SEL LF -STUDY REPORT - Govt. CTE, Kokrajhar · of Assam in the third phase at Mangaldoi & Tezpur....

SEL

GOVT. COL

FOR ASSES

National A

LF-STUDY REPORT

LLEGE OF TEACHER EDUCATI

KOKRAJHAR

SSMENT AND ACCREDITAT

Submitted to

Assessment and Accreditation C (NAAC)

Bengaluru-560072

TION,

TION

n Council

OFFICE OF THE PRINCIPAL

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GOVT. COLLEGE OF TEACHER EDUCATION,KOKRAJHAR

PIN-783370

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. p"0. & DIST. KOKRAJHARTB.T.A.D.TASSAM.

Yours Sincerely I

gff.''tprin)6at

Govt. College ofTeacher Education, Kokrajhar

Memo N o.GCTE K/N AAC/ 201,6 / 498 Dated:20/12/201,6

INTIMATION LETTER

To,

The Director

National Assessment and Accreditation Council

P.O. Box. No. 1"075, Nagarbhavi

Bengaluru: 560072

sub. Regarding uploading of serf-study Report for Accreditation.

Respected Sir,

I am pleased to intimate that the self-study Report of Govt. College of Teacher Education,Kokrajhar forAssessment and Accreditation has been uploaded in Collegewebsitetoday i.e. on20/12/2016

This is for your kind perusal and necessary follow_up.

With Regards,

OFFICE OF THE PRINCIPAL

GOVT. COLLEGE OF TEACHER EDUCATION,KOKRAJHAR

i p.o. & DIST. KOKRAJHAR, B.T.A.D., ASSAM.PIN-783370

g"f X"

Memo No. GCTEK/N{ AAC / 20 | 6 / 439

Oale.

Dated:2\/12/2016

Yours Sincerely

/ .,l-'\

b

,lr"

Govt. College of Teacher Education, Kokrajhar

Assam

DECLARATION

I' the undersigned, do hereby declare that, this self-study report of Govt. college ofTeacher Education, Kokrajhar for the first cycle of Assessment and Accreditation, contains dataand information true to the best of my knowledge.

Self Study Report

CONTENTS

TITLE Page No.

BRIEF HISTORY OF GOVT.

C.T.E. KOKRAJHAR, ASSAM

1

PROFILE OF THE COLLEGE

4

CRITERION: I CURRICULAR ASPECT 6

CRITERION-II TEACHING LEARNING AND

EVALUATION

8

CRITERION III RESEARCH, CONSULTANCY AND

EXTENSION

26

CRITERIA IV INFRASTRUCTURE LEARNING

RESOURCES

35

CRITERION V STUDENT SUPPORT AND

PROGRESSION

46

CRITERION VI GOVERNANCE AND LEADERSHIP 54

CRITERION VII INNOVATIVE PRACTICES 65

CONCLUSION 69

Self Study Report

Govt. C.T.E. , Kokrajhar, Assam 1 | P a g e

BRIEF HISTORY OF GOVT. C.T.E. KOKRAJHAR, ASSAM

Self Study Report


BRIEF HISTORY OF GOVT. C.T.E. KOKRAJHAR, ASSAM

The colleges of Teacher Education (CTEs) were established during the VII plan

period under the Centrally Sponsored Scheme (CSS) of restructuring and re-organising

Teacher Education(1987). The CTEs were meant to work in the field of secondary Teacher

Education for both pre-service and in-service. Moreover, they also take up the

responsibility of carrying out research, innovation, material development and provide

attractive support to schools and other professional bodies.

Initially Govt. of Assam took over two CTEs in the first phase located in Goalapara

and Jorhat. After that four more CTEs were taken over by the Govt. of Assam in the second

phase namely Post Graduate Training College, Kokrajhar, Teachers’ Training College

Silchar, Banikanta B.T. College for Teachers’ Education, Guwahati and Nowgaon

Teachers’ Training College, Nowgaon. Again two more CTEs were taken over by the Govt.

of Assam in the third phase at Mangaldoi & Tezpur. Recently another CTE has been taken

over the Govt. at Golaghat.

The Govt. CTE, Kokrajhar, formerly known as PGTC, Kokrajhar, was established

in 1971 with a view to facilitating secondary school teacher to refresh and upgrade

themselves professionally by undergoing one year B.Ed training (pre-service and in-

service). The College is recongnised by the NCTE vide order No F.ERC/NCTE/AS-S/E-

20/1997/B.Ed.(Revised Order)/2015/32603 Dated:31/05/2015. and is affiliated to Gauhati

University.

VISION

The institution (CTE Kokrajhar) endeavors-

1. To improve the academic environment of the locality in general and of the college

in particular.

2. To inculcate the professional competency among the teachers who would dedicate

themselves to uplift the society.

3. To enhance the professional competency of teacher of the three(3) districts, namely,

Kokrajhar, Chirang and Baksa.

4. To develop the neighboring schools giving academic support.

To inculcate professionalism among teachers and to enhance their professional

competency so that they can dedicate themselves to uplift the society.

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Motto-"Making internal, external"

MISSION

Providing quality teacher education in order to bring quality and standard in the

system of education.

GOALS

1. To use constructive/ participatory methods in our training programme.

2. To enable teachers to reflect on their own believes and attitudes.

3. To build up strong cadre of teacher-educators who love children & teaching, and

who have strong skills in facilitating teachers in activities, group discussion and

reflection.

4. To develop our CTE, Kokrajhar as a rich resource centre with a variety of reading

materials, TLMs, Film, Books etc. That is regularly used by trainees & the teachers.

5. To increase the teacher-trainees participations in class room activities, discussions

& workshops etc.

6. To conduct Action Research by CTE, Kokrajhar with a view to improving teaching

learning process.

7. To develop CTE, Kokrajhar as a link between different levels of teacher education

institutions.

GOVT. CTE, KOKRAJHAR ADVISORY COMMITTEE

DESIGNATION NAME

Chairman Sri R.S Borgayari

Director, BTC of Education

Member Secretary Sri G.K. Bharati

Principal Govt. CTE

Member Dr. B.K Brahma

Principal, Kokrajhar Govt. College

Member Sri J. P. Brahma

Inspector of Kokrajhar School

Member Sri S. Mahanta

Lecturer, Govt. CTE

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Self Study Report


PART- I :

INSTITUTIONAL DATA


1. Name and Address of the College: GOVT. C.T.E. KOKRAJHAR

Tengapara Ward No 5, Kokrajhar, BTAD,

Assam:783370

2. 2. For Communication: GOVT. C.T.E. KOKRAJHAR

Tengapara Ward No 5, Kokrajhar, BTAD,

Assam:783370

Email: [email protected]

Ph: +91-9957211521(M), 03661-270002(O)

3. Type of institution:

A) By management

a) Affiliated College: Yes

b) Constituent College:

B) By Funding

a) Government: Yes

b) Grant-in-aid:

c) Self-Financed

C) By Gender

a) For Men:

b) For Women

c) Co-education: Yes

4. Is it recognized minority institution? No

5. (a) Date of establishment of College : 1971

(b) University to which the College is affiliated? Gauhati University

6. Date of NCTE recognition

7. Campus areas is acres/ Sq.m.: 11,578.5 Sq.m

8. Location of the college (Base on Govt. of India census)

9. Details of programmes offered by the institution (Give lost year data)

Sl.

No.

Programme

Level

Name of

Programme/

Course

Duration Entry

Qualification

Medium

of

instruction

Sanction

student

strength

No. of

Student

Admitted

1 PG Level B.Ed. 2 Years Graduation/

PG English 100 100

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B. Criterion wise inputs:

1. Curricular aspects.

2. Teaching Learning Evaluation.

3. Research, Consultancy & Extension.

4. Infrastructure and learning resources.

5. Students support and progression.

6. Governance and leadership.

7. Innovative practices

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CRITERION: I

CURRICULAR ASPECT

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CRITERION: 1

CURRICULAR ASPECT:

1 Does the College hence state vision, mission 4 objective? Yes

2 Does the college offered self finance programme? No.

3 Number of programme offered

(a) Annual system (b) Semester system (c) Trimester

system:

(a)

4 Programmes with

(a) Choice base credit system

(b) Inter/multidisciplinary approach (c) any other, specify.

5 Are there programmes when assessment of teachers by student

is practice?

No

6 Are there programmes taught only by the visiting faculty? No

7 New programme introduce during the last five years. D.El.Ed (DG Course)

8 How long does it take the institution to introduce a new

programme within the existing system?

2 yrs

9 Does the institution develop and deploy action plans for

effective implementation of curriculum?

Yes

10 Was there major syllabus revision during the last five years? If,

Yes indicate the number

2

11 Is there provisions for project work etc. in the programme? If

Yes, indicate the number

Yes, No. 1

12 Is there any mechanism to obtain feedback on curricular aspects

from

(a) Academic peers

(b) Alumini

(c) Students

(d) Employer

(e) Any other.

