Ashoka International Centre for Educational Studies & Research · Ashoka International Centre for...

Ashoka International Centre for Educational Studies & Research

Nashik

Track ID- MHCOTE24478

Established in 2008

SELF STUDY REPORT

Cycle – 1

Submitted for Accreditation to

National Assessment & Accreditation Council

(NAAC)

Nagarbhavi, Bangalore- 560072

December, 2016

Ashoka International Centre for Educational Studies & Research, Nashik. SSR-2015-16 Page 1

Table of Contents

Sr. No. Title Page No Table of Contents 1 Preface 2 Cover letter from the head of the Institution 3 Course offered 4 NAAC Steering Committee 5 Principal’s Message 6-7 Our SOP, Vision, Mission and Values 8

PART I – INSTITUTIONAL DATA A Profile of the Institution 9-12 B Criterion-wise inputs 13-39 PART – II: EVALUATIVE REPORT 1 Executive Summary 40-42 2 Criterion-wise Analysis Criterion I: Curricular Aspects 43-66 Criterion II: Teaching-Learning and Evaluation 67-107 Criterion III: Research, Consultancy and Extension 108-141 Criterion IV: Infrastructure and Learning Resources 142-161 Criterion V: Student Support and Progression 162-197 Criterion VI: Governance and Leadership 198-241 Criterion VII: Innovative Practices 242-258

C Mapping of Academic Activities of the Institution 259-260 D Declaration by the Head of the Institution 261-262 ANNEXURES 263 I Approval of Courses of Affiliating University 264 II ISO 9001: 2008 Certificate 265 III List of Researches 266 IV A brief note on Teacher Education scenario in the State 267 V Institutional Academic Calendar and Timetable 268-270 VI A copy of the syllabus 271 VII Master plan of the institution 272-276 VIII Sample of student feedback on curriculum and faculty 277-279 IX Audited income-expenditure statement for the previous financial year 280-282 X A copy of the latest recognition order issued by NCTE 283-284 XI University results for previous academic year 285 XII Sample of feedback on Practice Teaching by Teacher Educators, by

Peers and Staff of Practice teaching Schools 286-287

XIII Data Sheet To Record The ‘Best Practices’ 288-291 XIV Certificate of Compliance 292 XV Copy of IEQA 293-296 XVI AISHE Certificate 297


Preface

Ashoka International Centre for Educational Studies and Research is a Linguistic Minority

Institute that is ISO 9001: 2008 certified. It is situated in Nashik which is the fourth largest

urban area of Maharashtra State after Mumbai, Pune and Nagpur.

Ashoka Education Foundation – AEF was established in 2002 under the dynamic leadership of

Mr. Ashok Katariya who is a true visionary and educationist. Ashoka Education Foundation is

committed to impart need based practical education to the students. It is determined to provide

holistic development of students with the help of highly qualified and proficient faculties

dedicated to empower learners for self exploration. It focuses on developing educational centres

of excellence providing need based globalised education from school to highest level in

traditional and emerging areas. It aims to be recognized as India’s top level integrated education

centre with the latest technology, setting the standard of excellence in knowledge creation,

innovation, education, research and training.

Ashoka Education Foundation established Ashoka Universal School - AUS in 2004. It follows

Indian Certificate of Secondary Education curriculum. Its motto is redefining excellence in

education. It was perceived that the school was not able to get the kind of the teachers it wanted

and so a need was felt to open a teacher education institute. Hence, Ashoka International Centre

for Educational Studies and Research – A.I.C.E.S.R was established in 2008.

Ashoka International Centre for Educational Studies and Research is a college of Education

offering B.Ed. course. It is affiliated to S.N.D.T. University, Mumbai and is recognized by

National Council of Teacher Education (N.C.T.E.) and Maharashtra Government. It prepares

students for a degree of Bachelor of Education (B.Ed.). It is a private, permanently unaided

college belonging to linguistic minority – Hindi.

The institute has completed 8 years of existence. It believes in imparting quality teacher

education and is known to provide the best of facilities for its students. It provides value based

innovative teacher education. It stands for excellence in education and tries to develop techno

savvy, skilled teachers.


