams also. Weaker

students are issued all books for the whole year.

To avail this facility, the concerned students gave to apply in written

for the same. Then library advisory committee decision is taken as final

to grant this facility.

4.3.10: What are the special facilities offered by the library to the

visually and physically challenged persons?

Special facilities in terms of reference resources have not been developed

so far. The reason being is that no such students have taken admission in

our college. However, the infrastructure is in tuning with all kinds of

students. It is barrier free – ground floor availability, no pillars in between,

and the set-up is well arranged in terms of easy accessibility.


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.

The institution has a rich ICT resource centre with following facilities:

Computer Lab:

The computer laboratory is encompassed in ICT Resource Centre. It has

30 computers with internet connectivity.

Besides Computer Lab, computers are installed at various places like Staff

room, Principal's room, Library, and Administrative Office.

Hardware:

All the computers in the resource centre are according to the latest

configuration as per the requirements of the pupil teachers as well as

curriculum.

Software:

Different appropriate software are available for different projects.

Internet Connectivity and Access: The teacher trainees as well as

faculty are given the opportunity to free access of the internet for lesson

planning and research work.


Audio-visual / other technological media & materials

1. e-resources available in library

2. CDs on different school subjects

3. CDs of educational movies

4. Blank Transparencies

5. Pre-prepared transparencies

6. OHP

7. LCDs

8. Xerox machines

9. Printers

10. Scanners

11.Music system

12. DVD player

13. Mikes

14. Digital cameras

15. Storage devices – CDs & Pen drives

Optimum utilization:

All these facilities are optimally utilized by the faculty and teacher

trainees for micro lessons, integrated lessons and technology aided

lessons.

LCD projector is provided in the College Seminar Hall. There are

used during practice teaching lessons.

These are used by teachers as part of their daily teaching routine.

These are used during seminars, extension lectures, workshops

Besides, these are used in arranging co-curricular activities also,

e.g., music systems etc.


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 the curriculum for imparting computer skills to

all students. The details on the major skills included are as under:

ICT is taught through the Paper V-A `Educational Information and

Communication Technology' and Paper VIII-A ICT-enabled Practical

Projects'.

Under Part V A , the students are introduced with the theory part

covering the following topics:

• Input and output devices

• System and Application Software

• Uses and applications of computer

• LAN, MAN, WAN

• e-school

• e-learning

• CPU, Memory, and storage units of computers

• Multimedia

Similarly, under part VIII-A i.e., ICT Enabled programs, the topics

covered are:


• MS WINDOWS • MS OFFICE • MS WORD • MS POWER POINT •

MS Excel • Making Small Presentations • Basics of a presentation •

Creation of Presentations

• In addition, practical work is also facilitated so as to help the

students to develop in them the basic skills to work with the

computer. Students are trained in the basic use of Internet.

4.4.3: How and to what extent does the institution incorporate and

make use of new technologies / ICT in curriculum transactional

process?

The institution incorporates and makes use of new technologies / ICT in

curriculum transactional process in the following manner:

The teaching faculty and teacher trainees make use of the internet

for advanced knowledge,

model lesson plans,

The institution gives utmost priority in the use of new technology

and ICT for day to day teaching.

For presentation of seminars

Student teachers are encouraged to deliver their lessons with the

help of power point presentations.

Extra information for various topics regarding their curriculum is

accessed from the internet facility in the computer lab


E-resources in the library are optimally benefitted by staff and

students both

CDs on various topics are available that are effectively used

Besides above, the E-mails and „whatsapp‟ facilities act as

mediators between faculty and students when off-campus

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)

Following are major areas and initiatives for which student teachers use

/adopt technology in practice teaching -

Preparation of lesson plan: In preparation of lesson plans, student

teachers are motivated to make use of ICT for developing self

instructional material related with lesson plans and to present the

lesson via ICT.

Class room transaction: not only student teachers deliver their

demonstration lessons using ICT but the faculty of our college is

also active in making smart use of this technology for class room

transactions of the curriculum.

Preparation of additional information: Student teachers and faculty

both have free access to download information from internet

available in Computer Lab and Digital Library.


Preparation of teaching aids: Student teachers download pictures,

diagrams from the internet for preparing flash cards and charts.

Moreover, they directly show the 3D pictures or motion clips via

internet on the projector screen.

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.

1. Seminar hall & multi-purpose hall are used for multiple

purposes like –

Seminars

Workshops

Extension lectures

Various competitions

Conducting college exams

Organizing orientation programmes

Organizing placement cell activities

Cultural programmes including Talent Search Shows

Literary programmes


Conducting feedback sessions etc

Alumni meetings

Parent teachers meetings

2. Psychology Resource center is effectively utilized for

psychological assessments

guidance –counseling

maintaining record of Placement activities

Women cell activities

The teacher educators refer not just the prescribed books /

reference material available in the form of books, but they have been

able to procure proper references for their teaching

and enhance their content knowledge enrichment. As a result of

this, they are providing better and latest instructional inputs to

teacher trainees.

3. ICT resource centre is optimally used in following terms-

It is used by students involved in Action Research projects

It is used by faculty involved in different research projects

Power point presentations in various subjects are given in this

resource centre

Educational movies are shown to the students on projectors in this

centre

Teachers & students use it actively for searching on internet the

topics related to Art & Craft, and various co-curricular activities


including both –cultural & literary enhances the quality of

programmes

The teacher educators keep their content knowledge up-to-date with

the help of internet facility &, so, the centre is effectively used.

Students also are participants in the process of teaching-learning.

They also enrich their study material and seek for more queries

through data available on internet in the ICT center

Library cum reading room is used at its best not just by students

but also by faculty – not just for curriculum related enrichment but

other than that also. The availability of e-resources is a great help.

Art & craft resource centre is optimally used for preparing various

artistic materials. It is used by staff also in trying their hands on

various art pieces. The centre is used for conducting exhibitions

also. Besides, it is used for preparing teaching aids in different

subjects.

Health & Physical Education resource centre is used both by

faculty & students. Facuty includes both – teaching & non teaching

Science & Mathematics resource centre is used at its best for

gaining practical knoelegde of various concepts – by experiments &

different models / aids available.

Principal‟s office is used not just for principal‟ seating but also for

conducting staff meetings as well as small group discussions with


students when needed. It also functions as Grievance Redressal Cell

periodically.

Staff room for staff members serves also as dining hall when

required

Canteen is meant not just for eatables but it provides stationery

items

Playground is a multi-purpose play field that is optimally used by

faculty as well as students for number of outdoor games

Chairman / management‟s office is used for conducting governing

body meetings, meetings with principal & staff, meetings with

students‟ representatives, & with other employees. It is effectively

used for providing additional & confidential space to examiners

during practical exams.

Open air stage is again multi-purpose. All grand celebrations that

require outdoor settings (like LOHRI celebration) are arranged here

First aid room is utilized by all members of the college when

needed.

Method lab is effectively used by students for preparation as well as

availability and reference of subject related teaching aids.

As far as sharing is concerned, it depends upon the time of

requirement & the agency seeking for sharing. However, the chain of

Pratap Public Schools & the local community members are always

obliged by the college.


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? How are the student teachers

encouraged to optimally use them for learning including practice

teaching?

1. CDs on different school subjects

2. CDs of educational movies

3. Blank Transparencies

4. Pre-prepared transparencies

5. OHP

6. LCDs

7. Computers with internet facility

8. Xerox machines

9. Printers

10. E-resourecs

11. Models

12. Charts

13. Pictures

14. Picture-cut-outs

15. Wall magazine

16. Music system

17. DVD player

18. Mikes

19. Digital cameras

20. Storage devices – CDs & Pen drives

21. Psychological apparatus & tests

It is during orientation programme of the college that the students are

given exposure of various teaching aids – audio visual. Special workshops


are conducted in this direction. The students are timely issued the

required material for their teaching practices in simulated and real

conditions.

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?

General labs-

ICT resource center as Educational technology cum computer

lab

Psychology resource centre as Psychology lab

Art & Craft resource centre as fine art lab

Methods labs-

Science & Mathematics resource centre as Lab

Methods lab for all school subjects

As mentioned in above point, it is during orientation programme of the

college that the students are given exposure of various labs that are

enriched in number of teaching aids – audio visual. Special workshops are

conducted in this direction. The students are timely issued the required


material for their teaching practices in simulated and real conditions. They

are encouraged for more and more practical and first Hand experiences for

knowledge enhancement.

4.5.4: Give details on the facilities like multipurpose hall, workshop,

music and sports, transports etc. available with the institution.

Multi- Purpose Hall :

The college has a spacious well furnished, well lighted and well ventilated

multipurpose hall. This hall is used for extension lectures, workshops,

organizing competitions, important days‟ celebration, community

programmes & other multiple purposes

Arts and Craft Resource Centre:

Arts and craft Resource Centre is used for workshop. All the activities

related with workshop like interior decoration, candle making, soft toys

making, pot decoration etc. are conducted in this room. Facilities like floor

mats (Dari) drawing board, wooden tables for display material, shelves b

for keeping workshop articles and table and chair are provided in the

room. Workshop for teaching aids preparation is also arranged here.