Yes

No

Yes

Yes

-

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CRITERION-2

TEACHING LEARNING AND EVALUATION

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CRITERION-II

TEACHING LEARNING AND EVALUATION

2.1. Admission process and students profile

2.1.1. Give details of the admission process and admission policy of the institution.

Criteria for admission- A candidate with 50% marks (45% for ST/SC/OBC) in

graduation or post graduation are eligible to apply for admission is B.Ed. course.

For taking admission the students hence to clear the centrally conducted entrance

test by G.U. the teachers who are deputed by the Govt. need not appear in the said

entrance examination. The students are admitted strictly on merit basis, taking

consideration of reservation policy and often rules of Govt. of Assam.

2.1.2. How is the programme advertised? What information is provided to prospective

students about the programme through the advertisement and prospectus or

other similar material of the institution?

Entrance examination.

The advertisement for admission in B.Ed. course is casually done by the G.U.

during the month of June/July. Other necessary information is provided through the

college webside. The prospective students hence all essential information in the

webside as well as in the college notice board.

2.1.3: How does the institution monitor admission decision to ensure the determined

admission criteria equitably applied to all applicants?

The institution has specific admission committee to monitor admission decision for

B.Ed. course. The admission committee members and convener remain vigilant a

circular of the NCTE, state Govt. and university.

All the information’s and decision regarding admission procedure and fees are

displayed on the college notice board. Moreover, the list of admitted students also

displayed on the notice board.

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2.1.4. Specify the strategy in any, adopted by the institution to retain the diverse

students population admitted to the institution?

The student-teacher from different economic, cultural, religions and linguistic

background enjoy their individually in harmony with the academic environment.

Moreover, the following strategies are adopted-

To felicitate diverse student population-

1. The students belonging to ST/SC/OBC avail scholarship provided by ITDP

(Govt.).

2. In order to faster unity and integrity among students various religious festivals

and cultural activities like Bathou Puja, Vishmakarma Puja, Saraswari Puja,

Christmas, etc. are being organized in the institution.

3. The college also organize different curricular and co-curricular activities is order

to cater to the needs of diverse students-teacher.

2.1.5. Is there a provision for accessing student’s knowledge/needs and skills before

the commencement of the teaching programmes? If yes, give detail on the

same.

No.

2.2. CATERING TO DIVERSE NEEDS

2.2.1. Describe how the institution works towards creating an overall environment

conducive to learning and development of the students?

The institution provides an effective and conducive learning environment to the

student-teachers by organizing different curricular as well as co-curricular activities.

The institution has well equipped computer lab. Psychological lab. Geography lab.

And updated library where student-teachers are given institution and knowledge as

per their requirement. The faculty members use various kinds of methods,

techniques and skills during teaching is order to cater to the needs of the students.

Moreover, the faculties are self motivated to use various lands TLMs like Models,

Chart, Picture, OHP and computer in the classroom for effective presentation of the

content.

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Apart from the above, the institution also organizes various curricular activities

Quiz, Debate, Extermsport speech, Megazine writing and co-curricular activities

like games & sports go as you like etc. in order to gratify the needs and demands of

the students.

In order to inculcate moral and spiritual values among the students, the institution

regularly organizes morning assembly.

2.2.2. How does the institution catered to the diverse learning needs of the students?

The institution tried to catered to needs of the students by various means- like given

below:

1. Individual based learning assignment and projects are assigning to the student-

teachers.

2. Organizing the extension lecturers by prominent educationists.

3. Student-Teachers need in different academic area are discuss through the

tutorial and are also provided with remedies.

4. Appropriate demonstration is given to the student-teacher for model lesson in

different skills and teaching practices etc.

5. Special attention is paid to advanced students and they are being guided

properly.

2.2.3. What are the activities and vision in the curriculum for the student-teacher to

understand the role of diversity & equity in teaching-learning process?

There is a wide scope of diversity in the teaching-learning process along with its

equity in the B.Ed. curriculum. Diverse subject like developmental psychology,

philosophical & sociological background, contemporary concerns and issues is

India Education. Teaching approaches and strategies, Language and curriculum

transaction, Drama & Art in Education, use of ICT in classroom transaction, Gender

essences and concerns in Education Action Research etc.

Apart from the theoretical paper, the student-teacher are also provided a training in

order to mate them understand the equity & diversity of student-teacher in the

micro-teaching group in which they have to play the role of student-teacher and

observer.

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The curriculum also involves some other activities like

1. Arrangement of practice teaching.

2. Selection of method subject and optional papers

3. Education for development of self and internship as EPC (Enhancement of

professional capacity)

4. Lesson Planning

5. Development of core teaching skills through micro teaching, observation &

supervision at practice teaching.

6. Educational tour.

7. Organizing seasonal test, class test, seminar & demonstration class.

8. The curricular also incorporate remedial teaching for slow learners and socially

under privilege students.

2.2.4. How does the institution ensure that the teacher educators are knowledgeable

& sensitive to cater to the diverse students needs?

The institution has well qualified & experience faculties appointed through APSC

and selection committee of the institution. The staff consisted of M. Phil and M.Ed.

Degree holder beside those who are pursuing Ph.D.

All the faculty members are generally interested in taking part in seminar, workshop

etc.

The student-teachers are prepared to cater to diverse learning needs of the students

through visit to schools of different kinds, orientation to different teaching method

aid demonstration by experience teacher. The teaching practice plan is developed in

collaboration with schools. The faculties in the form of supervisors are oriented

towards guiding and assessing student’s performance. The supervisor observes and

guides student’s performance. The supervisees and guides students’ performance in

teaching and other areas. Supervision generally involves lesson plan, skill of

questioning, backboard work, use of TLM, classroom management, pupil’s

participation and teachers behavior.

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2.2.5. What are the various practices the help student-teacher knowledge and skill

related to diversity and inclusion and apply them effectively in the classroom

situation?

The College provides of wide variety of such practices which make the student-

teacher inculcate value & virtue skills. Some of such activities are as follows:

1. Organizing morning assembly where all the faculty members and students

teachers assemble for prayer.

2. Organizing various socio-cultural programme from time to time suck as college

week, arranging college picnic, observing days like independent day, Republic

day, environmental day, celebration of Saraswati Puja, Viehmokarma Puja, etc.

celebration of teachers day etc.

3. Organising educational tour cum field trip.

4. Organising extension lecturers.

5. Organising Yoga camp and orientation programme for the student’s teacher.

Thus, the above mentioned practices help the student teachers to developed

knowledge and skill related to diversity and inclusion and apply them effectively in

the classroom situation.

2.3. TEACHING LEARNING PROCESS

2.3.1. How does the institution engage students in active learning?

The college organizes different activities and end rest the different student teachers

various test which are mean for making them actives learners. Such programme and

activities includes-

1. Individual action research project.

2. Preparation of individual lesson plan.

3. Preparation of indies dual assignment work.

4. Individual assignment in ICT.

5. Activities in Art & Drama.

6. Organisation of micro-teaching.

7. Provision of demonstration class.

8. Provision of using library for self study.

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9. Regular holding of class test and unit test.

2.3.2. How is learning made students centered? Give a list of the participatory

learning activities adopted by the institution and those which contributed to

self management of knowledge & skill development by the students.

Keeping in view the student centre learning, the college a guises swells activities

which are acceding to the needs ability and demands of the students-teacher. Swells

activities includes-

1. Allowing the student-teacher to surfing internet,

2. Organizing socio-cultural and academy activities which are useful to the

student-teacher.

3. Allowing the student –teacher to take point in different affairs of the imitation.

4. Forming student’s Union body

5. Creating a congenial academic atmosphere in the college by preparation of well

magazine and college magazine.

6. Adopting such methods in the class which encourage students participation and

involvement in the teaching-learning process college programs

7. Creating a democratic environment in the college where there is no

discrimination of caste, color and gender.

2.3.3. What are the instructional approached and experiences provided for ensuring

effective learning? Give a detail list of any innovation approaches/method

develop for use.

The instruction is imparted in the institution through a variety of dynamics method

technique of teaching like pr project method, problem solving method, heuristic

method, relearning method etc.

� Various experiences are also provided by conducting field survey in action

research.

� Providing scope to participate in micro-teaching season.

� Providing opportunity to take part in different curricular as well as co-curricular

activities according to their needs and abilities.

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� Allowing the student-teacher to take part in practice teaching in different

secondary school.

� Giving instruction to the student-teacher to prepare models chart and other

TLMs. With the help of waste material & other materials locally available.

2.3.4: Does the institution have a provision for additional training in model of

teaching? If yes, provide detail on the model of teaching and no. of lesson given

by each student.

Although there is no specific content on teaching model in B.Ed. curriculum, yet

teaching experiences from different models of teaching provide effective learning

experiences to the students-teaches.

Usually the college adopt the following methodologies and approaches-

1. A provision is mode to do pedagogical analysis of the given topics interns of

subject matter, behavioral outcomes method and activities and evaluation

devices.