Course Offered

Ashoka International Centre for Educational Studies & Research

B.Ed. Course List the Course:

Particulars UG Education B.Ed. UG - 01

List of Programmes offered at the time of NAAC Accreditation:

1. Under Graduate Programme: Bachelor of Education (B.Ed.)


NAAC Steering Committee

Ashoka International Centre for Educational Studies and Research is determined for giving excellence in education and also for holistic development of students. We always strive to arrange programme for the development of the students and teachers. As the institution believes in Quality in its service, Internal Quality Assurance Cell (IQAC) was established in 2012 under the guidance of Principal Dr. Vidyagauri Joshi. At present it comprises of the following members who have played a great role in taking a lead in quality improvement.

Designation List of Members

Chairperson Dr. Vidyagauri Joshi, Principal Members of Management Dr. Wasudev Bhende, Administrator

Dr. Rajendra Takle, Director, Higher Education

Coordinator Prof. Priti Sonar

Community Representative Dr. Ram Kulkarni, Principal, RNC, Arts JDB Commerce and NSC Science College

Teacher Educators Prof. Sarita Verma

Prof. Samruddhi Chepe

Prof. Savita Shinde

Prof. Naresh Sawant

Prof. Dnyaneshwar Darade

Prof. Ashish Gurav

Prof. Ganesh Wagh

Librarian Mr. Mohan Nikumbh

Senior Administrative Officer Ms. Archana Kharote

Administrative Officer Miss. Vishakha Kukade

Nominees (Employer) Mrs. Leena Chakroborty, Principal, Vidya Prabodhini Prashala

Nominees (Alumni) Ms. Simar Ahluwalia

Ms. Sana Shaikh

Nominees ( Students) Ms. Soni Mishra

Ms Snehal Jadhav


Principal’s Message

Ashoka International Centre for Educational Studies and Research - AICESR is a college of

education situated at Nashik. It offers B. Ed. Degree course affiliated to Shreemati Nathibai

Damodar Thackersey Women's University, Mumbai. Our institute is committed to the cause of

women’s empowerment. It tries to meet the changing socio-economic needs, with human values

and purposeful social responsibility and to achieve excellence in every activity. Its activities are

in sync with its university which believes ' Sanskrita Stree Parashakti ' (An enlightened woman is

a source of Infinite strength).

Ashoka International Centre for Educational Studies and Research is run by the Ashoka

Education Foundation which is led by its charismatic and dynamic chairman, Mr. Ashoka

Kataria. He is a highly felicitated figure in the field of construction who established Ashoka

Buildcon Ltd. in 1976. It is one of the largest highway developers in the country with an

impressive portfolio of over 28 PPP (Public Private Partnership) projects across nine states in the

country. The motto of the company is ‘We are in the business of serving the nation.’ Carrying

the same zeal but in the field of education, Mr. Ashok Kataria established Ashoka Education

Foundation in 2002.

Ashoka Education Foundation established Ashoka Universal School - AUS in 2004. It follows

Indian Certificate of Secondary Education curriculum. Its motto is redefining excellence in

education. To get excellent quality of teachers in Nashik, Ashoka International Centre for

Educational Studies and Research – A.I.C.E.S.R was established in 2008.

The college is well known for imparting quality education in and around Nashik. It has world

class infrastructure and well qualified and dedicated faculty. The institution is ISO 9001 : 2008

certified. The institution believes in empowering its staff by organizing many faculty

development programmes. The faculty participates and presents papers in various international,

national and regional level workshops and seminars. The college organizes student development

program through guest lectures and seminars.

The college results are excellent. Our students are encouraged to participate in co – curricular

and extra - curricular activities as well. In fact, the college organizes inter collegiate

Competitions through ‘Vasantotsav’. It also provides a platform – ‘Indradhanushya’ our annual


day during which students show their talent in acting, dancing, singing etc. Since many of the

students come from vernacular medium, the college organizes ‘English Communication class’

for its students. We have a strong tradition of mentoring our students. In order to create

innovative teachers the faculty is encouraged to use creative methods in the classroom teaching

learning process.

We are inviting NAAC for accreditation. We hope that with the clear vision, mission of our

college, the unstinted support given by the management and the support of our staff, students and

alumni, we will be endorsed for quality in education.


Our SOP, Vision, Mission and Values

Statement of Purpose

We are committed and determined to redefine the cause of excellence in Education and

implement it through accelerated need based practical oriented process with holistic approach to

empower learner for self exploration to become a responsible global citizen with deep rooted

ethos of Indian culture and tradition.