Exhibitions are arranged in this resource center


Health and physical education resource centre:

A separate room is provided for gym facilities. It is well equipped with the

latest material equipments.

Playground:

A specious playground is also there. There is also provision for many

outdoor games / sports. Besides, the indoor games are specifically

provided in girls & boys common rooms separately.

Transportation:

This facility is shared with Pratap Public School, Jundla.

Common Room:

The college provides fully furnished separate common rooms for boys and

girls. Generally, they are used during Lunch break time only when the

pupil teachers have their free time and the- want to enjoy their food,

eatables, cold drinks etc.

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.

Yes, the classrooms equipped for the use of latest technologies for

teaching. The portable LCD and laptops, OHPs are used in the classrooms

for curricular transaction regularly. The seminar hall is well equipped with


OHP and LCD. It is supported / well aligned with audio visual peripheral

equipments needed like the speakers, cordless mike with proper and safe

electrical connections.

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?

Our institution offers two languages - English and Hindi as the

medium of instruction. The teacher educators put in a lot of efforts

giving instructions simultaneously in both the languages. For this

purpose, the faculty uses technology for teaching.



able to procure proper references for their teaching and enhance

their content knowledge enrichment. As a result of this, they are

providing better and latest instructional inputs to teacher trainees.

Learning with the help of these supportive learning resources is an

advanced skill in today‟s contemporary society for which the teacher

trainees are trained to go beyond the classrooms to seek knowledge

and learn to make use of other learning resources like library, self

study exercises, and internet facilities.


Provision of Method labs facilitate both teaching & learning

processes making the process of education highly active as well as

interactive

Technology is used at its best through the use of „ internet‟ to

retrieve and present various data in audio-visual media,

presentation of 3D data through availability of subject matter on

„YouTube‟

„Whatsapp‟ facility is prominently used by teachers and students in

discussing various problems (if any) in any subject

Different CDs on different subjects are timely used to enhance

learning

Computerized library is a great help to the students

Availability of e-resources on different subjects is an innovative

effort on the part of this college that meets the requirements of

teachers and students both

4.6.2: List innovative practices related to use of ICT which

contributed to quality enhancement.

List of Innovative Practices related to ICT:



able to procure proper references for their teaching and enhance

their content knowledge enrichment. As a result of this, they are

providing better and latest instructional inputs to teacher trainees.


ICT is actively used for enhancement of library holdings and

services.

Internet facility has promoted research quality. Conducting action

research & other researches by faculty members is supported by

this technological aid.

Power point presentations have become a tradition of teaching

learning style in the college

Educational movies are shown to the students on projectors that

facilitate single show in one round.

Mobiles are actively used for capturing special moments of staff and

students, & the pics are later developed for record maintenance

Technology is best at its best use in delivering important messages

to staff and students instantly

Faculty and students have regular interaction facility via e-mails

Alumni of the college remain in touch via e-mails and „Whatsapp‟

facilities

Presenting new ideas by searching on internet the topics related to

Art & Craft, and various co-curricular activities including both –

cultural & literary enhances the quality of programmes

4.6.3:What innovations / best practices in infrastructure and learning

resources are in vogue or adopted / adapted by the institution?

Effective use of ICT by staff, students and administrative office


Sharing of available resources whenever possible

Library that promotes effective and interactive access for the use of

information resources for internal and external users

Cleanliness of the college

Community services

Barrier free infrastructure that suits all kinds of students & staff

Making students not the recipients but the participants in the

process of learning

Promoting students‟ participation in national level educational

seminars

Annual placement of the students in good jobs

Flexibility in timetable to adjust lecture series (if required) in

accordance with progressive education

The best practice since the inception of this college in terms of infra

structure and learning resources worth mentioning is the timely

availability of everything that is required by the governing body of the

college and at the top most, going in pace with SWACCH BHARAT

ABHIYAN by Priminister Shri Narender Damodar Das Modi, the whole

college community is engaged in this mission - all students, teaching-non

teaching staff, principal, and all other employees of the college. It is taken

as a part of community services.


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?

The institution does the same by the following activities:

College level test-

Admission to the B.Ed. course is strictly according to the rules and

regulations framed by Kurukshetra University, Kurukshetra. It is based on

the merit prepared by the University on the basis of qualifying

examination. Candidates with 50% marks in Bachelor's degree or in

Master's degree are eligible for admission to B.Ed. course and 45%

eligibility marks are for reserve category candidates.

As University do not conduct any entrance exam, therefore, students‟

preparedness for the programme is assessed by a test conducted by the

college which mainly includes teaching aptitude, general awareness and

language proficiency.


Orientation Program –

The B.Ed. course of the institution begins with an orientation program

where the teacher trainees are given information of the course.

It includes orientation regarding teaching learning of course units;

completion of course related practical work, mode of internal assessment

and external examinations.

It also includes orientation about development of teaching skills through

micro teaching and practice teaching lessons for the development of

teaching competency.

A language test is also conducted to evaluate their language efficiency so

that suitable language teaching subjects arc given to them.

The student's language deficiency and communication problems are also

identified and practice is given to students to improve their language

skills, ICT skills and communication skills.

Orientation regarding the co-curricular and extracurricular activities to be

conducted for the development of attitudes and values is also given.

In the orientation program, the institution organizes the self introduction

program where each student introduces himself / herself. The teacher

trainees are asked to tell about their achievements, hobbies, specialties

and previous education and qualifications.

These programs enable the teacher educators to assess the

communication skills, confidence, experience, talents and interests.


Different Cell & Committee groups are formed for giving educational,

vocational and personal guidance. Meetings of cell groups are conducted

once a month.

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 institution ensures that the campus environment promotes

motivation, satisfaction, and development and performance improvement

of the teacher trainees by –

There is suggestion box in the college which is opened weekly

and student's suggestions are read and acted upon.

There is grievance redressal cell in the college where grievances

of students are tackled and resolved.

The tutorial, seminar, library and co-curricular activity period

are very efficiently utilized for making students interact with the

teachers. The students are free to discuss their educational and

personal problems.

Placement activity also motivates the teacher trainees to improve

their performance and enhance their professional skills.

Special remedial classes are organized for the students who have

some weaknesses in language, communication, use of ICT and

lesson planning.


Free access to ICT resources brings in the performance

improvement of students

The pupil teachers are motivated to participate and present

papers in various seminars/ workshops/conferences organized

by the college or other institution.

The motivational Lectures are timely arranged for the pupil

teachers.

Academic and Professional Guidance is given by the Principal

and faculty to the pupil teachers from time to time.

Maximum participation in different activities such as inter

college competitions, talent search, quiz, declamations, debates

etc. is encouraged.

Timely tests are taken according to the need of the curriculum

such as house exams, oral tests, essay type test etc.

For the educational and as well as the recreational purpose

educational films and tours are organized.

The college organizes general talks for the pupil teachers on

different topics such as how to manage leisure time effectively,

how to prepare for exams etc.

Free coaching to students for different state and national level

tests is provided by faculty maneuvers.


Feedback forms regarding college environment, teacher

performance from pupil teachers and alumnae are also of great

importance for performance improvement.

Awards are given to meritorious teacher trainees for motivating

them to achieve higher goals.

Besides, the rich library, Fully Equipped I.C.T. Resource Centre with

internet connectivity, Spacious Playground and Sports Facilities

comprising Indoor & Outdoor games, Psychology Resource Centre, Science

and Mathematics Resource Centre., Health Centre, Arts and Craft

Resource Centre, Method Labs, etc. are provided for the development of

the pupil teachers.

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 gender wise details are given below:

SESSION MALE(S) FEMALE(S) TOTAL

2010-11 0 2 2

2011-12 1 8 09

2012-13 3 2 05

2013-14 1 5 06


The possible reasons for the drop-outs were

Employment

illness

admission in other courses

delivery cases and marriage especially in case of female pupil

teachers

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

In case of family problems, the parents, guardians and relatives

are called and counseled so that teacher trainees complete the

course successfully.

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 to compete for the jobs are as

follows:

1. Educational Visits

2. Use of Multimedia

3. Felicitation of meritorious

4. Regular up-dates on vacancies

4. Placement of Teacher trainees

6. Special Lecture Series

7. NET /SET / HTET/ CTET Guidance with availability of study material

8. Free Internet Access

9. Alumni Meet

10. Lectures on interview skills

11. Spoken English Course

12. General communication skills

13. Personality development programs

14. Skilled in organizing co-curricular activities

15. Carrier guidance through guidance & counseling cell

16. Development of professional skills and ethics by arranging lectures

The record of students clearing various tests is available in the Placement

Cell section added in annexure.


5.1.5: What percentage of teacher trainees on an average goes for

further studies / choose teaching as a career? Give the details of the

last three years.

Details of the teacher trainees who went for further studies /teaching

career:

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.

Yes, the institution provides the same.

Sr.

No.

Year Percentage of students

who had gone for higher

studies (Approx.)

Percentage of

students

who Choose teaching

as a career (Approx.)

1. 2011-12 20 15

2. 2012-13 35 21

3. 2013-14 40 26


The teacher trainees who study in the institution can avail the

library and electronic facilities during the given tenure.

After completion of the given tenure, teacher trainees can avail the

facilities given by the institution by special permission granted by

the IQAC cell of the college.