2. Student-teachers are directed to prepared lesson plan base on model of teaching.

3. Detail, instruction are given to prepare the lesson plan effectively various aspect

of lesson plans such as stating objectives in behavioral term, teaching point, use

appropriate methods & TLMs, asking different types of questions, techniques of

presenting the content and various problems dealing with classroom disciplined.

4. Student-teachers are provided with adequate training in delivery of model lesson

presentation before starting their micro teaching and teaching practices in the

schools.

5. All the student-teachers are provided knowledge regarding various methods and

techniques of teaching.

2.3.5. Does the student-teacher we micro-teaching technique for developing teaching

skills? If yes, list the skill practiced and member of lesson given by each

student per skill.

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Development of teaching skill is the main objective of teacher education. Through

the effective use of micro-teaching techniques, all the student-teachers are well

trained in various teaching skills and them with the appropriate integration of these

skills; they become good and effective teachers.

The student-teacher is first of all acquainted with the use of micro teaching

technique by giving them the concept, steps and activities to be done. After that

every student-teacher presents a demonstration lesson on each skill in various

teaching subjects. Student-teachers observe them demonstration lesson and them

discussion follows: where doubts and queries of the student-teacher are removed.

Every student-teacher delivers five micro lessons in each teaching subject for

practicing the following teaching skills-

1. Skill of introducing a lesson.

2. Skill of Questioning.

3. Skill of probing question.

4. Skill of using black board.

5. Skill of explaining.

6. Skill of Stimulus variation.

7. Skill of Reinforcement.

8. Skill of achieving closure.

Student-teacher practices a particular skill till he acquires mastery over the skill.

Regular feedback is given to him by his peers and teacher in charge for the

improvement.

When mastery over micro-teaching is gained, the student teachers are sent to the

schools for practice teaching for a period of one month.

2.3.6. Detail the process of practice teaching in schools.

While selecting the schools for practice teaching, the following process is adopted

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1. Selection of Schools for practice teaching:

Keeping in mind the following criteria, the schools for practice teaching are

selected-

� Schools should be near to the college .

� Schools should be easily accessible to the student-teachers.

� Medium of instruction in the schools.

� Student strength in the school.

� Basic amenities at the school.

� Attitude of the head of the school and staff.

� Availability of the school.

2. Getting consent from authorities.

After selecting the school for teaching practice, the consent of the concerned

authorities is taken for holding practice teaching.

3. Division of group & mentor teacher.

After getting due consent, the student-teacher are divided into some groups

comprising at least 20 student teachers in each group. While assigning the school to

student teachers, various needs and requirements of the student teacher are kept in

mind.

4. Completion of teaching practice:

Practice teaching in the schools is held for 30 days in which student-teachers deliver

30 lessons altogether.

The smooth and effective functionary of practice teaching is ensured by the regular

visit of the supervisors.

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PROCESS OF PRACTICE TEACHING

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PROCESS OF PRACTICE TEACHING

1. Orientation

Before the commencement of the actual practice teaching at the schools all the student

teachers are well oriented towards the rules and regulations of the school, school

infrastructure, teaching staff, school time-table, school curriculum and environment

2. Number of lessons delivered by each student-teacher.

Every student teacher has to deliver 15 lessons from each method subject. It means total

30 lessons are presented by each student teacher at practice teaching. The teaching

practice is held for 30 days.

3. Number of lessons observed by Mentor Teacher

For every practice teaching school, one teacher educator is assigned the work as

supervisor. A supervisor or mentor teacher is assigned a group of almost 20 student-

teachers. He/she observes the teaching made by the student teacher at concerned school

for 30 days.

4. Observation of lessons by Peers/School teachers, feedback mechanism, monitoring

mechanisms of lesson plan-

� Each student teacher observes 15 lessons each in both the method subject delivered

by their peer and provides feedback 15 them.

� During observation of discussion lesson all the student teachers & mentor observe

the lesson. The discussion is followed by a detailed discussion on the strength and

weakness of the lesson delivered by the student teacher proper suggestions are

given:

o The mentors regularly check the lesson plan and observe the practice

teaching and give required suggestions.

In this way, the process of practice teaching runs smoothly with the active participate of

student teacher, mentors and school staff.

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2.3.7. Are the practice teaching sessions/plans developed in partnership, co-

operatively involving the school staff and mentor teacher? If yes, give details of

the same.

Yes, before the starring of the practice teaching, demonstration class is arranges in

which necessary instruction and guidance are given to the students teachers

regarding lesson plan and teaching. Permission is sought from the head of the

school. Staff members of the schools are consulted regarding distribution of classes,

syllabus, discipline of the school etc.

2.3.8 How do you prepare the student teacher for managing the diverse learning

needs of the students of school?

Various activities are given to the student teachers so that they can learn absent

managing the diverse learning needs of the students-

� Indentifying learning styles of the students.

� Enabling them to apply different methods of teaching.

� Providing knowledge absent child psychology and individual differences

2.4. TEACHER QUALITY

2.4.1. What is the ratio of student teacher to the identified practice teaching schools?

Give detains on what basic the decision has been taken?

The ratio of student teacher to the identified practice teaching school is 20:1 in

general.

The schools for practice teaching are identified keeping in mind the following

criteria-

1. School should be near to the college.

2. It should be easily accessible.

3. Number of student strength in the schools.

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4. Basic amenities in the school.

5. Attitude of the head of the school area staff.

6. Availability of the school.

7. Medium of instruction

On the basic of the above mentioned criteria, the detail survey is conducted by the

teaching practice committee of the college and them this committee selects the

schools for practice teaching.

2.4.2 Describe the mechanism of giving feedback to the student and how it is used

for performance improvement?

Usually, feedback to the student-teacher is provided communally. During micro-

teaching session, the teacher-educator and the peers provide feedback about the

lesson taught by the student-teacher. Which during practice-teaching session, the

supervisors involve head and when teachers of the school, peer group of the student.

Teacher for manual observation and to give feedback.

2.4.3. How does the institution ensure that the student-teachers are updated on the

policy directions and educational needs of the schools?

Prior to practice teaching, the head of the institution organizes meeting with head of

the schools and staff and them no informs all the policy directions and educational

needs of the schools to the student teachers. He also seeks for permission of the

inspector of schools for the practice teaching. Moreover, the mentor teaching also

come across all the important policies of practice teaching school through

dispassion with the head and staff of the practice teaching school and make clear to

all the student-teachers.

2.4.4. How do the students and faculty keep pace with the recent development in the

school subject and teaching methodologies?

The faculty members have to go through the journals and referee beside attending

seminars workshops and conference for updating themselves. Moreover, they keep

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contact with the teachers of different practice teaching school to get acquainted with

the change in school edn system through meetings and personal interaction.

2.4.5 What are the major initiatives of the institution for enduring personal and

professional development of the teaching staff of the institution?

The quality of teacher defends upon his personal and professional development.

However, in elder to bring absent professional development, the following

invectives are being taken by the institution-

1. The institution encourages and provides opportunities to the teachers to pursuer

research work like M. Phi. Ph. D etc.

2. The teacher is provided with various faculties like computer with internet

access, library books.

3. There is provision of academic leaves as well for the research schooling for their

research work.

4. The teachers are also provided with the opportunity of attending seminars,

workshops, conferences, etc. as a part of their research work.

5. The teachers are also encouraged here to write and publish books in their own

fields.

2.4.6. Does the institution have my mechanism to reward and motivate staff member

for good performance? If yes, give detail.

The faculty members are involved in decision making and they have liberty to

share, suggest and introduce novel, innovative, constructive and creative ideas in

teaching-learning process and other co-curricular activities.

In order to generate motivation among the staff, the institution provides pc for

personal use, internet and fax for their teaching, training, academic and research

work.

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2.5. EVALUATION PROCESS AND REFORMS

2.5.1. How are the barriers to student learning identified, communicated and

addressed?

The institution process good environment conducive for learning. The students of

the institution enjoy freedom of expressing their problem, views and ideas both in

class and outside class. The faculty members try their level best to solve out the

academic problems faced by the students. The faculty members provide remedial

teaching, change teaching methods from to time in order to remove the barriers of

students learning.

2.5.2. Provide details of various assessment/evaluation processes used for assessing

students learning.

The institution adopts following assessment/ evaluation mechanism-

� Class test and assignment are common tools being used in the institution for

assessing students learning.

� Project work, practical & class tests are designed and executed for the mid-

term evaluation.

� Internal assessment is conducted and finalism on the basics of student-

teachers performance in two-hours of examinations.

� Skills in teaching are observed and evaluated in a conducive environment in

micro-teaching sessions and real practice-teaching sessions by peers and

supervisors.

� External and term-end evaluation is done by the university annual exams in

theory and practical.

2.5.3. How are the assessment/evaluation outcomes communicated and used in

improving the performance of the students and curriculum transaction?