Vision

Excellence in Education through need based, holistic approach for self exploration and global

citizenship without losing the ethos of Indian culture

Mission

The mission of AICESR is to help prepare outstanding educators through innovative teaching

learning strategies, skill development and the effective use of technology in an environment that

values diversity, individuality, and mutual respect for the free exchange of ideas with an

emphasis on service to community.

Values

1. Promoting Women Empowerment

2. Instilling values and ethics among the students

3. Pursuit of excellence

4. Development of skills and capacity building for global citizenship

5. Attitude building for accepting stewardship of environment

6. Contributing to National Development


PART I: INSTITUTIONAL DATA

A. Profile of the Institution

1. Name and address of the institution: Ashoka International Centre for Educational Studies and Research

2. Website URL : www.aef.in/aicesr

3. For communication:

Office

Name Telephone

Number with

STD Code

Fax No E-Mail Address

Dr. Vidyagauri Joshi

Principal

0253- 2236603 0253-2236704

[email protected]

Vice-Principal ------ ------ -----

Prof. Priti Sonar

Coordinator

0253-2236603 0253-2236704

[email protected]

Residence

Name Telephone Number with

STD Code

Mobile Number

Dr. Vidyagauri Joshi.

Principal

------------ 09552838416

Vice-Principal ------------ -----------

Prof. Priti Sonar

Coordinator

------------ 09370909644

4. Location of the Institution:

Urban Semi-urban Rural Tribal

Any other (specify and indicate)

√

mailto:[email protected]

mailto:[email protected]


5. Campus area in acres:

6. Is it a recognized minority institution? Yes No

7. Date of establishment of the institution: Month & Year

8. University/Board to which the institution is affiliated:

9. Details of UGC recognition under sections 2(f) and 12(B) of the UGC Act.

Month & Year

2f

Month & Year

12B

3.81

S.N.D.T. University, Mumbai

√

MM YYYY

October 2008

MM YYYY

------ -------

MM YYYY

------ -------


10. Type of Institution

a. By funding i. Government

ii. Grant-in-aid

iii. Constituent

iv. Self-financed

v. Any other (specify and indicate)

b. By Gender i. Only for Men

ii. Only for Women

iii. Co-education

c. By Nature i. University Dept.

ii. IASE

iii. Autonomous College iv. Affiliated College

v. Constituent College

vi. Dept. of Education of Composite

College

vii. CTE

Viii. Any other (specify and indicate)

11. Does the University / State Education Act have provision for autonomy?

Yes No

If yes, has the institution applied for autonomy?

No

√

√

√

√


12. Details of Teacher Education programmes offered by the institution:

Sr. No.

Level Programme/ Course

Entry Qualification

Nature of Award

Duration Medium of instruction

i) Pre-primary

Certificate

Diploma

Degree

ii) Primary/

Elementary

Certificate

Diploma

Degree

iii) Secondary/

Sr. secondary

Certificate

Diploma

B.Ed. Graduation Degree 2 yrs. English

iv. Post Graduate

Diploma

Degree

v. Other

(specify)

Certificate

Diploma

Degree

(Additional rows may be inserted as per requirement)

13. Give details of NCTE recognition (for each programme mentioned in Q.12 above)

Level Programme Order No. & Date

Valid upto

Sanctioned Intake

Pre-primary

Primary/Elementary

Secondary/ Sr. Secondary

B.Ed. 146480

31.05.2015

Till date 50 + 50

Post Graduate

Other (specify)



B) Criterion-wise inputs

Criterion I: Curricular Aspects

1. Does the Institution have a stated Vision Yes √ No --- Mission Yes √ No --- Value Yes √ No --- Objective Yes √ No ---

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

If yes,

a) How many programmes?

b) Fee charged per programme

3. Are there programmes with semester system

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

If yes, how many faculty are on the various curriculum development/vision committees/boards of universities/regulating authority.

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

D.Ed. -------

B.Ed. 07

M.Ed. -------

M.Ed. -------

Any other (Specify and indicate) -------

Yes

Yes √ No

One

62000/-

Yes No √

-----------

---


6. Are there Programmes offered in modular form

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

8. Are there Programmes with faculty exchange/visiting faculty

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

Heads of practice teaching schools Yes √ No Academic peers Yes No √ Alumni Yes √ No Students Yes √ No Employers Yes √ No

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

existing system?

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

last three years?