However, regular teaching programs are not organized for them.

An online community on „Whatsapp‟ has been created through

which resources on jobs‟ skills; current trends are shared with

teacher trainees.

The alumni of the college is invited on all special occasions related to

their professional development

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.

Yes, the institution provides placement services through its placement cell.

The cell has provided the following services in the last two years:

Lectures on Interview skills

Writing CVs

Good communication skills

Presenting their documents

Regular updates on vacancies

Personality development programmes

Arranging lectures by school teachers on methodology courses


The placement cell in sync with Guidance & counseling cell of the

college also provides career guidance to the teacher trainees that is

apt for them

The number of teacher trainees who have been benefitted by placement

services in the last two years is 40 approximately.

5.1.8 What are the difficulties (if any) faced by Placement Cell? How

does the institution overcome those difficulties?

The Placement Cell of our college is functioning at its best. There is

no major difficulty faced by the centre. The training imparted to

students for personality development, communication skills and

career guidance really benefits the students and students develop

confidence to face interviews and secure jobs.

But only local students prefer to get benefit from these jobs. Other

students are interested in getting job at their own place.

5.1.9 Does the institution have arrangement with practice teaching

schools for placement of the student teachers?

Yes, the institution has arrangement with practice teaching schools for

placement of the student teachers.

5.1.10: What are the resources (financial, human and ICT) provided by

the institution to the Placement cell?

All essential resources are provided by the institution to the placement

cell. The details are-

Financial Resources– All the services are free of cost to the teacher


trainees and the schools. All the necessary expenses include Xeroxing,

filing, and correspondence for organizing campus interviews are made by

the institution.

Human Resources – Two of the faculty members, Dr Anita Batra & Dr

Geeta Garg, are the in-charges of the placement cell in coordination with

Principal of the college Mrs Davinder Kaur Lamba. A student

representative from the class assists the in-charge. The computer

instructor, Mrs Raj Bala & the non-teaching staff assists the placement

cell in-charge depending on the nature of the work. In this way, the

placement activity becomes feasible because of team work.

ICT Resources – All the ICT resources in the institution are made

available timely as per the requirements. LCD Projector, Laptop, Printer

and Internet services are easily accessible for the functioning of the

placement cell.

At present, the placement activities are arranged in Psychology

Resource Room & Multi-purpose Hall. But, it is planned to be in

separate room/hall in very near future.

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?


Planning

There is a centralized body in our institution consisting of

Management, Principal, and all the faculty members. Academic

Calendar is prepared by mutual consultation of the centralized body

prior to the beginning of the session in summer vacations after the

final exams.

For smooth organization of the curricular, co-curricular and

extracurricular programmes, curriculum planning is carried out by

mutual consultation of various committees.

It gets finalized by IQAC.

The centralized planning consists of the following activities:

Preparation of Academic Calendar that includes a complete account

of curricular, co-curricular and extracurricular programmes.

Assignment of various portfolios to all the faculty members

according to their committees and they work co-operatively to make

it a success.

The communication across the institution is made by displaying

required notices on the display boards and web-sites. The hard

copies are circulated among the staff

Evaluation

a. Institution and Faculty Evaluation

Suggestion box is placed in the college which is open for all.

Visitor's Diary is maintained to seek views of all the visitor's.


Feedback is taken regarding curriculum, institution, faculty

and teaching practice by the pupil teachers, faculty members

of other colleges, alumnae, parents, principals and teachers

of the practice teaching schools.

Feedback is taken personally from the society as well as

parents during community and other college activities.

b. Student Evaluation

The evaluation of pupil teachers is assessed continuously

by conducting various examinations such as unit test,

oral test, essay type test, house exams, teaching practice

observations, projects, assignments etc.

Revision

The curricular, co-curricular and extracurricular programmes

are revised and implemented after analysis of different

feedbacks by the IQAC.

5.2.2: How is the curricular planning done differently for physically

challenged teacher trainees?

There is no different curriculum planning for physically challenged

students. And, till date there is no such student admitted in our college.

However, the college has barrier free infra structure for easy transaction of

curriculum and their easy adjustment in the college.

5.2.3: Does the institution have mentoring arrangements? If yes, how

it is organized?


Yes, the institution has mentoring arrangements.

The institution has mentoring provision where 20 pupil teachers are

under the guidance of one mentor.

There is one tutorial period in the time table per week in which,

pupil teachers are provided with their mentors to guide and help

them. The experiences of tutorials are discussed in staff meetings,

so that services may be made more effective.

Mentors recognize the potential of the pupil teachers and

encourage them not only for the organization of various activities,

but also motivate them to participate whole heartedly in various

curricular, co-curricular and extra-curricular activities as seminars,

workshops, group discussions, brainstorming , quiz, cultural

events, literary competitions etc. to make the function or any

activity a grand success.

They are also responsible for helping them to solve their personal or

academic problems and remain in touch with their progress

throughout the session.

Mentors are also available for individual counseling of the students

if needed.

They arrange meetings with parents/ guardians of the concerned

student if needed.

Mentorship is proving successful for gifted, creative and intelligent

students in diverse fields also.


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 institution has a fully qualified and experienced faculty which is

always ready to enhance the effectiveness in teaching and mentoring

of teacher trainees.

Faculty meetings are regularly conducted for planning and

implementation of curriculum transaction to have the feedback.

Workshops are organized on new trends & needs

The faculty members also attend workshops, seminars and

conferences for their professional development. These experiences are

shared with other faculty members also.

Regular use of power point presentations in the classroom by the

faculty members makes the teaching learning process effective.

There is facility of internet accessibility along with other ICT

resources to the faculty members for updating knowledge.

The institution‟s rich library resources are also useful for effective

teaching and mentoring.

Feedback from teacher trainees‟ is taken at the end of the academic

year.

Peer evaluation is useful as it assists in getting inputs about the

quality faculty‟s teaching and provides an insight to one‟s own


strength and weaknesses. It is possible during Team Teaching

phases.

Moreover, different responsibilities are assigned to faculty members

with a view, to provide pupil teachers needed guidance with ease.

All the teachers timely arrange different types of activities that

enhance their own as well as the teacher trainees‟ efficiency.

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 its website. www.pratapcollegeofeducation.com

The following information has been posted on the website:

a. The HOME page - information about the establishment of the

college, its founder and the inspiring message by its President

b. Principal‟s message

c. Documents

d. Administration – teaching & non teaching

e. Infrastructure

f. Activities – activities, duties & houses

g. Images

h. Contact details

It is very soon going to be more interactive with more details.

It is up-dated regularly (depending upon the event to be updated).

http://www.pratap/


5.2.6: Does the institution have a remedial program for academically

low achievers? If yes, give details.

Yes, the institution has a remedial program for academically low achievers.

Low achievement in teaching skills

Low achievers in teaching skills are first identified through micro-teaching.

The respective teacher educator of micro teaching group guides the

student for the preparation of the lesson plan. She keeps such students

under regular observation till mastery in teaching is attained, at least the

satisfactory level.

Low achievement in theory / practical course

Low achievers in class tests, unit tests, assignments and project

works are identified as well. Teacher trainees are encouraged to

solve previous exam papers that are checked so as to diagnose their

problems. They are given suggestions and guided for further

improvement so as to ensure that they achieve the expected levels.

There is provision of one tutorial period per week. Here the low

achievers in different fields have enough opportunities to come out

with problems and possible suggestions from their mentor teachers.

By adopting Constructive approach of learning, the group

activities are organized to remove the hesitation of the low achievers

in discussing their problems with their own peer group. They

collaboratively work on a project in a group of heterogeneous

students. It boosts the confidence of low achievers.


Use of ICT and audio-visual aids in teaching to make the concepts

more clear

Extra classes are arranged during the preparatory holidays,

according to the time table prepared in which, individual attention

is paid to the pupil teachers, and every effort is made to remove

their difficulties and problems.

Question- banks are prepared by the teachers in which most

expected questions from examination point of view, are selected

along with distribution of marks.

Low achievement in co-curricular activities

Such students who do not participate in any of the college activity are

identified. Then are prompted to come in front and participate in any

activity of their choice.

5.2.7: What specific teaching strategies are adopted for teaching

a) Advanced learners

b) Slow learners?

Specific teaching strategies have been adopted in the institution for

teaching -

a. Advanced Learners

They are assigned content enrichment tasks with

availability of ICT as well as library resources in special

hours after college timings


Brainstorming sessions are organized often where

students come with their innovative ideas.

Extempore speeches are held and students are

encouraged to participate.

Advanced learners get an opportunity to explore their

views and participate in group discussions in regular

classes as the teacher educators employ lecture cum

discussion method following with critical questioning

sessions.

During organizing co-curricular activities, advanced

learners are given responsibility to conduct the stage and

other responsible tasks. They participate in all these

activities according to their talent.

Dur ing t e ach ing p ra c t i c e a l s o , advanced l e a rne r s

h e l p teacher-educators in sharing all her responsibilities as

checking lesson plans, planning time table etc.

Advanced learners perform as student mentors and they

help teacher mentors in remedial teaching and helping low

achievers for their academic and personal growth.