Adopting the above assessment tools, the specific needs of how performing, average

and excellent performing learner are identified. Them the teaching faculties arrange

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extra classes for how performing student-teaching and special tasks for extra-

ordinary students.

The assessment and evaluation outcomes in external examinations, unit tests and

internal assessment are communicated in person. After that, remedial classes are

provided to remove the weakness and failures in concerned subjects.

The results of external examinations are also displayed on college notice board also,

to acknowledge the achievements of the students.

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

ICT is extensively used in assessment and evaluation processes. The works like

question paper setting, result recording and analysis are done with the help of

computers.

2.6. BEST PRACTICE IN TEACHING-LEARNING AND EVALUATION

PROCESS.

2.6.1. Detail on any significant innovations in teaching/learning/evaluation

introduced by the institution.

The institution encourages the use of innovative techniques also in the teaching-

learning process. The faculty members are always engaged in creating and using

innovative techniques in their classes of concerned subjects. Diverse methods of

teaching e.g Lecturer method, project method, demonstration, method are being

used by the teachers to ensure greater involvement of the student teachers in the

teaching learning process. ICT is being extensively used in the classroom

transaction. The use of LCD projector, audio-visual equipments etc. is very helpful

in this regard.

The performance and achievement of the students are assessed through periodic

tests, seminal, workshop, terminal examination, viva-voce, etc.

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

instruction including use of technology?

The institution reflection on the best practices in the delivery of instruction by using

the technology in their classes. The faculty members are expert in delivering

instructions with the help of OHP and other related technologies. They have vast

knowledge and experience of developing and using different teaching aids and

instructional techniques. They have already developed various teaching aids,

models, charts, modules and flash cards to teach the student-teachers more

effectively.

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CRITERION III

RESEARCH, CONSULTANCY AND EXTENSION

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CRITERION III

RESEARCH, CONSULTANCY AND EXTENSION

3.1. Promotion of Research

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

education?

In order to keep the teachers abreast of latest friend in the field of teacher

education, the institution has been motivating the teachers to take up research in

education and related areas. The faculty members are encouraged to participate in

seminars, conferences and workshops. Help on education. In order to motivate

them in research work, work load is minimized in the timetable. A variety of books

are kept in the library so as to meet the requirement of their research works.

Computer faculty along with internet is being provided to the teachers. Various

national and international journals are subscribed for the library.

3.1.2. What is the thrust area of research prioritized by the institution?

The main area of research prioritized by the institution are-

� Effectiveness of teacher education programmes.

� Development of innovative techniques of teaching.

� Professional competence of secondary school teachers.

� Use of ICT in the teaching learning process.

3.1.3: Does the institution encourage Action Research? If yes, give detail on same of

the major outcome and the impact.

Yes, the institution encourages action research projects. Action research is a

compulsory paper in B.Ed. syllabus. In the second year course, the student-teachers

have to take up a variety of action research projects. The main focus of action

research is immediate classroom problems, needs and their solutions. Further, the

institution itself with the help of teacher-education conduct action researches.

However, some of the problems of action research projects are as follows-

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� Poor handwriting.

� Problems of Grammar.

� Difficulties in learning mathematics.

� Improper pronunciation.

� Lack of interest.

� Irregularity.

� poor performance in practical works

Overall major outcomes of action research are-

� Changing the methods of teaching.

� Using variety of TLMs as far as possible.

� Increasing classroom facilities.

� Organizing variety of co-curricular activities in accordance with the needs

and interests of the students.

3.1.4. Give details of conference/ seminar/workshop attended/organized by the

faculty members in last five years.

1. Five seminars, and five workshops have been organized by the faculty members.

2. Fifteen seminars and ten workshops have been attended by the faculty members.

3.2. RESEARCH AND PUBLICATION OUTPUT

3.2.1. Give details on institutional and other materials developed by the institution

for enhancing the quality of teaching during the last three years.

During the last three years, the institution has developed various instructional and

other materials for enhancing the quality of teaching materials for enhancing the

quality of teaching.

a) Details of instructional material developed:

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� Self instructional learning material.

� Modules.

� Power Point presentation on various topics

b) Detail of other material developed:

The institution has developed the following print materials.

� Environment Protection.

� How to leave stress and strain?

� Art of living.

� Yoga for Health

3.2.2: Give detail on faculties available with the institution for developing

instructional materials?

The institution has well equipped computer lab, library & Psychological lab, for

preparing instructional materials on different subjects.

3.2.3. Did the institution have developed any ICT/technology related instructional

materials during last five years? Give details.

The following instructional material have been developed by the faculty members

during the last five years-

� Power point presentation on various topics.

� Preparation of slide.

3.2.4. Give details on various training programmes/workshops on material

development (both instructional and other materials)

� The institution has organized four workshops and two seminars on material

development.

� The staff attended two workshops and two seminars.

Through these training programmes, the trainees were given the idea on how to

develop instructional and other materials for making the teaching-learning process

an effective one.

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3.3. CONSULTANCY

3.3.1. Did the institution provide consultancy services in last five year? If yes, give

detail.

Yes, the institution provide consultancy services for training, placement, and

extension activities.

3.3.2. Are the faculty members of the institution competent to undertake

consultancy? If yes, list the area of competency of faculty member and step

initiated by the institution to publicize the available expertise.

Yes, the faculty members of the institution are competent enough to undertake

consultancy. Some of the faculty members supervise the dissertation work of MA &

M.Ed.

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 faculty

members and the institution?

NA (Self Finance only)

3.3.4. How does the institution use the revenue generated through consultancy?

NA (Self Finance only)

3.4: EXTENSION ACTIVITIES

3.4.1. How has the local community benefited from the institution?

The institution has close connection with the local community. With the help of

extension activities, the institution establishes link with the neighboring school. The

command extension actions run by the institution involve awareness programmes on

Aids, Environmental pollution, Health and Hygiene.

3.4.2. How has the institution benefited from the community?

The community where the institution is located is very helpful and co-operative.

The members of the community are invited to the institution from time to time to

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take part in different occasions like Saraswati Puja, cleanliness drive, Republic Day,

Teachers Day, etc. The community helps the institution a lot organizing such

programmes.

3.4.3. What is the future plan and major activation the institution would like to take

up for providing community orientation to students?

The institution has devised a plan to organize some community based activities like

awareness camp on woman empowerment, female feticide, etc. where the members

of the community will be involved. The institution encourages students to help the

weaker section of the society by giving the light of edn to them. The institution also

encourages the students to take up such project works which reflect the reality of the

society.

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 institution has a future plan to take up a project work relating to the community

development.

3.4.5. How does the institution develop social and citizenship value and skills among

its sproluty?

In order to develop social skill and values among the students, the institution, the

institution observes important National Days like Republic Day, Independence Day,

Netajis Birth Day to inculcate nationalism and values among students. The

institution also observes festive like Diwali, Bihu, Bathou Puja, Tithi of Sankar

Deva, etc. to make the students aware absent socio-cultural ethos and values.

3.5: COLLABORATIONS

3.5.1. Name the material level organizations, if an, with which the institution has

established linkages in the last five years. Detail the benefits resulted out of this

linkages.

The institution has close link with Gauhati University, Guwahati, SCER, Guwahati,

NCTE, Bhubneswar.

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The institution has derived tremendous benefits out of these linkages as given

below-

� Important information’s regarding academic activation, admission, entrance,

examination, external examination (both theatrical and practical).

� Interaction of faculties with the faculty member of the University, SCER &

NCTE.

� Exposure of faculty to various National level institutions.

3.5.2. Name the International level organizations, if any, with which the institution

has established linkages in the last five years. Benefits resulted out of these

linkages.

NA.

3.5.3. How does the linkage if any contribute to the following?

Curriculums Development: The curriculum is designed by the University and the

college has to follow it. The linkages help the better implementation of the

curriculum by incorporating innovation practices.

Teaching:

Various journals and study materials of NCTERT & NCTE is helpful in entrancing

the quality of teaching.

Training:

The guideline of University, NCERT, and NCTE play a major role in providing

training to student as well as teacher educator.

Practice Teaching:

Various research journals, and study material help the faculty members and student-

teacher to give effective practice training.

Research:

The linkage helps in carrying out various action research.

Consultancy:

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The institution members provides consultancy to our student-teachers on various

topics.

Extension:

From time to time, the staff members of University guide the students and teacher

educations in various extension activities.

Publication:

The staff members of the college publish askers in the research journals published

by the University.

Student Placement:

Although a separate placement cell is not there in the college, yet.

3.5.4. What are the linkages of the institution with the school sector?

The college has direct linkage with the school sector practice teaching is conducted

in different schools. Moreover, the staff of the college has to visit the schools from

time to time.

3.5.5. Are the faculty member actively engaged in school and with teacher and other

school personnel to design evaluate and deliver practice teaching. If yes, give

details.