Yes ---- No √

Number ------

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

Yes √ No -----

Yes No √

Number ----------

1 year

Yes √ No

Number 01

Yes No √

Number ------------


Number 01

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

of the curriculum?

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

Criterion II: Teaching-Learning and Evaluation

1. How are students selected for admission into various courses?

a) Through an entrance test developed by the institution

b) Common entrance test conducted by the

University/Government

c) Through an interview

d) Entrance test and interview

e) Merit at the qualifying examination

f) Any other (specify and indicate)

(If more than one method is followed, kindly specify the weightages)

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

a) Date of start of the academic year

b) Date of last admission

c) Date of closing of the academic year

d) Total teaching days

e) Total working days

18th Sept 2015

29th Oct 2015

20th July 2016

219

236

X

√

X

X

Yes √ No

X

X

Yes √ No


3. Total number of students admitted

Programme Number of

students Reserved Open

M F Total M F Total M F Total

D.Ed.

B.Ed. --- 58 58 ---- 14 14 --- 44 44

M.Ed. (Full Time)

M.Ed. (Part Time)

4. Are there any overseas students?

If yes, how many?

5. What is the „unit cost‟ of teacher education programme? (Unit cost = total annual

recurring expenditure divided by the number of students/ trainees enrolled).

a) Unit cost excluding salary component

b) Unit cost including salary component

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

institution as detailed at Question 12 of profile of the institution)

6. Highest and Lowest percentage of marks at the qualifying examination considered

for admission during the previous academic session

Programmes

Open Reserved

Highest

(%)

Lowest

(%)

Highest

(%)

Lowest

(%)

D.Ed.

B.Ed. 88.92 50 79.08 48.19

M.Ed. (Full Time)

M.Ed. (Part

Yes No √

-----

Rs. 1,37,510.00

Rs. 59,639.00


Time)

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

(after admission)?

8. Does the institution develop its academic calendar?

9. Time allotted (in percentage)

Programmes Theory Practice Teaching

Practicum

D.Ed.

B.Ed. 42.85% 28.57% 28.57%

M.Ed. (Full Time)

M.Ed. (Part Time)

10. Pre-practice teaching at the institution

a) Number of pre-practice teaching days

b) Minimum number of pre-practice teaching

lessons given by each student

11. Practice Teaching at School

a) Number of schools identified for practice

teaching

b) Total number of practice teaching days

Yes √ No

16 Weeks

Yes √ No

0 2

0

8

2

2

0

2

1 6

0 8


c) Minimum number of practice teaching

lessons given by each student

12. How many lessons are given by the student teachers in simulation and pre-practice teaching in classroom situations?

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

14. Does the institution provide for continuous evaluation?

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

Programmes Internal External

D.Ed.

B.Ed. 55% 45%

M.Ed. (Full Time)

M.Ed. (Part Time)

16. Examinations a) Number of sessional tests held for each paper

b) Number of assignments for each paper

2 8

Yes √ No

Yes √ No

0 2

0 3

No. of Lessons In simulation

No. 10 No. of Lessons Pre-practice teaching

No. 10


17. Access to ICT (Information and Communication Technology) and technology.

Yes No

Computers √ ----

Intranet √ ----

Internet √ ----

Software / courseware (CDs) √ ----

Audio resources √ ----

Video resources √ ----

Teaching Aids and other related materials √ ----

Any other (specify and indicate) ----

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

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

If yes, is it offered as a compulsory or optional paper?

Compulsory Optional

Criterion III: Research, Consultancy and Extension

1. Number of teachers with Ph. D and their percentage to the total faculty strength

2. Does the Institution have ongoing research projects?

If yes, provide the following details on the ongoing research

projects

Yes √ No

Yes No √

0 1 Number 12%%

Yes √ No Number 01


Funding

agency

Faculty Amount

(Rs)

Duration

(years)

Collaboration,

if any

AICESR Dr. Vidyagauri Joshi Prof. Priti Sonar Prof. Samruddhi Chepe Prof. Savita Shinde

10,000/- 2 years No

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

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

4. How does the institution motivate its teachers to take up research in education? (Mark for positive response and X for negative response) Teachers are given study leave Teachers are provided with seed money Adjustment in teaching schedule Providing secretarial support and other facilities Any other specify and indicate

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

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

b. M.Phil.