Advanced learners are given extra guidance by teacher-

educators to prepare assignments, consult advance

books in the library and participate in quiz, seminars

and other co-curricular activities in other colleges.


b. Slow learners

Group study circles.

Jigsaw method.

Remedial classes.

Tutorials.

Personal and academic guidance at any free time by

teachers.

In regular classes, teacher-educators take care of their

individuality and encourage and guide them for each

activity.

Question- banks are prepared by the teachers in which

most expected questions from examination point of view

are selected along with distribution of marks.

The best effort from the faculty side always remains in

paying individual attention to such students.

Special study material is discussed with them according

to their pace and level of understanding.

Frequent tests are given to them for practice.

5.2.8: What are the various guidance and counseling services

available to the teacher trainees? Give details.

The various guidance and counseling services available to the teacher

trainees‟ are-


In guidance services, educational and career development and

vocational opportunities are the two major areas available to the

teacher trainees.

Information is given to the teacher trainees regarding the need and

benefits of further education, what further course they can pursue

and from which colleges/universities

These services prove extremely beneficial in making aware the

students of many fake universities all over India , and

recommending the good ones for them

The institution also informs the teacher trainees about various

competitive examinations conducted at state national levels for

filling in various teaching and administrative posts in the education

departments.

Guidance is given about job opportunities, application procedures,

CV writing and interview preparation to the teacher trainees

A personality development program including development of

communication skills is the regular feature of the institution.

Guest lecturers from the school teachers are arranged to let the

teacher trainees know the current trends in school education system

– syllabus, evaluation pattern etc

Resource persons from various fields deliver lectures about various

career options other than school teaching


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?

This cell has following members –

Mrs Davinder Kaur Lamba Principal

Dr Anita Batra Coordinator

Ms Alka Co-coordinator

2 students from each section (A&B) Members

Grievance Redressal Mechanism

The cell meeting is arranged monthly.

Anyone with a genuine grievance may approach the members

in person, and if the person is unwilling to appear in person,

grievances may be dropped in the suggestion box earmarked

for the purpose.

Grievances may also be sent through e-mail to the Principal.

The students are free to approach the Principal at

any t ime in college and put their grievances before

her.

The grievances redressed in last two years (2012-13, 2013-14)

Since the college is functioning at its best since its foundation year in

2010, therefore, no major grievances were put forth. A few were simple

requirements in infrastructure, like:

a. Internet accessibility in library – it was arranged by the end of

February,2014


b. Availability of library facility in holidays – it is arranged for feasible

days as per decision by Libray Advisory Committe

c. Punjabi newspaper on display – now it is regularly on roll with other

newspapers in Hindi and English

d. Gym facility – Health and Physical Education resource Centre was

established in Nov,2013

e. Lack of availability of stationery items in campus – this facility was

provided with canteen

f. The institution has provided internet access in staff room for faculty

also through easily portable dongle facility.

5.2.10: How is the progress of the candidates at different stages of

program monitored and advised?

Monitoring Teacher Trainees‟ Progress

As per the university requirements, the institution is required to conduct

internal assessments during the program period and a summative one at

the end that includes both – theory as well as practical exams.

Formative evaluation for theory learning is done through internal class

tests, unit and house examinations. Assignments and projects are also the

integral part.

Teaching competency is a vital aspect of the teacher training program.

To achieve this, micro lessons, integrated lessons in simulated conditions,

real school teaching lessons are conducted where the progress of the

teacher trainees is minutely and carefully monitored.


Advice

Unsatisfactory progress and achievement of teacher trainees is seriously

looked into by the faculty. Intensive practice, orientation, feedback and

guidance is given to low achievers for them to achieve the required level of

competency. The tutorial group teachers in charges have the responsibility

of each individual student in her group.

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?

Pre-practice teaching

Intensive orientation is provided about the micro teaching skills,

their component sub skills, the need and significance of each skill.

Use of audio visual aids and proper guidance for developing lesson

plans

is given to the teacher trainees.

Lesson plans are carefully corrected and suitable modifications are

suggested.

Micro lessons are observed using rating scale. Feedback is provided

by the faculty and peers.


After the teach lessons, re-teach sessions are conducted. Only after

the re-teach lessons indicate desirable improvement, the next skill is

introduced.

Thereafter, simulated/mega lessons that integrate the sub skills of

microteaching are conducted and evaluated. These serve as a link

between micro lessons and classroom practice lessons.

Follow-up support in the field / Practice teaching

The teacher trainees are provided with follow up support during the

practice teaching program which includes guidance and feedback from the

mentor teacher, peer group observers, school teachers and, head of the

school and principal of the college.

The feedback that supports for further improvement mainly focuses on -

Quality of lesson plans

Framing and achievement of the instructional objectives

Content coverage

Response of students in the class

Planning of different stages in the lesson

Quality of voice

Chalk board writing

Use & handling of teaching aids

Proper use of micro – skills when integrated in real settings

Teacher preparation, confidence and delivery of content knowledge

Teacher effectiveness

Unanimity in planning and actual performance


5.3: STUDENT ACTIVITIES

5.3.1: Does the institution have an Alumni Association? If yes,

i) List the current office bearers

ii) Give the year of last election.

iii) List Alumni Association activities of last two years.

iv) Give details of the top ten alumni occupying prominent position.

v) Give details on the contribution of Alumni to the growth and

development of the institution.

Yes, the Institute has an alumni association. The current office bearers

are:

i. President Mr Gurdeep Narwal

ii. Vice President Ms. Anshul

iii. Secretary Ms. Jyoti

iv. Jt. Secretary Mr Harbagh

v. Treasurer Mr. Vikram

The last elections have just taken place in Sept, 2014.

The alumni activities of the last two years are mentioned in

annexure attached at the back.

The details of top ten alumni occupying prominent positions are

given in annexure under Placement section.


The a lumni assoc ia t ion has contr ibuted to the growth and

development of the institution in many ways, viz.,

o Organizing workshops,

o Model demonstration lessons,

o Special guest lectures,

o Career guidance,

o Donation of books,

o Cultural performances,

o Recommendations for placements in same job place etc.

5.3.2: How does the institution encourage teacher trainees to

participate in extracurricular activities including sports and games?

Give details onthe achievements of teacher trainees during the last

two years.

The institution encourages teacher trainees by identifying their talents

during orientation programme of the college and Talent Search Programme

that are conducted in the beginning of the session.

Talent search competition is organise in the begning of the Session

& All the students are motivated to participate in various extra-

curricular activities. It provides a initial platform to the students to

exhibit their talent & build up their confidence. All the students

come to know the talent of each-other.


Then, tutorial groups are formed where the mentor teachers

encourage teacher trainees to participate in extra-curricular

activities including sports and games, and the areas of their interest.

They are motivated by awarding certificates of participation,

Weightage in internal assessment and

Grading in paper XI - Co-curricular activities.

Emphasising the importance of certificates in job placements

Certificates and awards are presented to the winners and are

felicitated by the guest or the head of the institution.

Different committees and cells are formed to engage the students in

extracurricular activities

The details of the achievements of students during the last

two years are mentioned in the annexure at the end of this

report.

5.3.3: How does the institution involve and encourage teacher

trainees to publish materials like catalogues, wall magazines, college

magazine and other material. List out the major publication(s) /

materials brought out by the teacher trainees during the previous

academic session.

The College involves and encourages the students to prepare the

material to be displayed on the wall magazine.


The students of different tutorials/houses are on duty turn-wise. In

their tutorial duty, they prepare various displays and write articles,

poems, collage & other innovative displays.

Display boards in the college are decorated with these displays.

On special days, they prepare material related with the day and

display it.

All displayed materials are also evaluated and rewarded.

Teacher trainees are encouraged to write inspiring thoughts for the

day on the board daily.

They also are encouraged to write articles related to current, global

as well as educational issues as wallpapers.

Teacher trainees are given an opportunity to present papers in

conferences. Their sincere efforts are appreciated and the institution

felicitates them as well during the annual prize distribution

ceremony

The institution provides financial assistance, stationary, best

infrastructure to enhance creativity of the pupil teachers.

5.3.4: Does the institution have teacher trainees‟ council or any

other similar body? Give details on constitution, major activities

and funding.


Yes, the institution has Teacher trainees‟ Council known as „SAKSHAM-

CHHAATR ADHAYAPAK SANGH‟..

Constitution:

The members of the Council are chosen by the class through a

simple process of election.

The students who wish to contest for various positions are proposed

and selected by their classmates.

Some are unanimously nominated and for others, students have to

vote and winning candidates get the position.

Major Activities:

The council envisages various societies as cultural society, literary

society, maths and science association, social sciences forum, sports

club, fine arts club, health club, Eco-friendly club and women cell.

The different activities are undertaken under each society of the

council.

Funding:

There are no special funds fixed for the teacher trainees‟ council.

Whenever any activity is organized, it is funded by the College.

5.3.5: Give details of various bodies and their activities (academic and

Administrative) which have student representation on it.