Yes, faculty are actively engaged with school staff during practice teaching. In the

beginning of the practice teaching at the school, a discussion with the staff members

of the schools and head of the school is organized in order to distribute sections,

classes, syllabus, discipline, etc. The mentor teacher plays a very crucial role in this

regard. If any problem arises during practice teaching, mentor teacher provide help

to school staff and student-teacher as well.

3.5.6. How does the faculty collaborate with school and other college or University

faculty?

The faculty of the college collaborate with school and other college or University

faculty in order to enrich themselves and to raise the standard of the college.

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1. The college invites resource persons from other college or University during

seminar and workshop.

2. The faculty has to attend seminars and discussions conducted by the University,

concerning syllabus, setting of questions paper, evaluation of answer scripts etc.

3.6. BEST PRACTICE IN RESEARCH, CONSULTANCY AND EXTENSION

3.6.1. What are the major measures adopted by the institution to entrance the quality

of research, consultancy and extension activities in last five year?

The institution provides information and opportunity to the faculty for attending

seminars, workshops, conference, etc. The institution encourages teaching staff.

The teachers are given study leave during research work. The college also supports

teachers in their research work by providing computer with interest faculty &

library facility

3.6.2. What are significant innovations/good practices in Research, consultancy and

Extension activities of the institution?

� Extension use of ICT.

� Conduction of Action Researches.

� During different occasions of the school like, celebration of Saraswati Puja,

Teacher Day, Annual Prize Distribution Ceremony, Freshmen Social,

Republic Day, Independence Day, the College invites community members

to make them participate in the process.

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CRITERIA IV

INFRASTRUCTURE LEARNING RESOURCES

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CRITERIA IV

INFRASTRUCTURE LEARNING RESOURCES:

4.1. PHYSICAL FACILITIES

4.1.1. Does the institution have the physical infrastructure as per NCTE norms? If

yes, specify the facilities and the among invested for developing the

infrastructure. Enclose the master plan of the building.

Yes the infrastructure has adequate physical infrastructure as per NCTE norms. The

best facilities for teacher are provided in the institution. Adequate among is

allocated in the budget for development of the infrastructure in every aspect.

Overall infrastructure facilities in the campus-

Sl. No. Particulars No of Rooms Area (Sq.Pt)

01 Class room 05

02 Staff room 01

03 Office room 03

04 Principals room 01

05 Store room 01

06 Girls common room 01

07 Boys common room 01

08 Visitors room 01

09 Multi-purpose room/Auditorium 01

10 Library 01

11 Reading room 01

12 Geography Laboratory 01

13 Psychological laboratory 01

14 ICT room/Computer Lab 01

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

infrastructure to keep pace with the academic growth?

The institution prepares plan to meet the need for augmenting the infrastructure to

keep pace with the academic growth.

Additional infrastructure and resources are added from time to time according to the

need of the hour. The classrooms, laboratories, library, multi-purpose hall, etc. are

furnished with adequate furniture and equipments to facilitate better teaching

learning process. The institution fees its best to make available the infrastructure

needed for pursuit of high academic growth. The institution ensures utilization of its

infrastructure facilities to its maximum.

4.1.3. List the infrastructure facilities available for co-curricular activities.

The institution has a spacious play ground with facilities to play volleyball,

badminton, football, etc. There are facilities for organizing indoor games too, like

carom, chess, etc.

The institution has a multi-purpose hall with a reading capacity of 300 persons in

order to provide a common platform to students, faculty and renowned educationists

for organizing seminar, cultural events, morning assembly, etc. the hall has been

equipped with appropriate lightning system and sound system.

4.1.4. Give detain on the physical infrastructure shared with other programme of the

institution or other institution of the parent society or University.

NA.

4.1.5. Give detail on the facilities available with the institution to ensure the health

and hygience of the staff and students.

The following facilities are available in the institution to ensure good health of the

staff and the students-

i) Drinkable running water

ii) Water filter

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iii) Dustbin for proper disposal of water

iv) Common rooms with comfortable cheering, table and amusement facilities.

4.1.6. Is there any hostel facility for students? If yes, give detail on capacity, no. of

rooms, occupant details, recreating facilities including games and sports, health

& hygiene facilities, etc.

Yes, hostel facility is available for boy’s students. 35 boys are occupying the rooms

on fun sharing basis. Hostel inmates are provided with good food, recreating

facilities like newspaper, TV, etc.

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 allocation and unspent

balance, if any.

� Building.

� Laboratories

� Furniture

� Equipments

� Computers

� Transport/vehicle

The management has plans and facilities for need based development and expansion

of infrastructure. Maintenance of existing infrastructure recourse is looked after by

the managing committee. A part of the budget is spent on the upkeep and

maintenance of the infrastructure. Budget provisions are adequality made for

maintenance of various services in the college.

4.2.2. How does the institution plans and ensure that the available infrastructure is

optimally utilized?

The plans are made in the institution so as to ensure that the available infrastructure

is optimally utilized. The infrastructure facilities arranged in the college, library,

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games & sports are meant for the students only. They are directed from time to time

to utilized library resources games and sports item. Regular classes are held so as to

utilize the classrooms optimally.

4.2.3. How does the institution consider the environmental issues associated with the

infrastructure?

The institution is located two kilometer away from the town and in calm and

beautiful natural surroundings. The institution has planted a variety of trees in order

to give shed and to purify air. Provision of dustbin is there for maintaining

cleanliness in the campus. Proper drainage system is provided in the institution.

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.

The institution has a library with adequate stock of book and non-book resources,

but it does not have Librarian. Only a library assistant and a bearer run it.

4.3.2. What are the library resources available to the staff and students?

The College has the following library resources-

a. Books

Text books

Ref. books

b. Magazines

c. Journals

-Indian

-Foreign

d. Peer reviewed journals

e. Back volumes of journals

f. e-information resources

-online journals/e-journals

-CD’s/DVD’s

-Video cassettes

-Audio cassettes

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Apart from the above, the library has the following facilities-

a) Computer

b) Photocopy Machine

c) Internet

d) Software’s

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 decision? If yes, give details including the composition and

functioning of library committee.

The institution does not have library committee. However, the access and relevance

of library resources are informed by the teachers in the class or it is notified in the

notice board. The students are directed from time to time to make use library

resources.

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

No.

4.3.4. Does the institution library have computer, internet and reprographic

facilities? If yes, give details on the access to the staff and student and the

frequency of use.

Yes, the institution has library with printer and Xerox machine. All these facilities

are enjoyed by the faculties and student teachers.

4.3.6: Does the institution make use of influent /Delnet IUC facilities? If yes, give

details.

The institution does not have Delnet and digital Library.

4.3.7. Give details on the working days of the library?

The library is kept open throughout the year except national holidays. The library

functions six days per week (excluding Sunday) and 280 days in an academic year.

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The library remains open from 10.00 A.M. to 3.00 P.M. and access is allowed to all

regular students.

4.3.8. How do the staff and students come to know absent the new arrivals?

Staff members and students come to know absent new arrivals in the library through

notice displayed on the notice board placed in the library and main notice board of

the college

4.3.9. Does the institutions library have a book bank? If yes, how is the book bank

facility utilized by the students?

No, the institution does not have a book bank meant for the economically weaker

student-teachers.

4.3.10. What are the special facilities offered by the library to the visually and

physically challenged persons?

The institution does not have visually and physically challenged students.

4.4. ICT AS LEARNING RESOURCE:

4.4.1. Give details of ICT facilities available in the institution and how the institution

ensures the optimum use of the facility

The institution possesses a well equipped computer lab having computer linked with

wide range of Software like MS Office, Page Maker, Coral Draw, Photoshop,

Ramdhunu, E-Dictionary, etc. are available. Broadband connection for internet is

also available. The lab also comprises OHF, slide projector, television, facilities for

power point presentation, etc.

4.4.2. Is there any provision in the curriculum for imparting computer skills to all

students? If yes, give details on the major skill included.

Yes, there is provision in the curriculum for imparting computer education to the

students. The seventh paper of B.Ed. course, i.e. EPC-3 is ICT and classroom

Transaction. The paper contains fundaments of computer like Hardware, Software,

Input, Output, Storage devices, various computer application like MS Office, MS

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Excel, MS Power Point, Internet, Online unfeng, e-learning, email, websites, viruses

and etc. management, etc.

4.4.3. How and to what extent does the institution incorporate and make use of the

new technologies/ ICT in curriculum transactional process?

Apart from using ICT in computer class, it is also being used in teaching other

subjects two, like Social Science, History, Geography, Education Papers, through

power point presentation or OHPs.

4.4.4. What are the major areas and initiation for which student-teachers use/adopt

technology in practice teaching?

The student-teachers take help of ICT in preparing lesson plans, teaching aids and

details of lesson. Student-teachers make their lesson plans and prepare power point

slides to deliver their lessons during micro-teaching. The student-teachers present

their seminar through transpiercing on OHP

4.5. OTHER FACILITIES

4.5.1. How is the instructional infrastructure optimally used? Does the institution

share its facilities with others for example; serve as information technology

resource in education to the institution, to other institution and to the

community?

