• Document relating to Sanction of intake from University

View documents

• Data as per Data Template

• Approved admission list year-wise/ program-wise 

• Approval letter of NCTE for intake for all programs

• Any other relevant information

View documents

• Any additional link

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 last five years

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

View documents

2.2.3

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

2.2.4

Student-Mentor ratio for the last completed academic year

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

view documents

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 practice..

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

• Lesson plan /activity plan/activity report to substantiate the use of ICT by students in various learning situations

• Geo-tagged photographs wherever applicable

• Data as per Data Template

• Any other relevant information

• Link of resources used

2.3.5

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

• Documentary evidence in support of the claim

View document

• Any additional information

• Link for additional information

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

• Reports of activities conducted related to recent developments in education with video graphic support, wherever possible

• Documentary evidence in support of the selected response/s

• Data as per Data Template

• Link for additional information

2.3.7

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

• Documentary evidence in support of the claim

• Link for additional information

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)

• Reports of activities with video graphic support wherever possible

• Documentary evidence in support of the selected response/s

• Data as per Data Template

• Link for additional information

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

• Reports and photographs / videos of the activities

• Documentary evidence in support of each selected activity

• Data as per Data Template

• Any other relevant information

• Link for additional information

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

• Details of the activities carried out during last completed academic year in respect of each response indicated

• Data as per Data Template

• Any other relevant information

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

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

• Samples prepared by students for each indicated assessment tool

• Documents showing the different activities for evolving indicated assessment tools

• Data as per Data Template

• 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 situations

• Sample evidence showing the tasks carried out for each of the selected response

• Documentary evidence in respect of each response selected

• Data as per Data Template

• Any other relevant information

• Link for additional information

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

• Report of the events organized

• Photographs with caption and date wherever possible

• Documentary evidence showing the activities carried out for each of the selected response

• Data as per Data Template

• Any other relevant information

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

• Samples of assessed assignments for theory courses of different programmes

• Data as per Data Template

• Any other relevant information

2.4.8

Internship programme is systematically planned with necessary preparedness..

• Documentary evidence in support of the claim

• Any other relevant information

• Link for additional information

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

• Plan of teacher engagement in school internship

• Internship certificates for students from different host schools

• Data as per Data Template

• Copy of the schedule of work of internees in each school

• Any other relevant information

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

• Wherever the documents are in regional language, provide English translated version

• School-wise internship reports showing student engagement in activities claimed

• Sample copies for each of selected activities claimed

• Data as per Data Template

• Any other relevant information

• 2.4.11
• Institution adopts effective monitoring mechanisms during internship programme.

• Documentary evidence in support of the response

• Any additional information

• Link for additional information

• 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

• Two filled in sample observation formats for each of the claimed assessors

• Assessment criteria adopted by each of the selected persons (For Bachelor and PG Programmes as applicable)

• Any other relevant information

• 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

• Format for criteria and weightages for interns' performance appraisal used

• Five filled in formats for each of the aspects claimed

• Any other relevant information

• Any additional Link

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

• Sanction letters indicating number of posts (including management sanctioned posts) with seal and signature of the principal

• English translation of sanction letter if it is in regional language

• Data as per Data Template

• Any other relevant information

2.5.2

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

• Data as per Data Template

• Certificates of Doctoral Degree (Ph.D) of the faculty

• Any other relevant information

View documents

• Relevant documents related to Internal Evaluation System at the institution level with seal and signature of the Principal

• Any other relevant information

• Link for additional information

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

• Documentary evidence for remedial support provided

• Details of provisions for improvement and billingual answering

• Copy of university regulation on internal evaluation for teacher education

• Any other relevant information

• Annual Institutional plan of action for internal evaluation

• Link for additional information

2.6.3

Mechanism for grievance redressal related to examination is operationally effective

• Relevant documents reflecting the transparency and efficiency related to examination grievances with seal and signature of the Principal

• Any other relevant information

• Link for additional information

• 2.6.4
  • The Institution adheres to academic calendar for the conduct of Internal Evaluation

• Any other relevant information

• Academic calendar of the Institution with seal and signature of the Principal

• Link for additional information

2.7.1

The teaching learning process of the institution are aligned with the stated PLOs and CLOs.

• Documentary evidence in support of the claim

• Any other relevant information

• Link for additional information

• 2.7.2

Average pass percentage of students during the last five years

• Result sheet for each year received from the Affiliating University

• Data as per Data Template

• Certified report from the Head of the Institution indicating pass percentage of students programme

• Any additional information

• Link for additional information

• 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

• Documentary evidence showing the performance of students on various internal assessment tasks and the LOs achieved

• Any other relevant information

• Link for additional information

• Record of student-wise /programme-wise/semesterwise Internal Assessment of students during the last completed academic year

• Data as per Data template

• Any other relevant information

• Link for additional information

• 2.7.5

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

• Documentary evidence in respect to claim

• Any additional information

• Link for additional information