The institute has formed various academic and administrative bodies

having students' representation in it. These bodies help to develop a sense

of responsibility among the students and bring a proper co-ordination

between the institution and student teachers. These bodies are enlisted in

the following data:

Types Bodies

Academic Study Groups

Teaching practice Group leader

Eco club

Maths & Science club

Social science club

Language club

Cultural fests

Social Service

Health Programme

Women cell

Guidance & counselling


Administrative Grievance Redressal

Placement

Alumni

Student Welfare

Campus Beautification

All these bodies work in sync with the Principal, Faculty, and the decisions

are finalised by IQAC where members of teacher trainees‟ council also play

active role. The different activities undertaken by these bodies are

according to the nature of the body itself. The details are available in their

respective cell itself.

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?

Informal feedback and data is collected by the institution from the teacher-

trainees at the end of the academic year for future curricular planning,

implementation, growth and development. Issues related to the above are

discussed with the faculty to improve the implementation of the program.

The management supports the faculty as well as the non teaching faculty

regarding administrative issues and gives feedback from time to time for

proper planning and implementation, growth and development of the

institution.


The institution has a proper and systematic system of getting feedback

from students, teacher-educators, school teachers and alumni. Various

feedback proforma are prepared by the institute and feedback is formally

collected from all these regarding B.Ed. programme. The data collected is

analyzed and utilized for the improvement of B.Ed. programme and

teacher's performance.

5.4: BEST PRACTICES FOR STUDENT SUPPORT AND PROGRESSION

5.4.1: Give details of institutional best practices in student support

and progression.

Provision for better opportunities in professional career related

Best Practices

Developing a database of teacher trainees for placement

Orientation of teacher trainees to write applications, preparation of

resume and interview techniques and skills.

Disseminating information about job opportunities.

Organizing campus interviews.

Creating awareness about the rules and regulations for teachers and

ethics of the teaching profession through workshops and lectures by

experts

Providing information about teacher trainees‟ academic achievement

to the schools for available job vacancies.


Workshops and expert lectures are organized for teacher trainees to

enhance professional skills required for obtaining a job.

Students are made skilled in using both languages of enhancing

their teaching skills –Hindi as well as English

Free coaching to the students for various competitive exams

Development of techno savvy culture in the institution related

Best Practices

Orienting teacher trainees about the different technological tools and

techniques that is useful in the educational process.

Providing online-offline resources useful in curriculum transaction.

Collecting computer data and resources needed in curriculum

transaction

Creating awareness about safe and secured measures for browsing

the internet and websites.

Enhancing professional competency by developing technological

skills

All round development of the teacher trainees related Best

Practices

Developing dignity of labor and proper work culture amongst the

teacher-trainees.

Providing special academic guidance to teacher trainees


Organizing programs in order to sensitize the teacher trainees

about various social issues.

Developing professional ethics among teachers

Organizing personality development programmes

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 Pratap College of Education envisages producing trained and committed teachers with

qualities of head and heart.

MISSION

Our mission is to undertake a journey towards excellence in the field of teacher education

through innovative practices with greater emphasis on pedagogical skills.

AIMS AND OBJECTIVES

* To develop the potentialities and competencies of student-teacher to the fullest.

* To develop in them the right attitude and emotional quotient to deal with children.

* To prepare them to be creative, innovative and passionate about teaching.

* To enable them to understand child psychology and prepare them to cope with the

challenges of multi grade and multi level teaching situations.


* To enable them to provide quality education in a child friendly and child-centric

environment.

* To equip them with relevant teaching and soft skills along with theoretical knowledge.

* To prepare committed and devoted teachers who are ready to raise the educational

standard of schools across India.

* To meet the ever growing demand of trained teachers at the different levels of school

teaching.

The institute communicates the same to the stakeholders in the following ways:

After getting approval from higher authorities, the vision, mission, aims and

objectives are mentioned in the college prospectus of B.Ed. programme and website

of the institution.

The Principal conveys these statements to the prospective teachers in the orientation

programme organized on the very first day of students in the institute.

These statements are displayed in the institute on display boards in the corridors.

Teachers also communicate and reinforce these statements in their regular classes

and deploy strategies for the accomplishment of these statements.

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, the mission includes 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 in the following terms -

o To transform human character and intelligence, holding both in balance and

ensuring that both are brought to fulfillment.

o To achieve professional excellence through innovations, experience and scientific

outlook.

o To draw forth from the mind an innate potential of teacher trainees for better

understanding.

o To produce ethically rich professionals for the nation.

o To co- ordinate our each and every activity to the community upliftment.

o To develop social and commercial skills and side by side to nurture the spiritual

mobility in teacher trainees.

o To imbibe the potential among our teacher trainees so that they can adjust in

inclusive educational settings and can facilitate learning to children with diversities.

o To provide efficient, productive and well disciplined teachers to the society

o To awake the love for knowledge among teacher trainees by making the training

thorough and interesting.

o To create awareness among teacher trainees towards protection of environment for

having quality life all around.

o To produce the teachers with the mastery in their specialized field as well as for a

modicum of all.

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.)


The vision and mission of our college is to produce trained and committed teachers with

qualities of head and heart. It seeks to undertake a journey towards excellence in the field

of teacher education through innovative practices with greater emphasis on pedagogical

skills.

It is in this direction that there is continuous monitoring of the activities of the institution

by the management. The President along with other members of the institute review all the

activities of the institute and keep a check to ensure that high quality education is imparted

to the students. They make continuous efforts to provide quality, relevant and cost effective

excellent education to help develop the community.

The teacher-educators and student teachers enjoy ample freedom to approach higher

authority for addressing any grievances and help. Such type of committed leadership and

supervision of the management has become motivational and inspirational force for all in

the institute to improve and perform well.

The effective and efficient transaction of teaching and learning process is monitored

through the different committees consisting of Management, Education-experts, Alumni,

Student's representative and Faculty members. The reports are maintained by IQAC.

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?

o The Management and Head of the institution ensure the responsibilities are defined

and communicated to the staff of the institution in the following manner:

o Formal meetings are organized in the beginning of the session by the Principal, and

decisions are taken regarding the conduction of various programmes during the

session.


o Time table is framed and subjects are allotted to the teacher-educators. Various

committees are formed and duties are assigned to teachers according to their

interest and capabilities.

o Management has given ample freedom to the Principal to take decisions regarding

conduction of various activities in the institution.

o There is no interference on the part of management, yet there is involvement in

terms of suggestions and timely meetings with principal, staff and students also.

o The communication to the staff of the college is made orally as well as in written

through notices and circulars.

o ‘Urgent Messages on phone’ facility is also available. It is used in cased any teacher

is absent.

o All the faculty members are on ‘Whatsapp’ that is effectively used for

communication purpose.

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?

It is ensured in the following in the following manner:

a) Personal interaction of the Principal with students at both formal and informal levels.

b) Personal interaction of the Principal with the faculty and non-teaching staff

c) Interaction of the Principal with the guardians/parents in PTMs

d) Information available in student feedback forms.

e) Information available in self-appraisal forms of teachers.

h) Reports of the different Committees and Cells.


The management is kept informed about the progress and programmes of the institute by

the Principal. The President of the Institute, Mr Ajay Bhatia and other management

representatives take personal interest and show their concern without being interferers.

6.1.6: How does the institution identify and address the barriers (if any) in the

achieving the vision / mission and goals?

Since our college works in accordance with the pre-planned academic calendar, it has no

major barriers in achieving the vision, mission and goals. Yet, if any, Principal with the

constant support of teacher-educators is able to identify the barriers and simultaneously, the

higher authorities are also appraised about these. Management gives full support to the

institute and facilitates them to reduce the barriers to minimum and in this way institute's

vision, mission and goals are timely achieved.

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?

o The management promotes and encourages the staff for their professional growth.

o It permits all staff to participate and attend the various programmes for professional

development like seminars and workshops.

o The faculty is also felicitated in the annual program for their achievement and

contribution in the field of education.

o Encouragement for higher education is reinforced positively by granting study

leaves.

o They are assigned extra responsibilities of different cells and committees where

the staff plays active role along with the team of teachers that ultimately help in

bringing improvement in the effectiveness and efficiency of the institutional

process.


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.

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 is as follows:

Curriculum:

The principal prepares in advance an annual plan of the academic activities and

accordingly the plan of the work is distributed to the faculty. The staff members

also consulted in this task.

Administration:

The principal distributes various duties regarding academic program among the

teacher educators and administrative staff.

To organize various academic programs, different committees are formed and

monitored by the principal.

This type of administrative planning helps in the smooth functioning of the

institution.

Allocation and Utilization of Resources:

The different resources are put under the responsibility of different faculty members

who maintain stock registers which are verified by the Principal herself on regular

basis.

The principal makes the technological aids available in the institution.

The library facility is made available for longer duration during the examinations.


The principal always encourages faculty members for optimum utilization of

modern technology and resources in the teaching learning process for betterment of

students.

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.

For the management of different activities, various committees have been formed

which that works with clear and definite objectives and functions:

Admission Committee

Teaching Practice

Examination

IQAC

Cultural Activities

Literary Activities

Sports

Red Ribbon/Health

Discipline

Guidance & Counseling

Student Grievances

Excursions

Placement


Student Welfare

Maths and Science

Social Studies

Language

Alumni Association

Library Advisory Committee

Eco Club

Community Outreach Services

Press Release

The required details are available in the records of respective committees, and in

IQAC.