Instructional infrastructure is optimally used by the institution. The institution

shares its facilities with the community. The services of teachers of this college are

furthered in giving extension Lecturers. The teachers of this institution visit other

institutions and act as judges in other institutions functions. Faculty members of this

college are invited many times by the other institutions for guest Lectures and as a

resource person. The audio-visual aids like charts and models prepaid by the

student-teachers are donated to the practice teaching schools and schools situated

nearby the college. Improvised apparition prepared by the college students is also

gifted to the practice-teaching school.

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4.5.2. What are the various audio-visual facilities/material available in the

institution? How are the student-teachers encouraged to optimally use them for

learning including practice teaching?

Various audio-visual aids faculty and material like CD, Audio cassettes, Video

Cassettes, Slides based on content/subject are available in the college.

Students-teachers are always motivated by the teacher-educators to use the audio-

visual aids which presenting their seminar and preparation of their lesson plans and

teaching aids.

4.5.3. What are the various general and method laboratories available with the

institution? How does the institution enhance the facilities and ensure

maintenance of the equipment and other facilities?

The following laboratories are available in the institution-

1. Psychological Lab: various apparitions like mirror droning apparatus, memory

drawing, Card searing tray are available in the lab.

2. Computer Lab: OHP, TV, CD player, Printer are available in this lab.

3. Geography Lab: Map drawing instruments, wall maps on physical and political,

globe, models, and charts are available in this lab.

4.5.4. Give details on the facilities like multi-purpose hall, workshop, music and

sports, transports etc. available with the institution?

Multi-purpose Hall: The institution is having the facility of multi-purpose hall and it

has a seating capacity of 200 persons. It acts as a common ground for holding

seminars, cultural events, morning assembly, etc.

Workshop:

The workshop is equipped with paper cutting and cardboard modeling, pot

decoration, toy making, stitching etc.

Music:

Musical instruments like table, harmonium, guitar percussion, dhal, etc. are

available.

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Sports:

Provision of playground is them in the college where various sports and games like

Football, Volleyball, Badminton, athletics, etc. are organized.

4.5.5. Are the classroom equipped for the use of latest technologies for teaching? If

yes, give details. If no, indicate the institutions future plans to modernize the

classrooms.

Although the classroom of the college are not equipped with latest technologies, yet

the institution has plan to modernize the classroom for the use of latest technologies

for teaching, like digital board, LCD monitor, smart classes, green board.

4.6: BEST PRACTICES IN INFRASTRUCTURE RESOURCES

4.6.1. How does the faculty seek to model and reflect on the best practice the

diversity of instruction, including the use of technology?

All the faculties of the institution are efficient in using computers for teaching. The

faculties use ICT like LCD projector, overhead projector and power point slides for

teaching. By using such technologies, the teachers create such situation for

providing conducive environment to the students for appropriate learning.

4.6.2. List innovative practice related to the use of ICT, which contributed to quality

enhancement.

� Every student-teacher is taught about the basics of computer.

� Student-teachers use ICT for preparing their lesson plans and seminars.

� Student-teachers give power point presentation in their classroom seminars.

4.6.3. What innovative/best practices in Infrastructure and Learning? Resources are

in vogue or adopted/adapted by the institution?

� The institution is located in an eco-friendly environment with fees and lush

given is the campus.

� The institution provides furnished classrooms and well equipped laboratories

for smooth functioning of teaching-learning process.

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� Specific teaching strategies are adopted to cater to the needs of advanced

learners and slow learners respectively.

� The college organizes cultural programs and publishes a magazine which

gives the students opportunity to exhibit and express their talent.

� Parking facility.

� Indoor and outdoor facilities provided.

� Hostel is available for boys

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CRITERION V

STUDENT SUPPORT AND PROGRESSION

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CRITERION V

STUDENT SUPPORT AND PROGRESSION

5.1: STUDENT PROGRESSION

5.1.1. How does the institution assess the students preparedness for the programme

and ensure that they receive appropriate academic and professional advice

through commencement of their educational programme to completion?

In order to assess and enhance professional competency of the student-teachers, the

institution organizes many competitions, e.g. preparation of teaching aids, chart

making, chalkboard writing, best out of waste, magic completion, competition on

games and sports, etc. Micro teaching is organized for the student-teaching to

develop their teaching skills. After that, the student-teachers are sent to school for

their practice teaching in real situation.

5.1.2. How does the institution ensure that campus environment promotes

motivation, satisfaction, and development and performance improvement of

the students?

The environment of the college provides a lot of opportunities to the student

teachers to develop their potentiality and skill. All the members of the college

including staff and Principal act as a force for motivation, satisfaction and

development to improve performance of the student-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 the mechanism adopted by the

institution for controlling dropout?

No dropout.

5.1.4. What addition service are provided to students for enabling them to compete

for job and progress to higher education? How many students

appeared/qualified in NET/SLET, Central/State service through competitive

exam in the last two years?

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The institution provides a wide variety of learning experience like training in

preparing CV, attending interview, group discussion and seminar, etc. to the

students to enable them to compete for the jobs and competitive examinations. In

last two years mere than 10 students have cleared NET/SLET.

5.1.5. What percentage of the students on average go for further studies or choose

Teacher as a career? Give detail.

More than 10% of our students every year goes for further studies in various comes

like post Graduation, M.Ed., M.Phil, etc. Almost 50% students choose teaching as

their career and working in various Govt., Private and public schools on regular/

temporary/ guest/contractual basis.

5.1.6. Does the institution provide training and access to library and other education

related electronic information, audio/video recourse, computer hardware and

software related and other resource available to the student, teacher after

graduating from the institution? If yes, give details on the same.

At the beginning of each session, the students are well-oriented about the

functioning, rules, facilities and resource available in the college library and in the

campus.

Yes, facilities are easily accessible to the old students by the permission of the

Director HOD. Library being very rich in books, old students of the college used to

consult books, magazine, journals whenever needed.

5.1.7. Does the institution provide placement service? If yes, give details on the

service provide for the last years and the number of students who have

benefitted?

No, the institution does not have placement cell.

5.1.8. What are the difficulties faced by the placement cell? How does the institution

overcome these difficulties?

Does not arise.

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5.1.9: Does the institution have arrangement with practice teaching schools for

placement of the student’s teacher?

During practice teaching only, the institution sends the student-teachers to different

schools for practice teaching classes.

5.1.9. What are the resource (financial, human, ICT) provided by the institution to

the placement cell?

Does not arise.

5.2: STUDENT-SUPPORT

5.2.1 How are the curricular (teaching-learning process), co-curricular programme

planning, (developing academic calendar, communication across the institution

feedback) evaluated and revised to achieve the objectives and effective

implementation of the curriculum?

For the effective execution of the curricular, co-curricular and other activities, the

institution systematically plans and evaluates all the activities in its academic

calendar of the year. Moreover, various curricular & Co-curricular activities are

planned for their effective implementation. The activities that are planned and

evaluated are as follows-

i) Planning and evaluation of curricular activities (teaching-learning process)

including teaching and training.

ii) Co-curricular activities

5.2.2. How is the curricular planning does differently for physically challenged

students?

During the last five years there was no handicapped students, the curriculum

planning is not carried out differently.

5.2.3. Does this institution have mentoring arrangement? If yes, how is it organized?

The institution has no mentoring arrangement like tutorial groups and women cell.

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5.2.4. What are various provisions in the institution which support and enhance the

effectiveness of faculty in teaching and mentoring students?

The institution does not provide and organize any workshops, seminars.

5.2.5. Does the institution have its website? If yes, what is the information posted on

the site, how often is it updated?

Yes, the college has updated website.

The following information has been posted on the college website:

� Programme offered.

� Eligibility criteria for admission.

5.2.6. Does the institution have a remedial programme for academically low

achieves? If Yes, five details.

Students weaknesses are diagnosed through the class tests, oral testing and through

assignments. After diagnosing the weaknesses, appropriate remedial teaching is

provided to the low achieves. The remedial teaching is arranged by providing

additional notes, providing added references etc.

5.2.7. What specific teaching strategies are adopted for teaching?

a) Advanced learners.

b) Slow learners.

a) Advanced learners:

For advanced learners, the institution has encouraged the students to use internet for

the studies of different topics. Advanced learners are also motivated to help the slow

learners. The knowledge out energy of advanced learners has been utilized by

encouraging them to participate in extracurricular and co-curricular activities.

b) Slow Learners:

Teaching strategies are developed according to the needs and pace of the learners.

Extra time is provided to these learners to finish off their class work.

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5.2.8. What are the various guidance and counseling services available to the

students? Give details.

Guidance and counseling services are net provided in this institution.

5.2.9. What is the grievance redressed mechanism adopted by the institution for the

students? What are the major grievances redressed in last two years?

No grievance redresses mechanism has been adopted by the institution. The

institution normally does not come across any major grievances because of better

and conducive educational environment. However, bit problems institute sometimes

faces such as Hostel related etc. Which get solved immediately with little of

attention .