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

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

Yes No Number

International journals 11

National journals – referred papers

Non referred papers

Academic articles in reputed magazines/news papers

Books 01

- -

-

Yes No

Yes No

02

1



Conference proceedings

Edited book

44

03

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

Yes No

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

Faculty Students

National seminars

International seminars

Any other academic forum

11. What types of instructional materials have been developed by the institution? (Mark `‟ for yes and `X‟ for No.)

Self-instructional materials Print materials

Non-print materials (e.g. Teaching

Aids/audio-visual, multimedia, etc.)

Digitalized (Computer aided instructional materials)

Question bank


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

If yes, indicate the nature of the post.

Full-time Part-time Additional charge

28

08

05

---

Yes No

53

----

----

Number ----------


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

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

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

16. Does the institution provide consultancy services?

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

17. Does the institution have networking/linkage with other institutions/ organizations?

Local level 01

State level ---

National level ---

International level 02

Criterion IV: Infrastructure and Learning Resources

1. Built-up Area (in sq. mts.)

2. Are the following laboratories been established as per NCTE Norms?

a) Methods lab Yes No

b) Psychology lab Yes No

c) Science Lab(s) Yes No

d) Education Technology lab Yes No

2570.50

Yes No

Yes No

01

-----

Yes No


e) Computer lab Yes No

f) Workshop for preparing

teaching aids Yes No

3. How many Computer terminals are available with the institution?

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

previous academic year?

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

previous academic year?

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

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

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

9. Total number of posts sanctioned Open Reserved

Teaching

Non-teaching

10. Total number of posts vacant Open Reserved

Teaching

Non-teaching

08 ------

08 ------

35

Rs. 1,80,000/-

Rs. 1,76,591/-

Yes No

--------

M F M F

0 00

0 0

0 0 0 0

-----------


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

(Gender-wise)

Lecturers

Readers

Professors

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

Open Reserved

Lecturers

Readers

Professors

c. Number of teachers from Same state

Other states

12. Teacher student ratio (program-wise)

Programme Teacher student ratio

D.Ed.

------

B.Ed. 1:7

M.Ed. (Full Time) -----

M.Ed. (Part Time) -----

8

0

M F M F

0 2 0 1

M F M F

0 0 0 0

M F M F

0 0 0 0

M F M F

1 1 2 1

M F M F

0 0 0 0

M F M F

0 0 0 0


13. a. Non-teaching staff Open Reserved

Permanent

Temporary

b. Technical Assistants

Permanent

Temporary

14. Ratio of Teaching – non-teaching staff

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

16. Is there an advisory committee for the library?

17. Working hours of the Library

On working days

On holidays

During examinations

18. Does the library have an Open access facility

1:1

Yes No

9:00 a.m. to 6:00 p.m.

-----------

Yes No

9:00 a.m. to 6:00 p.m.

M F M F

2 1 1 3

M F M F

0 0 0 0

M F M F

1 0 0 0

M F M F

0 0 0 0

56.63


19. Total collection of the following in the library

a. Books

- Textbooks

- Reference books

b. Magazines

e. Journals subscribed

- Indian journals

- Foreign journals

f. Peer reviewed journals

g. Back volumes of journals

h. E-information resources

- Online journals/e-journals

- CDs/ DVDs

- Databases

- Video Cassettes

- Audio Cassettes

20. Mention the

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

Seating capacity of the Reading room

21. Status of automation of Library

Yet to intimate

Partially automated

Fully automated

22. Which of the following services/facilities are provided in the library?

Circulation

Clipping

4490

533

3957

01

14

01

03

70

--------

79

--------

--------

33.774

50

03


Bibliographic compilation

Reference

Information display and notification

Book Bank

Photocopying

Computer and Printer

Internet

Online access facility

Inter-library borrowing

Power back up

User orientation /information literacy

Any other (please specify and indicate)

23. Are students allowed to retain books for examinations?

24. Furnish information on the following

Average number of books issued/returned per day

Maximum number of days books are permitted to be retained

by students

by faculty

Maximum number of books permitted for issue

for students

for faculty

Average number of users who visited/consulted per month

Ratio of library books (excluding textbooks and book bank

Facility) to the number of students enrolled

12

1 year

Yes No

68:1

48

15

02

05

-


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

26. Provide the number of books/ journals/ periodicals that have been added to the library during the last three years and their cost.

I II III

Number Total cost

(in Rs.)

Number Total cost

(in Rs.)

Number Total cost

(in Rs.)