6.2.2: Give the organizational structure and the details of the academic and

administrative departments of the institution.

In the organizational structure there is Management, Principal, Members of faculty –

Teaching and Non teaching. The members of management with their designations are:

1. Mr. Ajay Bhatia President

2. Dr. 0. P. Miglani Vice-President

3. Mrs. Deepika Bhatia Vice-President

4. Mr. Sanjay Bhatia Secretary

5. Dr. Arvind Bhai Treasurer

6. Mrs. Poonam Bhatia Joint-Secretary

7. Mr. Prateek Bhatia Director-Student Welfare

8. Mrs. Chander Gupta Member

9. Mr. Yashbir Dewan -do-


10. Mr. Om Prakash Chaudhry -do-

11. Mr. M. M. K. Wattal -do-

12. Mr. Yoginder Diwan -do-

13. Brig. Arun Chugh -do-

14. Mr. Gopal Tandon -do-

15. Lt. Gen. (Rtd.) Satgur Pyara -do-

The faculty details are already uploaded in college website.

They all contribute for the smooth functioning of the institute keeping society benefits in mind.

6.2.3: To what extent is the administration is decentralized? Give the structure and

details of its functioning.

The administration is totally decentralized by the distribution of

work according to the qualification and caliber of the staff

members.

Principal, in close coordination with Governing Body, moni to rs

the ac t iv i t i es , pe rformance and ef f ic i ency o f t he f a c u l t y ,

s t u d e n t s a n d n o n - t e a c h i n g s t a f f .

T h e a c t i v e p a r t i c i p a t i o n o f t e a c h e r s i n v a r i o u s

c o m m i t t e e s h e l p i n maintaining the qual i ty of academic

programmes.

The non-teaching staff also works as per the instructions of the

Principal.

M a n a g e m e n t g i v e s f r e e d o m t o t h e P r i n c i p a l a n d a l l t h e

teacher-educators to make decisions for smooth conduct and

proper functioning of the institution.


6.2.4: How does the institution collaborate with other sections / departments and

school personnel to improve and plan the quality of educational provisions?

o To improve and plan the quality of educational provisions, the institution remains in

touch with the Education Department, Kurukshetra University, Kurukshetra.

o The institute follows all the instructions of the University for Admission Process.

o Appointment of teachers is made through selection committee according to the

university rules.

o The institution organizes the orientation programs for school teachers to introduce

new methodologies and techniques for evaluation.

o Likewise, the teachers from schools are invited to deliver extension lectures on

methodology courses.

o School teachers are also invited to let our teacher trainees know the requirements of

schools- examination patterns, books referred, curriculum, time duration etc

o Teaching staff of the institution is deputed as examiners and evaluators by the

university.

o Institution performs different social activities in collaboration with Rotary Club, an

NGO and practicing schools.

o Environmental awareness programmes arc conducted in different practicing

schools.

o Institution seeks help from schools for student teachers to practice and develop

their teaching skills.

o Our institution invites feedback from schools during teaching practice to improve

and plan the quality of educational provisions.

All the above points help in overall improvement of the educational plans.


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 institution uses the data and information obtained from the feedback in decision

making and performance improvement. Our college invites feedback from

Principal

Teacher-Educators

Pupil-Teachers

Alumni

Practicing school teachers and Principals

The performance of the teaching staff is appraised through self-appraisal as well as

through student evaluation.

Feedback proformas are distributed to the students to evaluate the performance

of each of the faculty members.

The feedback is taken at the end of the year.

Permanent suggestion box for teacher trainees’ feedback.

Feedbacks received are always analyses and areas for improvement are identified.

The information is used for improving all aspects.

The management and Principal take the necessary action in decision making and

performance improvement.

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)


The institution takes initiatives in promoting co-operation, sharing of knowledge,

innovations and empowerment of the faculty by following ways:

Equal work distribution policy.

Organization of seminars, workshops and conferences for sharing of knowledge and

innovations.

Participation in National Seminars and Conferences.

Appreciation of faculty members for paper presentations, article writing,

for minor and major research projects.

Sharing of experiences and special contribution through staff meetings.

The faculty guides give honorary consultancy services to the faculty of newly

established B.Ed. and D.Ed. colleges regarding curricular transaction

Experts from other institutions are also invited under faculty exchange programme to

conduct workshops, seminars and deliver lectures

In curricular and co-curricular activities of the college, teachers work in coordination

with each other

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 college has MIS.

The IQAC utilizes this MIS.

It collects data and information about administration, curriculum transaction,

internal and external assessment, extension activities, and welfare services to

teacher trainees.


This data is used for strategy development and deployment.

All activities are planned, documented and recorded technologically or manually,

as per requirement.

6.3.2: How does the institution allocate resources (human and financial) for

accomplishment and sustaining the changes resulting from the action plans?

As the action plans are prepared, due attention is given to all requirements and

resources to execute the action plans.

Accordingly, proper arrangements for physical and human resources are made.

The institution makes financial provisions in annual budget regarding resource

development.

Moreover, since our Institution is a self financed institution, no aid is provided by

the government, as such providing financial resources is the responsibility of the

management and whenever the need arises, management stands to the occasion

irrespective of the amount of the money to be spent for organizing the activity.

6.3.3: How are the resources need (human and financial) to support the

implementation of the mission and goals, planned and obtained?

The resources are needed to support the implementation of the mission and goals, planned

and obtained in the following manner:

To support the implementation of the mission and goals, qualified and sufficient

human resources (principal, teaching staff, non-teaching staff, and fourth class) are

made available.


Necessary financial provision is also made available through management of the

college.

All activities are carefully planned by Principal and faculty and put before the

President of the college, who always gives supporting hand for the implementation

of these activities.

Besides, financial resources are needed in organising various co-curricular activities

time to time.

The co-curricular activities definitely require human resources to plan and execute.

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 principal distributes the responsibilities of academic programs to all the faculty

members in the beginning of every academic year.

As per the guidelines from the principal, the IQAC coordinator calls for the plan

from all the faculty members. They all prepare tentative plan for the concerned

subject and committee.

This plan is then submitted to the co-coordinator.

The teaching practice committee organizes the meetings with heads and teachers of

the concerned schools where the convenient dates for lessons are finalized.

This plan is submitted to the coordinator for further procedure.

In the ‘Annual Academic Plan’ meeting with the faculty and principal, the

coordinator integrates all the given plans.


One reading of the annual plan is done by the coordinator and if there are any

suggestions, they are discussed for further consideration and finalized.

The principal in coordination with the IQAC finally approves this annual plan

which is then ready for implementation.

The annual plan is thus developed in a democratic and decentralized manner.

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 in the following manner:

In orientation programme of the college

Written notices displayed in the library, principal office and main building.

Printed in the daily diary of teacher trainees.

Through the Principal’s address on various occasions

Through college prospectus and website

Orally by faculty members in their daily interactions with the students

6.3.6: How and with what frequency are the visions, mission and implementation

plans monitored, evaluated and revised?

The institution monitors and evaluates its implementation plan at different stages.

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.

The principal takes feedback about the academic plans from the students as well.

Student representatives are also invited in these staff meetings and their valuable

suggestions are also taken care of.


The faculty does the needful for revision and adopts measures that are required at a

specific stage.

The vision and mission of the institution are monitored and evaluated after each year

and revisions are made whenever necessities are felt.

6.3.7: How does the institution plan and deploy the new technology?

The institution has O.H.P., LCD, desktops, CDs, Xerox machines, Scanners, E-

resources, various storage devices and digital video camera that is used for

curricular transaction and office related work.

The institution always tries for the optimum utilization of this technology in

teaching, learning and research process.

The institution has a well equipped ICT Resource Centre for developing computer

skills and for conducting computer technology based practicals.

Internet facility is provided in the ICT resource room, library, and office and also in

the staff room.

Teachers, trainees and office staff use this facility in their day to day work.

Teachers use projectors for presentations while conducting lectures.

The teacher trainees use OHPs and LCDs during real teaching practice in schools to

conduct technology based lessons.

These devices are also used effectively in organizing co-curricular activities also.

6.4: HUMAN RESOURCE MANAGEMENT

6.4.1: How do you identify the faculty development needs and career progression of

the staff?

The institution is concerned about the academic needs and progression of its faculty

members.


The management and the Principal inspire teacher-educators to pursue higher

studies

They are inspired to be innovative through involvement in research projects.

The institution encourages teacher-educators to participate in seminars,

workshops and orientation courses.

The teacher-educators who complete higher studies in the form of M.Phil. or

doctoral degree are appreciated and encouraged in the form of appreciation

letters and raise in salary.

Teacher-educators are encouraged to use technological resources in their day-to-

day teaching for their own competency and students’ benefit also.

The institution provides the facility to teachers to avail all resources related with

library to enrich their knowledge.

The teacher-educators are assigned different duties to act as in charges of

different activities of the college.

All these activities definitely leads to career progression and hence faculty

development.

6.4.2: What are the mechanisms in place for performance assessment (teaching,

research, service) of faculty and staff? (Self appraisal method, comprehensive

evaluation by students and peers)? 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.

Teacher trainees also give informal feedback about the efficiency and performance

of non teaching staff.