5.2.10. How is progress of the candidate at the different stages of programmes

mentioned and advised?

Academic Progress:

The academic progress of the students is monitored through Daily classroom

observations by the teachers, class test, assignment.

Cultural and Social Programme:

The cultural and social progress of the students is monitored through their

participation in college functions, Social services etc. annual functions etc.

5.2.11. How does the institution ensures the student’s competency to begin practice

teaching (pre-practice preparation) and what is the follow up support in the

field of (practice teaching) provided to the students during practice?

The institution ensures the development of student’s competencies in pre practice

preparation and in practice teaching in various ways.

Pre-Practice:

For ensuring the students competences to begin practice teaching

demonstration lesson and discussion classes are held under the supervision of the

teacher in-charge.

For Practice Teaching:

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A teacher-educator as supervisor is sent with the student-teacher to the

school to provide support in the field. The mentor teacher monitors all the daily

activities and lessons of the student teachers and provide feedback to them

accordingly. He/she also identifies the problems faced by student teachers and

makes necessary arrangements to solve them well in time.

5.3. STUDENT ATTENTIVE:

5.3.1. Does the institution have alumni association. If yes, (i) List the current Office

bearers?

The institution does not provide alumni association.

5.3.2. How does the institution encourage students to participate in extra-curricular

activities including sports and games? Give details on the achievement of

students.

The institution encourages the students to participate in enter-college functions and

competitions and their names are announced with their achievements which provide

motivation to other student-teachers.

5.3.3. How does the institution involve and encourage students to publish materials,

like catalogues, wall Magazines and other materials? List major publications.

The college provides various opportunities to involve the students in various

activities for presentation and publication of their material. The creative

contribution of the student can be seen in our college magazine. Students are also

free to exposé their views and thoughts through wall magazine, Display Board etc.

5.3.4. Does the institution have a student council or any similar Body?

The institution has no student council and similar Body.

5.3.5. Give details of various Bodies and their activities, which have student’s

representative on it.

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The institution has no such bodies.

5.3.6. Does the institution have a mechanism to seek and use data and feedback from

its graduates and from employers to unproved the preparation of programme

and growth and development of the institution.

The institution has no such mechanism.

5.4. Best practices in student support and progression.

Various student-support services are-

� Co curricular/Extra Curricular activities.

� Sports faculty.

� Sick room.

� Sports faculty.

� Scholarship to Meritorious/SC/ST Needy students.

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CRITERION VI

GOVERNANCE AND LEADERSHIP

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CRITERION VI

GOVERNANCE AND LEADERSHIP

6.1. INSTITUTIONAL VISION AND LEADERSHIP.

6.1.1. What are the institutions stated purpose. Vision, minion and values? How are

they made knaves to the various stakeholders?

VISION

The institution (CTE Kokrajhar) endeavors-

1. To unproved the academic environment of the locality in general and of the

college in particular.

2. To inculcate the professional competency among the teachers who could

dedicate themselves to uplift the society.

3. To enhance the professional competency of teacher of the three (3) districts,

namely Kokrajhar, Chirang and Baksa.

4. To develop the neighboring schools giving academic support.

MISSION

To impart quality education to the teacher trainees (to impart ethics and human values to

develop professional and life skills)

The mission, mission and values are communicated to the students, teachers, staff and other

stake holders through following modes:

� Native Board.

� In teaching staff and administrative staff meetings.

� Library.

� College Office.

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6.1.2. Does the mission include the institutions goals and objectives in terms of

addressing the needs of the society, the students it seeks to serve, the school

sector, education institutions traditions and value orientations?

Yes the vision and mission statements are in terms of addressing to the needs and

demands of the society, students, schools, educational institutions traditions and

value orientations. Institution is catering to their needs mission includes quality

issues specifically participation of all the stakeholders in improving quality.

Inculcation of good vertices’, fundamental values and attitude or on the prime

announced task of the society of the institution. These are attained through various

curricular and co-curricular activities organized by the college and course.

6.1.3. Enumerate the top management’s commitment, leadership role and

involvement per effective and efficient transaction of teaching and learning

process (functioning and composition of various committees and board of

management, BOG etc).

The top commitment of the management are-

� To develop this college as a centre of excellence in the field of teacher

education.

� To develop intelligent, well informed, discipline and socially responsible.

� To impart quality teacher education.

� To instill a humane attitude and scientific thinking among student teachers and

teacher educators.

6.1.4. How does the management and head of the institution ensure that

responsibilities are defined and communicated to the staff of the institution?

The management and the head of the institution discuss, decide, assign and allocate

the roles and enumerate the responsibilities to the staff members on the basis of

their academic record, potential, aptitude and interest and as well as the institutional

require experience in teaching and after academic and circular events, creative and

construction respects of the personally specialization value system, communication

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style and motivation level. The allocated responsibilities are communicated to the

staff through staff meetings and circulars.

6.1.5. How does the management/head of the institution ensure that valid

information (from feedback and personal contacts etc.) is available for the

management to review the activities of the institution?

The management gets the valid information through personal contacts with the

faculty member, student- teachers during institutional functions.

6.1.6. How does the institution identity and address the barriers (if any) in achieving

the vision, mission and goals.

The barriers in achieving vision, mission and goals are identified by the head of the

institution. The reasons for the barriers are mutually discussed by the head of the

institution, management in the staff, academic meetings etc.

6.1.7. How does the management encourage and support involvement of the staff for

improvement of the effectiveness and effacing of the institutional process?

During the meeting between management and staff members the management

considers the suggestions of the staff members, encourages, appreciates and support

involvement of the staff for improvement of the effectiveness and efficiency of the

institutional rouses.

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 head of the institution provides requisite leadership to the institution. The head

of the institution provides administration and academic leadership in association

with various faculty members. Individual appreciation, personal case and concern

for the staff members, student teachers and institution are observed by the head of

the institution and the management. The head of the institution is always available

to the student teachers and staff members for redress of their grievances and also

works as liaison between the student teachers faculty and the management.

`

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6.2. ORGANIZATIONAL ARRANGEMENT

6.2.1. List the different committees constituted by the institution for management of

different institutional activities? Give details of meeting held and the decision

made during academic mgt, finance, infrastructure, research, extension and

linkage and examination during last year.

6.2.2: Give the organizational structure and the details of the academic and

administrative bodies of the institution.

ORGANIZATIONAL STRUCTURE

Govt. C.T.E, Kokrajhar

President

Members

Principal

Vice President

administration

Library Extension and other

services

committees

6.2.3. To what extent is the administration decentralized? Give the structure and

details of its functioning.

Administration of the institution is totally decentralized.

6.2.4. How does the institution collaborate with other sections departments and

school personnel to unproved and plan the quality of educational positions?

The institution does not provide such facilities.

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.

The institution welcomes all the meaningful and relevant information for decision

making and performance improvement. The concerned data for feedback is obtained

from the faculty members, student-teachers.

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6.2.6. What are the institutions initiatives in promoting co-operation sharing of

knowledge innovations and empowerment of the faculty? (Skill sharing across

department creating providing conducive environment.

Institution works for the empowerment of the faculty. They provide conducive

environment for working.

6.3. STRATEGY DEVELOPMENT AND DEPLOYMENT

6.3.1. Has the institution on MIS in place, to select, collect align and integrate data

and information on academic and administrative aspects of the institution.

The institution selects, collects and analyses the data and information on academic

and administrative aspects by decentralization of the power and work.

The institution monitors the performance of the teaching and non teaching staff by

self appraisal, students feedback on the on the faculty performance and assessment

of the faculty members by the head of the institution.

6.3.2. How does the institution allocate resources (human and financial) for

accomplishment and sustaining the changes resulting from the action plans?

The changes resulting from the action plans are accomplished and sustained by

proper allocation of the human and financial resources.

6.3.3. How are the resources needed (human and financial) to support the

implemental of the mission and goals, planned and obtained?

To support the implementation mission and goals an institutional academic plan for

the whole session is prepared by the head of the institution in which the activities

related to teaching-learning, curricular and co-curricular activities are planned. To

carry out these activities smoothly the human and financial resources are planned,

obtained according to the norms, according to the need and urgent of the work the

financial resources are provided by the management.

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6.3.4. Describe the procedure of developing academic plan. How are the practice

teaching schoolteachers, faculty and administrators uninvolved in the planning

process?

The head of the institution prepares the academic plan. Before finalizing the

academic plan the practice teaching school teachers are also consulted regarding

tentative schedule for the availability of schools for practice teaching and

organizing activities.

6.3.5. How are the objectives communicated and deployed at all levels to assure

individual employees contribution for institutional development?

The objectives of the institution are communicated to the student teachers through

events organized, well magazine, native beards and specially through of the display

of the vision, mission and objectives of the institution.

6.3.6. How and with what frequency is the vision, mission, implementation plans

mentored, evaluated and revised.

