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Criteria II

Teaching- Learning and Evaluation

2.1 Student Enrollment and Profile

2.1.1 Average enrollment percentage of students during the last five years


2.1.2 Percentage of seats filled against reserved categories (SC, ST, OBC) as per applicable
reservation policy during the last five years


2.1.3 Percentage of students enrolled from EWS and Divyangjan categories during the last
five years


2.2 Honoring Student Diversity

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


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

1. Mentoring / Academic Counselling
2. Peer Feedback / Tutoring
3. Remedial Learning Engagement
4. Learning Enhancement / Enrichment inputs
5. Collaborative tasks
6. Assistive Devices and Adaptive Structures (for the differently abled)
7. Multilingual interactions and inputs


2.2.3 There are institutional provisions for catering to differential student needs;
Appropriate learning exposures are provided to students

1. No Special effort put forth in accordance with learner needs
2. Only when students seek support
3. As an institutionalized activity in accordance with learner needs
4. Left to the judgment of the individual teacher/s
5. Whenever need arises due to student diversity


2.2.4 Student-Mentor ratio for the last completed academic year


2.3 Teaching- Learning Process

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


2.3.2 Percentage of teachers integrating ICT (excluding use of PPT) for effective teaching
with Learning Management Systems (LMS), Swayam Prabha, e-Learning Resources and
others during the last five years


2.3.3 Students are encouraged to use ICT support (mobile-based learning, online material,
podcast, virtual laboratories, learning apps etc.) for their learning including on field


2.3.4 ICT support is used by students in various learning situations such as

1. Understanding theory courses
2. Practice teaching
3. Internship
4. Out of class room activities
5. Biomechanical and Kinesiological activities
6. Field sports


2.3.5 Continual mentoring is provided by teachers for developing professional attributes in


2.3.6 Institution provides exposure to students about recent developments in the field of
education through

1. Special lectures by experts
2. ‘Book reading’ & discussion on it
3. Discussion on recent policies & regulations
4. Teacher presented seminars for benefit of teachers & students
5. Use of media for various aspects of education
6. Discussions showcasing the linkages of various contexts of education- from local to
regional to national to global


2.3.7 Teaching learning process nurtures creativity, innovativeness, intellectual and
thinking skills, empathy, life skills etc. among students


2.4 Competency and Skill Development

2.4.1 Institution provides opportunities for developing competencies and skills in different
functional areas through specially designed activities / experiences that include

1. Organizing Learning (lesson plan)
2. Developing Teaching Competencies
3. Assessment of Learning
4. Technology Use and Integration
5. Organizing Field Visits
6. Conducting Outreach/ Out of Classroom Activities
7. Community Engagement
8. Facilitating Inclusive Education
9. Preparing Individualized Educational Plan(IEP)


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

1. Formulating learning objectives
2. Content mapping
3. Lesson planning/ Individualized Education Plans (IEP)
4. Identifying varied student abilities
5. Dealing with student diversity in classrooms
6. Visualising differential learning activities according to student needs
7. Addressing inclusiveness
8. Assessing student learning
9. Mobilizing relevant and varied learning resources
10. Evolving ICT based learning situations
11. Exposure to Braille /Indian languages /Community engagement


2.4.3 Competency of effective communication is developed in students through several
activities such as

1. Workshop sessions for effective communication
2. Simulated sessions for practicing communication in different situations
3. Participating in institutional activities as ‘anchor’, ‘discussant’ or ‘rapporteur’
4. Classroom teaching learning situations along with teacher and peer feedback


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

1. Teacher made written tests essentially based on subject content
2. Observation modes for individual and group activities
3. Performance tests
4. Oral assessment
5. Rating Scales


2.4.5 Adequate skills are developed in students for effective use of ICT for teaching learning
process in respect of

1. Preparation of lesson plans
2. Developing assessment tools for both online and offline learning
3. Effective use of social media/learning apps/adaptive devices for learning
4. Identifying and selecting/ developing online learning resources
5. Evolving learning sequences (learning activities) for online as well as face to face


2.4.6 Students develop competence to organize academic, cultural, sports and community
related events through

1. Planning and scheduling academic, cultural and sports events in school
2. Planning and execution of community related events
3. Building teams and helping them to participate
4. Involvement in preparatory arrangements
5. Executing/conducting the event


2.4.7 A variety of assignments given and assessed for theory courses through

1. Library work
2. Field exploration
3. Hands-on activity
4. Preparation of term paper
5. Identifying and using the different sources for study


2.4.8 Internship programme is systematically planned with necessary preparedness

1. Selection/identification of schools for internship: participative/on request
2. Orientation to school principal/teachers
3. Orientation to students going for internship
4. Defining role of teachers of the institution
5. Streamlining mode/s of assessment of student performance
6. Exposure to variety of school set ups


2.4.9 Average number of students attached to each school for internship during the last
completed academic year


2.4.10 Nature of internee engagement during internship consists of

1. Classroom teaching
2. Mentoring
3. Time-table preparation
4. Student counseling
5. PTA meetings
6. Assessment of student learning – home assignments & tests
7. Organizing academic and cultural events
8. Maintaining documents
9. Administrative responsibilities- experience/exposure
10. Preparation of progress reports


2.4.11 Institution adopts effective monitoring mechanisms during internship programme.


2.4.12 Performance of students during internship is assessed by the institution in terms of
observations of different persons such as

1. Self
2. Peers (fellow interns)
3. Teachers / School* Teachers
4. Principal / School* Principal
5. 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

1. Effectiveness in class room teaching
2. Competency acquired in evaluation process in schools
3. Involvement in various activities of schools
4. Regularity, initiative and commitment
5. Extent of job readiness


2.5 Teacher Profile and Quality

2.5.1 Percentage of fulltime teachers against sanctioned posts during the last five years


2.5.2 Percentage of fulltime teachers with Ph. D. degree during the last five years


2.5.3 Average teaching experience of full time teachers for the last completed academic


2.5.4 Teachers put-forth efforts 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


2.6 Evaluation Process

2.6.1 Continuous Internal Evaluation (CIE) of student learning is in place in the institution


2.6.2 Mechanism of internal evaluation is transparent and robust and time bound; Institution
adopts the following in internal evaluation

1. Display of internal assessment marks before the term end examination
2. Timely feedback on individual/group performance
3. Provision of improvement opportunities
4. Access to tutorial/remedial support
5. 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


2.7 Student Performance and Learning Outcomes

2.7.1 The teaching learning process of the institution is aligned with the stated PLOs and


2.7.2 Average pass percentage of students during the last five years


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


Performance of students on various assessment tasks reflects how far their initially identified
learning needs are catered to.


2.8 Students’ Satisfaction Survey

2.8.1 Online students’ satisfaction survey regarding Teaching – Learning Process