Besides, a self-appraisal proforma has been prepared for the evaluation of faculty

regarding their teaching, practice teaching, professional growth and additional

duties performed by them. This self-appraisal proforma is given to teachers in the

end of the year. It is analyzed and graded and remarks are given by Principal.

Suggestion box in the college invites suggestions from students and thus helps in

evaluating faculty and other aspects of the institute

After the analysis of the feedback and interpretation, it is conveyed to the faculty

members in private by the Principal.

The institution effectively uses the evaluation to improve teaching, research and service of

the faculty and other staff.

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)?

Welfare measures for the staff and faculty includes:

Financial assistance in the form of TA/DA to the faculty for paper presentation and

participation in seminars and conferences.

Study leave is granted for research activities

The faculty member, who contributes towards research activities or complete their

higher degrees are awarded in annual function of the college.

The PF is made available as per rules and regulations of the Haryana State

Government.


The above mentioned are worth mentioning, otherwise there are lot many measures

taken for welfare of the staff and faculty.

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.

Yes, the institution has conducted Staff Development Programme for skill up-gradation and

training of the teaching and non-teaching staff. The details are given below:

Lectures on Effective Communication skills, Basic mannerism in teaching and

dealing with different kind of people, Stress management are timely arranged by the

college for both teaching and non teaching staff.

Lecture on banking and accounts for non teaching staff are arranged by in campus

bank – Canara Bank.

There is a provision for providing study leave, duty leave etc.

Staff members are encouraged to participate in more and more

national/international seminars, conferences, workshop etc.

They are also encouraged to enroll themselves for the membership of various

Educational Bodies so that they could enrich their port folio of learning by coming

into contact with the seasoned educationists, learned scholars etc.

They are motivated for paper publishing to enhance their APIs

They are promoted for researches in various areas and on various issues

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 strategies and implementation plans of the institution to recruit and retain

faculty and other staff, its salary structure and service conditions who have the

desired qualifications, knowledge and skills is according to the guidelines provided

by the Kurukshetra University norms.

Every time when the recruitment is to be made, advertisement for the concerned

post is given in the leading Newspapers, both in English and Hindi.

It is almost after a week or so of the last date of the advertisement, a request letter is

sent to the University for the Conduct of interview of the posts advertised.

Then, according to the number of posts and the nature of the subject, a penal is

constituted consisting of VC's nominee and subject experts.

Salary structure of the faculty is as per the prescribed grade and service conditions

are as per university norms.

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 college has provision of appointing part time / Adhoc faculty as and when

required to carry out the institutional work smoothly.

Salary terms remain negotiable in such cases as per the nature of work load

assigned.

6.4.7: What are the policies, resources and practices of the institution that support

and ensure the professional development of the faculty? (e.g. budget allocation for


staff development, sponsoring for advanced study, research, participation in

seminars, conferences, workshops etc. and supporting membership and active

involvement in local, State, National and International Professional Associations).

The institution always encourages all the faculty members for their professional

development in terms of policies, resources and practices. The details are as under:

Budget allocation:

Though there is no special separate budget allocation but teacher-educators are always

motivated and sponsored to attend seminars, workshops and conferences in University

and different colleges of education for their professional development.

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 of seed money to encourage research work.

All ICT based / Technological gadgets are made available for preparation and

presentation of lectures.

Group seminars are conducted on the emerging issues which prepares the faculty

members for participation in the development programs.

The financial grants from the institution are made available for the research work and

participation in the conference / seminars or for the paper presentation.

It encourages faculty for advanced study leading to M.Phil. and Ph.D.

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 institution provides sufficient physical facility to each faculty member to carry out the

academic and instructional work effectively.

Method labs are provided to all method in charges. In the method labs, the resource

materials (teaching aid, models) are made available for teacher trainees.

Separate well equipped staff room is there for teachers

In the Labs, the following facilities are provided:

Sufficient seating arrangement

Cupboards with proper safety facility

Proper ventilation

Separate cupboard for teaching aids/models/lab resources

Laptops are made available to the faculty as per their demand.

In the ICT resource room, library, staff room and administrative office cum

Principal office, the computers are made available with internet facility.

Rich library is there with facility of e-resources.

The well maintained and functional office helps in the smooth functioning of the

college.

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

Various ways are devised by the institute to seek necessary information and / or complaints

from its stakeholders. These are as:

Personal Addressing: The faculty can personally address their grievances to the

Principal

Suggestion box: There is provision for students as well as faculty members to put

their grievances and suggestions in the suggestion box.


Feedback Proformas: Various feedback proformas are designed and relevant

information is collected from student-teachers, alumni and teacher-educators and

practice teaching schools.

Grievance Redressal Cell: There is a grievance redressal cell in the Institute that

looks after all the concerned matters.

Thus, the grievances and suggestions of stakeholders collected through all these

measures are conveyed to higher authorities in the meetings organized by this cell

and issues, if any, are resolved by management.

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.

The institution follows the workload policies of UGC (Kurukshetra University,

Kurukshetra) and NCTE for the B.Ed course. The ratio of teacher to teacher trainee

(1:14) is adhered to for course transaction.

The workload for the curricular activities like teaching guidance, core training and

special training, and observation of lessons, practical work and internal assessment

is equally distributed among all the faculty members.

In the beginning of the academic year, the annual plan of all the academic and

extracurricular activities is prepared. The co-curricular activities and extracurricular

activities are implemented by the various committees. All the faculty members plan

their activities individually and put in their best.

In practice teaching programme also, all teacher-educators are involved in pre-

practice session, visiting the schools and supervising pupil-teachers lessons.


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.

6.4.11: Does the institution have any mechanism to reward and motivate staff

members? If yes, given details.

Yes, the institution has its own mechanism to reward and motivate staff members in the

following manner:

The institutions encourages and felicitate the teacher educators for doing their

M.Phil., Ph.D. degrees, presentation of research papers, presentation or

participation in state, national and international conferences.

The achievements and noteworthy performance of teacher educators are displayed

on the notice-board.

The institution forwards congratulatory letters to the concerned faculty for special

achievement and contribution in the field of education.

The special achievers are also felicitated in annual gathering in the presence of

honorable management members of the institution.

It also arranges trips/ tours to staff only as an incentive for their good job

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.


No, the institution does not get any financial support from the government. All the

expenses are borne by the management itself. The details are shown in balance sheets of

the previous years.

6.5.2: What is the quantum of resources mobilized through donations? Give

information for the last three years.

The institution does not mobilize any kind of 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 is adequate for the institution to cover day to day expenses.

In case, if the budget shows deficit due to some major incidental expenditure, the trust itself

manages to bear the deficit.

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.

The details are mentioned in balance sheets of the previous years.

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).

Yes, the accounts are audited regularly. The details are mentioned in balance sheets.

6.5.6: Has the institution computerized its finance management system? If yes, give

details.


Yes, the institute’s finance management system is fully computerized.

Administration and finance are fully ICT supported units of the institution.

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?

Although there are numerous significant practices in Governance and Leadership carried

out by the institution, the worth mentioning are:

Decentralization of academic and administrative functions for democratic

environment

Adoption of an institutional vision and mission and going through it

Computerization of office functioning

Maintaining transparency in all aspects of the College's functioning

Technology expert faculty – teaching and non teaching

Effective functional Feedback mechanism

CRITERION- VII: 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.

Yes, the institution has Internal Quality Assurance Cell (IQAC).

Establishment and Composition of IQAC


The institution established the Internal Quality Assurance Cell (IQAC) on Dec 1, 2011. The

present composition of IQAC is given below:

Chairperson : Mrs Davinder Kaur Lamba

Management Representative : Mr Prateek Bhatia

Co-ordinator : Dr Geeta Garg

Teacher members : Dr Anita Batra

Mrs Shalini Devgan

Ms Alka Ranga

Alumni members : Mr Gurdeep Narwal

Ms Anshul

Teacher Educationists cum : Mrs Poonam Navet

Employers Mrs Suman Sharma

Major Activities Undertaken:

Designing and implementing the annual plan for Institutional activities for quality

enhancement.

Arranging the feedback responses from different stakeholders for quality related

institutional processes.

Developing quality parameters for the various academic and administrative

activities of the institution.

Organizing the workshops and seminars on quality related themes


Developing and applying for innovative practices in various programmes leading to

quality enhancement.

Participation in the creation of learner-centric environment conducive for quality

education.

Acting as a nodal unit of the Institution for augmenting quality-related activities.

Recording and monitoring the quality measures of the institution.

Preparation of the AQAC as per guidelines and parameters of NAAC, to be

submitted to NAAC

Developing and maintaining the institutional database through MIS for the

purpose of quality enhancement as well as maintenance

Developing quality culture in the institution

7.1.2: Describe the mechanism used by the institutions to evaluate the achievement of

goals and objectives.

The mechanism used by the institution to evaluate the achievement of goals and objectives

is as under –

The final results of each batch is itself a mechanism for evaluation

Placement ratio also shows the achievement of goals and objectives of the

institution.

Feedback mechanism is also helpful in measuring the achievement level of goals

and objectives.


At the end of the session and before starting next session, faculty meetings are

held to discuss the wholesome evaluation of whole session's activities

The feedback from the school principals and faculty of schools selected for

teaching practice are annually obtained.