The frequency of mentoring, evaluating, and reusing the implementation plans of

vision and mission depends on the emergent needs and it is not limited or confined

to a specific number. The institution use to meet for there objectives in the

beginning of the session with a determination to reach the permanent of quality in

teacher-education. Every academic year begins with a revised of what has been

attained and what has to be achieved. A comprehensive and continuous mentoring

of all the scheduled academic, cultural, co-curricular and social activities is

executed by feedback from the students and through academic meetings.

6.3.7. How does the institution plan and deploy the new technology?

The institution has provided for computer for ICT. The head of the institution

deploy the physical resources.

6.4. HUMAN RESOURCES MANAGEMENT

6.4.1: How do you identify the faculty development needs career progression of the

staff?

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The faculty development heads are identified by the head of the institution. The

head of the institution motivates the staff members to proceed further and

appreciated their contribution.

6.4.2. What are the mechanism in place for performance assessment (teaching,

research, services) for faculty and staff? (self appraisal enacted, comprehensive

evaluations by students and press). Does the institution use the evaluations to

unproved teaching, research and service of the faculty and other staff?

The head of the institution monitors the teaching and non teaching 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)

Good salary is provided for the staff and faculty.

6.4.4: Has the institution conducted any staff development programme for skill up-

gradation and training of the teaching and non-teaching staff? Is yes, give

details.

The institution does not provides for such faculty.

6.4.5. What are the strategies and implementation plans of the institution to recruit

and retain divers faculty and other staff who have the desired qualifications,

knowledge and skills (Recruitment policy, salary structure, service conditions)

and have does the institution align these with the requirements of the statuary

and regulatory bodies (NCTE, UGC, University etc)?

Rules and regulations established by NCTE and University for recruitment policy,

service conditions are followed by the institution. Al the norms and guidelines

provided by the affiliating University are followed.

6.4.6. What are the criteria for employing part-time/ adhoc faculty? How is the part-

time, Adhoc faculty different from the regular faculty? (Eg. Salary, structure,

workload, specializations)

No part time, /Adhoc faculty is appointed.

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6.4.7. What are the policies, resources and practices of the institution that support

and ensure the professional development of the faculty? (eg, 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 supports and ensures the professional development of the faculty.

Faculty members are continuously motivated and encouraged for their professional

development.

6.4.8. What are the physical faculties provided to faculty? Well maintained and

functional office, institutional and other space to carry cut their work

effectively.

Institution has well furnished staff room with proper seating arrangement, well

furnished Principals Office, College Office with all necessary amenities, classrooms

and well stocked library are provided to facilitate the faculty members for imparted

their duties.

6.4.9. What are the major mechanisms in place for faculty and ether stockholders to

seek information and or make complaints?

The institution does not provide for such facilities.

6.4.10. Detail on the workload policies and practices that encourage faculty to be

engaged in a wide range of professional and administrative activities including

teaching, research, assessment, mentoring, working with schools and

community engagement.

The institution does not provide for such faculty.

6.4.11. Does the institution have any mechanism to research and motivate staff

members? If yes, give details.

Staff members are encouraged to pursue the higher studies and attend advanced

programmees. This helps in the up-gradation of their skills, teaching methodology

involving ICT enabled methods.

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6.5. FINANCIAL MANAGEMENT AND RESEARCH 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 generated.

6.5.2. What is the quantum of resources mobilized through donations?

Nil.

6.5.3: Is the operational budget of the institution adequate to cover the day-to-day

expenses? If No, how is the deficit met?

Yes, the operational budget of the institution is adequate to cover the day-to-day

expenses.

6.5.4. What are the budgetary resources to fulfill the missions and offer quality

programs? (Budget allocations over the past five years, depicted through

income expenditure statements, future planning, resources allocated during the

current year and excess (deficit).

The main budgetary resource is the government finance.

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 paras, objections raised and dropped?

Yes, the accounts of the college are maintained and audited regularly by the

chartered Accountant.

6.5.6. Has the institution computerized its finance management system? If yes give

details.

Yes, the institution computerized its finance management systems? If yes, give

details.

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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?

Well defined duties and responsibilities to develop organization and managerial

skills in the staff members for smooth functioning.

� Transparency in Administration.

� Democratic decision making system.

� Welfare measures introduced to keep the staff motivated.

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CRITERION VII

INNOVATIVE PRACTICES

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CRITERION VII

INNOVATIVE PRACTICES

7.1. INTERVAL QUALITY ASSURANCE SYSTEM:

7.1.1. Has the institution internal Quality assurance cell (IQAC)?

The Institution has no such facility.

7.1.2. Describe the mechanism used by the institution to evaluate the achievement of

goals and objectives.

The administration of the institution analyze the efforts and results made by the

institution to evaluate the achievement of goal and objectives. It evolves the

evaluation of feedback and suggestions provided by the student-teachers.

7.1.3. How does the institution ensure the quality, of its academic programmes?

The institution ensures the quality of its academic programmes by the various

academic and administrative activities of the institution.

7.1.4. How does the institution ensure the quality of its administration and financial

management process?

The institution ensures the quality of its administration and financial management by

making the process more transparent -

� Auditing by an accountant.

7.1.5. How does the institution identify and shore good practices with various

constituent of the institution.

The hood of the institution establishes good selection with its faculty members and

administration members. Meeting are organized periodically to identify and shore

good practices with all the constituents of the institution.

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7.2. INCLUSIVE PRACTICES:

7.2.1. How does the institution sensitize teachers to issues of inclusion and the focus

given to these in the national policies and the school curriculum.

7.2.2. What is the profession in the academic plan for students to learn about

inclusion and exceptionalities as well as gender difference and their impact on

learning?

The institution follower state Government policy in matters of admission. In the

syllable the B.Ed. Course there are some subjects especially denoted to education of

exceptional children, women education, and education and social disadvantaged.

This provision in the curriculum makes teachers work eerier to teach students about

inclusion and exceptionalities as well as dealing with the problems arising out of

gender differences and inequalities and their impact on learning.

7.2.3. Detail on the versions activities envisioned in the curriculum to create learning

embroilments that foster positive social interaction, active engagement in

learning and self motivation.

In the curriculum of B.Ed. Course the activities that are being organized to foster

social interaction, active engagement in learning and self motivation are-

� Building storage link between the school and community.

� To understand each child individually to provide personal attention in the

learning process, especially to the children with special needs through case

studies.

� Action researches are conducted by every student-teacher and they get self

motivated to solve their day to day classroom problems.

� To manage and organize other than school activities to understand and

manage different factors which contribute to building congenial atmosphere

for learning.

� Making proper arrangement for the use of library, teaching aids, field visits,

play ground etc.

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7.2.4. How does the institution ensure that student teachers develop proficiency for

working with children from diverse back grounds and exceptionalities?

The institution organize various suggestive activates to the student-teachers

� Student-teachers are trained to understand and deal with the needs and problems

of children with diverse background through guidance and counseling.

� Conducting action research by the student-teachers.

7.2.5. How does the institution address to the special needs of the physically

challenged and differently-able students enrolled in the institution?

The institution has separate seats reserved for the physically challenged and

differently able students.

7.2.6. How does the institution handle and respond to gender sensitive issues

(activities of women cell and other similar bodies deal with gender sensitive

issues).

The institution is well prepared to handle and respond to gender sensitive issue. The

Principal is followed by the teachers and the management alike. Special care is

taken to avoid any discrimination. Sufficient numbers of women teachers are also

employed.

7.3. STAKEHOLDER RELATIONSHIPS:

7.3.1. How does the institution ensure the access to the information on organization

performance (Academic and Administrative) to the stakeholders?

The institution ensures the access to the information on organizational academic

performance during meetings.

7.3.2. How does the institution share and use the information data on success and

failures for various processes, satisfaction and dissatisfaction of students and

stakeholders for bringing qualitative improvement?

In different meetings organized by the institution, various issues are being

discussed about the academic and administrative aspects with the concerned

Self Study Report


authorities. The authorities are welcomed with good suggestions and these

suggestions are received from time to time.

7.3.3. What are the feedback mechanisms in vogue to collect, collate and data from

students, processional community, alumni and there stakeholders on program

quality? How does the institution use the information for quality

improvement?

The institution undertakes regular assessment of the ICT tools, computers etc to

make the course, content, delivery and evaluation more attractive, productive and

relevant, in this way the institution manages to maintain the quality in its

administration and academic activities.

CONCLUSION

To sum up the institution takes a lot of care in understanding various aspects of the

curriculum and their effective implementation. The education imparted in the education

ever sages self, community and national development.

Also sufficient attention is given to teacher learning and evaluation. By providing a

conductive student teacher ratio and through library faculties, ICT is employed in the

evaluation of teacher training

The institution has provided the necessary infrastructure like, specious classrooms library,

to ensure effective teaching learning.

The institution is governed in a democratic way. The institution has an internal quality

assurance cell which evaluates the achievement. The goals and objectives include excellent

exam results and students participation in academic and extra-curricular activities.

*******

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