2.1.1 – Enrolment of students during the year
2.1.1.1 – Number of students enrolled during the year
2.1.2 – Number of seats filled against reserved categories (SC, ST, OBC) as per applicable reservation policy during the year
2.1.2.1 – Number of students enrolled from the reserved categories during the year
2.1.3 – Number of students enrolled from EWS and Divyangjan categories during the year
2.1.3.1 – Number of students enrolled from EWS and Divyangjan categories during the year
2.2.1 – Assessment process is in place at entry level to identify different learning needs of students and their level of readiness to undergo professional education programme and also the academic support provided to students Describe the assessment process at entry level to identify different learning needs of students and their level of readiness to undergo professional education programme and also the academic support provided to students
2.2.2 – Mechanisms are in place to honour student diversities in terms of learning needs; Student diversities are addressed on the basis of the learner profiles identified by the institution through Mentoring / Academic Counselling Peer Feedback / Tutoring Remedial Learning Engagement Learning Enhancement / Enrichment inputs Collaborative tasks Assistive Devices and Adaptive Structures (for the differently abled) Multilingual interactions and inputs
Collabrative Tasks Activity and Reports with Photographs
Learning Enhancement Reports and Photographs
Mentoring and Academic Counselling Activities
Peer Feedback and Tutoring related activity reports
Remedial Learning Classes notices and report
2.2.3 – There are institutional provisions for catering to differential student needs; Appropriate learning exposures are provided to students No Special effort put forth in accordance with learner needs Only when students seek support As an institutionalized activity in accordance with learner needs Left to the judgment of the individual teacher/s Whenever need arises due to student diversity
2.2.4 – Student-Mentor ratio for the academic year
2.2.4.1 – Number of mentors in the Institution
2.3.1 – Multiple mode approach to teaching-learning is adopted by teachers which includes experiential learning, participative learning, problem solving methodologies, brain storming, focused group discussion, online mode, etc. for enhancing student learning Describe the varied modes of learning adopted and their basic rationale for adopting such learning mode/s for different courses of each programme
Criticism Lesson Plan Sample
Internship Diary
Photographs of ICT Enabled Laboratory
PPT presentation made by Students and Teachers
Sample Report of Awareness Program
2.3.2 – Number of teachers integrating ICT (excluding use of PPT) for effective teaching with Learning Management Systems (LMS), SwayamPrabha etc., Learning Resources and others excluding PPT during the year
2.3.3 – Number of students using ICT support (mobile-based learning, online material, podcast, virtual laboratories, learning apps etc.) for their learning, during the academic year
2.3.4 – ICT support is used by students in various learning situations such as Understanding theory courses Practice teaching Internship Out of class room activities Biomechanical and Kinesiological activities Field sports
Field Sport, SUPW Awareness Camp Report
Internship Diary
Out of class activity, SUPW Camp Diary
Practice Teaching, Daily Lesson Plan
Understanding theory courses ,Sessional Work
2.3.5 – Continual mentoring is provided by teachers for developing professional attributes in students Describe the nature of mentoring efforts in the institution with respect to working in teams dealing with student diversity conduct of self with colleagues and authorities balancing home and work stress keeping oneself abreast with recent developments in education and life
2.3.6 – Institution provides exposure to students about recent developments in the field of education through Special lectures by experts Book reading & discussion on it Discussion on recent policies & regulations Teacher presented seminars for benefit of teachers & students Use of media for various aspects of education Discussions showcasing the linkages of various contexts of education- from local to regional to national to global.
Books reading and discussion
Discussion on recent policies
Education from local to regional
Special Lecture by expert
Teacher presented seminar
Use of media
2.3.7 – Teaching learning process nurtures creativity, innovativeness, intellectual and thinking skills, empathy, life skills etc. among students
2.4.1 – Institution provides opportunities for developing competencies and skills in different functional areas through specially designed activities / experiences that include Organizing Learning (lesson plan) Developing Teaching Competencies Assessment of Learning Technology Use and Integration Organizing Field Visits Conducting Outreach/ Out of Classroom Activities Community Engagement Facilitating Inclusive Education Preparing Individualized Educational Plan(IEP)
Assessment of Learning
Community Engagement
Conducting outreach and outof class activity
Developing Teaching Competencies
Facilitating Inclusive Education
Organizing Field Visit
Organizing Learning
Preparing Individualized Educational Plan
Technology use and Integration
2.4.2 – Students go through a set of activities as preparatory to school- based practice teaching and internship. Pre practice teaching / internship orientation / training encompasses certain significant skills and competencies such as Formulating learning objectives Content mapping Lesson planning/ Individualized Education Plans (IEP) Identifying varied student abilities Dealing with student diversity in classrooms Visualising differential learning activities according to student needs Addressing inclusiveness Assessing student learning Mobilizing relevant and varied learning resources Evolving ICT based learning situations Exposure to Braille /Indian languages /Community engagement
Evolving ICT based learning situations
Addressing Inclusiveness
Assessing Student Learning
Content Mapping
Dealing with the student diversity
Exposure to community engagement
Formulative Learning Objective
Identify various Student Ability
Lesson Planning and IEP
Mobilizing Relevent and various learning resources
Visualising differential learning activities
2.4.3 – Competency of effective communication is developed in students through several activities such as Workshop sessions for effective communication Simulated sessions for practicing communication in different situations Participating in institutional activities as ‘anchor’, ‘discussant’ or ‘rapporteur’ Classroom teaching learning situations along with teacher and peer feedback.