The college evaluates the satisfaction level of stakeholders through feedback

proforma, visitor's diary and personal interactions.

7.1.3: How does the institution ensure the quality of its academic programmes?

The institution ensures the quality of its academic programmes in the following manner:

Annual planning – it ensures planned activities and accordingly the time

management factor

Regular meetings of the principal with staff

Regular meetings of the principal with student representatives

Qualified and experienced staff

Tutorial groups

ICT exposure to staff as well as students

Continuous and comprehensive evaluation

Regular feedback from various sources

Decentralized working system according to one’s knowledge, experience and

caliber

7.1.4: How does the institution ensure the quality of its administration and financial

management processes?


Administrative quality

The institution ensures the quality of its administration in the following manner:

The institutional administration has been decentralized.

Various committees have been constituted to do the needful in specific aspects.

The teacher trainees are provided with proper information throughout the academic

year.

The IQAC supervises the entire administrative processes.

In the administrative section, each non teaching member has specific

responsibilities and functions.

The teacher trainees are informed in general and if necessary, individually, about

forms, fee and documents to be submitted well in advance by the administrative

section.

The administrative set up; its functions, limitations and changes if any to be

implemented are discussed in the faculty meetings.

Quality of financial management

The quality of financial management processes is maintained as follows:

All the dealings are kept in accordance with the budgetary allocations.

All the financial dealings such as deposits into the banks, withdrawals, payments,

recoveries etc. are done promptly and recorded.


The day-to-day financial dealings are checked and signed on daily basis.

Proper internal and external audits are conducted from time to time.

The financial management processes and dealings are made and kept transparent.

All billings are kept safe

Monthly petty cash records are also verified by the principal

7.1.5: How does the institution identify and share good practices with various

constituents of the institution?

The different committees that have been constituted for the smooth functioning of

the institution submit the reports of the activities conducted to the Principal.

The reports submitted are scrutinized.

The teacher educators and the teacher trainees who witness the activities are

consulted with a view to get their feedback and

Finally the IQAC also assesses the activities undertaken and provides suggestions if

necessary.

There are some of the informal ways for identifying the good practices. The

good practices are brought to the notice of the faculty members and are discussed in

the faculty meetings. These are communicated to the non teaching staff as well. The

report of all the good practices is sent to the management of the institution. The

management also appreciates these by communicating them in the interactive

meetings with staff and student representatives.


7.2: INCLUSIVE EDUCATION

7.2.1: How does the institution sensitize teachers to issues of inclusion and the focus

given to these in the national policies of the school curriculum?

Inclusive education is a part of curriculum of B.Ed. from the year 2010. The

opportunity is used to sensitize teacher-educators and student- teachers to issues

of inclusion.

Special lectures by guest faculties and Dr Geeta from the same college are timely

delivered in this area.

Class Seminars by student-teachers and faculty are arranged for highlighting the

importance of inclusive education in national policies and school curriculum.

Visit to special education schools and community are some other activities which

also help in this aspect.

The paper of "Learner, Learning and Cognition" gives an insight into the individual

differences and the different learning disabilities.

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?

Our institution is a co-educational institution where male and female student

teachers are admitted without any discrimination. So, no gender differences are

made.

Academic curriculum of the B.Ed. programme also has topics on gender issues.


Every year our student teachers undertake the project related to "Role of

Education in Women Empowerment" which is a part of Paper I.

Paper IV-B 'Inclusive Education' has also been introduced in the B.Ed. curriculum in

the same direction.

The student teachers are guided to learn about exceptionalities and inclusion

through this paper. Through extension activities like visit to special education

school, class seminars, faculty lectures and role playing, students learn about

inclusion.

Moreover, both the genders are equally motivated for all kinds of tasks – whether

tree plantation, cleanliness of the campus and settings of the infrastructure in

class rooms and seminar/multi-purpose halls when needed.

7.2.3: Detail on the various activities envisioned in the curriculum to create learning

environments that foster positive social interactions, active engagement in

learning and self motivation.

The institution provides every teacher trainee several opportunities for social

interactions. They come into contact with various personalities from all walks of

life while completing the practice lessons and school teaching program. These

programs provide them a real picture of their future responsibilities as a teacher.

Constructivist approach of learning promotes social bonding among the students

in heterogeneous groups

Resource persons are invited to talk on environment, stress management,

personality development, health and hygiene, etc.


There are a number of activities, practical, tests, co-curricular and extra-curricular

activities undertaken which lead to positive social interaction, active engagement in

learning and self motivation.

The institution has adequate library facility, Internet facility and various

laboratories that promote active learning and self learning.

The institution provides a good scope for academic competition, cooperation and

adjustment.

High achievers, meritorious students and prize winners are felicitated. This creates

self motivation and an urge for excellence.

Interactive learning through discussion, practical and hands on experience to

create an overall climate conducive to learning is followed.

7.2.4: How does the institution ensure that student teachers develop proficiency for

working with children from diverse backgrounds and exceptionalities?

The student community in the college is consisted of student teachers from diverse

backgrounds and they possess exceptionalities due to their environment and

individual differences.

Students are also involved in field work, awareness activity, volunteering and

tutoring to develop proficiency for working with children from diverse

backgrounds and exceptionalities

Case study assigned to trainees of present session will also help them in

developing their confidence in working with children from diverse background


Though, Mid-Day Meal and Sarva Shiksha Abhiyan is optional in the curriculum

but, college gives special emphasis on these projects in which teacher trainees do

the survey in the schools by which, they come closer to real environment of school

The institution provides maximum opportunities to its teacher trainees to have

exposure to these diversities.

The practice lessons are assigned in different schools having different social strata.

Some schools are located in rural areas as well. When the teacher trainees conduct

their lessons in such schools, they get exposure to the student’s background,

learning motivation, educational facilities and achievement levels of the learners.

They can compare the pupils from different backgrounds as those in urban

localities.

The special programmes under extension activities and community work have

given total orientation to student-teachers towards social responsibility and social

commitment.

7.2.5: How does the institution address to the special needs of the physically

challenged and differently able students enrolled in the institution?

So far the college has no student with special needs. However, the institution has catered to

this need by providing barrier free infra structure and ensures timely availability of required

aids as per the special need.

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?


The college has never faced any problem in this regard. However it has efficient faculty to

deal with such issues if arise. There is Women Cell that does not go for promoting women

in all spheres of life but ask for EQUALISATION of roles.

7.3: STAKEHOLDER RELATIONSHIP

7.3.1: How does the institution ensure the access to the information on organizational

performance (Academic and Administrative) to the stakeholders?

The institution ensures the access to the information on organizational performance to

stakeholders in the following ways:

In the Annual Prize Distribution Program, the teaching 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

The information regarding faculty achievements and awards are displayed on the

institution’s notice board from time to time.

College has its own website which gives the details of the Institute

The institution publishes its own prospectus, along with University prospectus

which provides the detail information about the vision, mission and institution

profile, core faculty, course of study and various activities of the institute.

Administrative and financial records are computerized and manual records also

provide information on organizational performance to the stakeholders whenever

needed.


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 is through staff meetings, the institute shares and uses the information/data on

success and failures of various processes, satisfaction and dissatisfaction of

students and stakeholders.

For bringing qualitative improvement, our institution forms committees to monitor

the adherence to proper standards in the programme.

Adequate provisions are made for the professional enrichment of all teachers by

being in touch with the practice teaching schools and working with them brings

qualitative improvement in practice teaching programmes.

Student representatives are also active in voicing out their suggestions /

requirements.

The institution shares the same via website, prospectus, display boards. However,

the rare cases of failures are discussed in staff meetings only. It is their action plan

that is further documented.


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?

The different feedback mechanisms are –

Feedback proformas that are get filled from various stake-holders

Feedback proformas from alumni of the college

Personal interactive sessions of principal and student representatives

Personal interactive sessions of faculty and student representatives

Suggestion box

Visitors’ diary

Grievance- Redressal Cell

On the basis of data received, remedial actions are taken and improvement in quality

is ensured.



Declaration by Head of Institution

I certify that the data included in this Self-Appraisal Report (SAR) are true to

the best of my knowledge.

This SAR is prepared by the Institution after Internal discussions and no part

thereof has been outsourced.

I am aware that the Peer team will validate the information provided in this

SAR during the Peer team visit.

Signature of the Head of the

Institution with Seal

Place:

Date: November 12, 2014


List of Annexure

i. Academic Calendar

ii. Time-Table

iii. A copy of B.Ed. Syllabus

iv. Master Plan of the Institution

v. Building Map vi. Affidavit by Charitable Trust

vii. Affidavit by Town Planning viii. Land Registry

ix. Building Completion Certificate x. NOC Gram Panchayat

xi. NCTE Recognition

xii. University Affiliation

xiii. Website Homepage

xiv. Last Session Result

xv. Balance Sheet (2013-14)

xvi. Sample questionnaire for Feed-Back from College and Course

xvii. Sample questionnaire for Feed-Back from Students on Teachers

xviii. Sample questionnaire for Feed-Back from Alumni’s

Principal


Date post:	02-Aug-2020
Category:	Documents
Upload:	others
View:	3 times
Download:	0 times