Text books 3 61/-

Other books 141 55184/- 51 57569/- 71 35975/-

Journals/

Periodicals

23 22190/- 22 19695/- 14 17135/-

Any others

specify and

indicate

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

Criterion V: Student Support and Progression

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

Programmes

Year 1 Year 2 Year 3

D.Ed.

B.Ed. 01 02 00

M.Ed. (Full Time)

M.Ed. (Part Time)

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

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

Yes No

08

1.88%


3. Does the institution offer Remedial instruction?

4. Does the institution offer Bridge courses?

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

UG PG M. Phil

I 13-14

II 14-15

III 15-16

I II III I II III

Pass percentage 93% 95% 100%

Number of first classes

71 76 14

Number of distinctions

----- 19 42

Exemplary performances

(Gold Medal and university ranks)

----- ----- -----

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

NET

SLET/SET


7. Mention the number of students who have received financial aid during the past

three years.

Financial Aid I

2013-14

II

2014-15

III

2015-16

Yes No

Yes No

I- 2013-14

2013-14 -----

-----

II- 2014-15

-----

-----

III- 2015-16

-----

-----

3 1 -----


Merit Scholarship ----- ----- 03

Merit-cum-means

scholarship

----- ----- -----

Fee concession ----- ----- -----

Loan facilities ----- ----- -----

Any other specify and

indicate

SC free-ship 00 03 00 OBC Free-ship 04 00 01* NT Free-ship 00 00 01* E- Scholarship SC OBC NT

02 06 00

01 02 00

01 03

01*


* In process

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

9. Does the institution provide Residential accommodation for:

Faculty

Non-teaching staff

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

If yes, number of students residing in hostels

Men

Women

Yes No

Yes No

Yes No

---

---

Yes No


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

Sports fields

Indoor sports facilities

Gymnasium

12. Availability of rest rooms for Women

13. Availability of rest rooms for men

14. Is there transport facility available?

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

16. Give information on the Cultural Events (Last year data) in which the institution

participated/organised.

Organised Participated

Yes No Number Yes No Number

Inter-collegiate 01 02

Inter-university

National


(Excluding college day celebration)

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No


17. Give details of the participation of students during the past year at the university, state, regional, national and international sports meets.

Participation of students

(Numbers)

Outcome

(Medal achievers)

State ----- -----

Regional ----- -----

National ----- -----

International ----- -----

18. Does the institution have an active Alumni Association?

If yes, give the year of establishment

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

20. Does the institution regularly publish a college magazine?

21. Does the institution publish its updated prospectus annually?

Yes No

Yes No

Yes No

Yes No

2012-13


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

Year 1

(%)

2012-13

Year 2

(%)

2013-14

Year 3

(%)

2014-15

Higher studies 46 (62%) 34 (39%) 41 (41%)

Employment (Total) 28 (29%) 51 (58%) 38 (38%)

Teaching

Non teaching

28 (29%) 51(58%) 38 (38%) ----------- ---------- ------------

23. Is there a placement cell in the institution?

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

years.

1

2012-13

2

2013-14

3 2014-15

28 51 38

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

students? Yes No

Academic guidance and Counseling

Personal Counseling

Career Counseling

Yes No


Criterion VI: Governance and Leadership

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

any other similar body/committee

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

Governing Body/management 02

Staff council 02

IQAC/or any other similar body/committee 02

Internal Administrative Bodies contributing to quality improvement of the institutional processes. (mention only for three most important bodies)

02

3. What are the Welfare Schemes available for the teaching and non-teaching staff of

the institution?

Loan facility

Medical assistance

Insurance

Other (Lunch, tea, concession in fees for wards, Gifts on the occasion of birthday, teachers Day, Diwali and Wedding)

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

5. Furnish the following details for the past three years

a. Number of teachers who have availed the Faculty Improvement

Program of the UGC/NCTE or any other recognized

organisation

Yes No

-------------

Yes No Yes No

Yes No

Yes No

01


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

National

International

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

d. Number of Seminars/ workshops/symposia on Curricular development, Teaching- learning, Assessment, etc. organised by the institution

e. Research development programmes attended by the faculty

f. Invited/endowment lectures at the institution

Any other area (specify the programme and indicate)

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

a. Self-appraisal

b. Student assessment of faculty performance

c. Expert assessment of faculty performance

d. Combination of one or more of the above

e. Any other (specify and indicate)