Classroom teaching learning situations along with teacher and peer feedback
Participating in institutional activities as ‘anchor’, ‘discussant’ or ‘rapporteur
Simulated sessions for practicing communication in different situations
Workshop session for effective communication
2.4.4 – Students are enabled to evolve the following tools of assessment for learning suited to the kinds of learning engagement provided to learners, and to analyse as well as interpret responses Teacher made written tests essentially based on subject content Observation modes for individual and group activities Performance tests Oral assessment Rating Scales
Oral Assessment
Rating Scales
Performance Tests
Observation modes for individual and group activities
Teacher made written tests essentially based on subject
2.4.5 – Adequate skills are developed in students for effective use of ICT for teaching learning process in respect of Preparation of lesson plans Developing assessment tools for both online and offline learning Effective use of social media/learning apps/adaptive devices for learning Identifying and selecting/ developing online learning resources Evolving learning sequences (learning activities) for online as well as face to face situations.
Preparation of lesson plan
Evolving learning sequences (learning activities) for on line as well as face to face situations
Identifying and selecting, developing online learning resources
Developing assessment tools for both online and offline learning
Effective use of social media, learning apps, adaptive devices for learning
2.4.6 – Students develop competence to organize academic, cultural, sports and community related events through Planning and scheduling academic, cultural and sports events in school Planning and execution ofcommunity related events Building teams and helping them to participate Involvement in preparatory arrangements Executing/conducting the event
Planning and Scheduling Academic, Cultural and Sports events
Planning and Execution of Community Related Event
Involvement in Preparatory Arrangements
Executing and Conducting the Events
Building Team and Helping them to Participate
2.4.7 – A variety of assignments given and assessed for theory courses through Library work Field exploration Hands-on activity Preparation of term paper Identifying and using the different sources for study
Field Exploration
Hands on Activity
Library Work
Preparation of Term Paper
Source of Study
2.4.8 – Internship programme is systematically planned with necessary preparedness Describe institution’s preparatory efforts at organizing internship programme with respect to the following: Selection/identification of schools for internship: participative/on request Orientation to school principal/teachers Orientation to students going for internship Defining role of teachers of the institution Streamlining mode/s of assessment of student performance Exposure to variety of school set ups
2.4.9 – Number of students attached to each school for internship during the academic year
2.4.9.1 – Number of final year students during the academic year
2.4.10 – Nature of internee engagement during internship consists of Classroom teaching Mentoring Time-table preparation Student counseling PTA meetings Assessment of student learning – home assignments & tests Organizing academic and cultural events Maintaining documents Administrative responsibilities- experience/exposure Preparation of progress reports.
2.4.11 – Institution adopts effective monitoring mechanisms during internship programme. Describe the monitoring mechanisms adopted to ensure optimal impact of internship in schools with specific reference to the role of teacher educators, school principal, school teachers and peers.
2.4.12 – Performance of students during internship is assessed by the institution in terms of observations of different persons such as Self Peers (fellow interns) Teachers / School* Teachers Principal / School* Principal B. Ed Students / School* Students (* ‘Schools’ to be read as “TEIs” for PG programmes)
2.4.13 – Comprehensive appraisal of interns’ performance is in place. The criteria used for assessment include Effectiveness in class room teaching Competency acquired in evaluation process in schools Involvement in various activities of schools Regularity, initiative and commitment Extent of job readiness
2.5.1 – Number of fulltime teachers against sanctioned posts during the year
2.5.2 – Number of fulltime teachers with Ph. D. degree during the year
2.5.3 – Number of teaching experience of full time teachers for the during the year
2.5.3.1 – Total number of years of teaching experience of full-time teachers for the academic year
2.5.4 – Teachers put-forth efforts to keep themselves updated professionally Describe the nature of efforts by teachers to keep themselves updated professionally 1. In house discussions on current developments and issues in education 2. Share information with colleagues and with other institutions on policies and regulations
2.6.1 – Continuous Internal Evaluation (CIE) of student learning is in place in the institution Describe details of the Continuous Internal Evaluation in the institution highlighting its major components
2.6.2 – Mechanism of internal evaluation is transparent and robust and time bound; Institution adopts the following in internal evaluation Display of internal assessment marks before the term end examination Timely feedback on individual/group performance Provision of improvement opportunities Access to tutorial/remedial support Provision of answering bilingually
2.6.3 – Mechanism for grievance redressal related to examination is operationally effective
2.6.4 – The institution adheres to academic calendar for the conduct of Internal Evaluation Describe the mechanism of adhering to academic calendar for the conduct of Internal Evaluation in the institution
2.7.1 – The teaching learning process of the institution is aligned with the stated PLOs and CLOs. Describe the way in which institution ensures alignment of stated PLOs and CLOs with the teaching learning process
2.7.2 – Pass percentage of Students during the year
TR 2018-19
TR 2019-20
TR 2020-21
TR 2021-22
TR 2022-23
2.7.3 – The progressive performance of students and attainment of professional and personal attributes in line with the PLOs and CLOs is monitored and used for further improvements
2.7.4 – Performance of outgoing students in internal assessment
B.Ed. Internal Assessment
B.Sc.B.Ed. Internal Assessment
M.Ed. Internal Assessment
2.7.4.1 – Number of students achieving on an average 70% or more in internal assessment activities during the year
2.7.5 – Performance of students on various assessment tasks reflects how far their initially identified learning needs are catered to. Describe with examples the extent to which the assessment task and the performance of students reflect their initially identified learning needs
2.8.1 – Online student satisfaction survey regarding teaching learning process
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