7. Are the faculty assigned additional administrative work?

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

Yes No

Yes No

Yes No

Yes No

-------

Yes No

Yes No

04

08

09

02

06

39


8. Provide the income received under various heads of the account by the institution for previous academic session

Grant-in-aid ------

Fees Rs. 39,36,000/-

Donation --------

Self-funded courses 1.01

Any other (specify and indicate) -------

9. Expenditure statement (for last two years) Year 1 Year2

Total sanctioned Budget Rs. 75,95,000.00

Rs. 83,60,000.00

% spent on the salary of faculty 53.08 48.59

% spent on the salary of non-teaching employees 20.51 12.69

% spent on books and journals 1.41 0.84

% spent on developmental activities (expansion of building)

----- -----

% spent on telephone, electricity and water 9.24 5.41

% spent on maintenance of building, sports facilities, hostels, residential complex and student amenities, etc.

---- ---

% spent on maintenance of equipment, teaching aids, contingency etc.

1.45 2.4

% spent on research and scholarship (seminars,

conferences, faculty development programs, faculty

exchange, etc.)

11.79 2.08

% spent on travel 0.37 0.66

Any other (specify and indicate) 2.14 27.35

Total expenditure incurred Rs. 58,32,626.00

Rs. 73,71,046.00


10. Specify the institutions surplus/deficit budget during the last three years? (specify the amount in the applicable boxes given below)

Year Surplus in Rs Deficit in Rs. 2015-16 ------ Rs. 3709695.00 2014-15 ----- Rs. 966578.00 2013-14 ------ Rs. 2049403.00

11. Is there an internal financial audit mechanism?

12. Is there an external financial audit mechanism?

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

Administration

Finance

Student Records

Career Counselling

Aptitude Testing

Examinations/Evaluation/ Assessment


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

monitoring mechanism?

Yes √ No

15. Does the institution have an inbuilt mechanism to check the work efficiency of the non-teaching staff?

Yes √ No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No


16. Are all the decisions taken by the institution during the last three years approved by a competent authority?

Yes √ No

17. Does the institution have the freedom and the resources to appoint and pay temporary/ ad hoc / guest teaching staff?

Yes √ No

18. Is a grievance redressal mechanism in vogue in the institution?

a) for teachers √

b) for students √

c) for non- teaching staff √

19. Are there any ongoing legal disputes pertaining to the institution?

Yes No √

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

Yes √ No

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

Yes √ No

Criterion VII: Innovative Practices

1. Does the institution has an established Internal Quality Assurance

Mechanisms ?

Yes √ No


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

Yes √ No

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

Category Men % Women % a SC 5 9 b ST --- c OBC 8 14 d Physically challenged ----

e General Category 44 76 f Rural --- g Urban ---- h Any other( specify) 1 (NT2C) 1

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

Category Teaching staff Non-teaching staff a SC 12.5% 25% b ST 0% 0% c OBC 25% 12.5% d Women 62.5% 50% e Physically challenged 0% 0%

f General Category 50% 50% g Any other ( specify) VJNT 12.5% 12.5%

5. What is the percentage incremental academic growth of the

students for the last t w o batches?

Category At Admission On completion of the course

Growth in %

Batch I 2014-15

Batch II 2015-16

Batch I 2014-15

Batch II 2015-16

Batch I 2014-15

Batch II 2015-16

SC 60 56 63 71 5% 23.8% ST ---- ---- ---- ---- ----- ---- OBC 62 64 65 70 4.8% 9.3% Physically challenged

---- ---- ---- ---- ---- -----

General Category

66 68 69 70 4.5% 2.9%

Rural ---- ---- ---- ---- ---- ----- Urban ---- ---- ---- ---- ----- ---- Any other- VJNT ( specify)

67 66 70 76 4.4% 15.15%


PART II: THE EVALUATIVE REPORT

Executive Summary Ashoka International Centre for Educational Studies and Research is a linguistic minority institute of Teacher Education established by Ashoka Education Foundation in the year 2008. The SOP, vision and the mission of the institute is obvious through the quality practices offered for excellent teacher preparation. The criteria wise summary of the quality endeavours of the institute is as follows: 1. Curricular Aspects Ashoka International Centre for Educational Studies and Research being an affiliated College follows the curriculum prescribed by the S.N.D.T. University, Mumbai and takes utmost care in its systematic implementation by detailed planning and execution by the teacher educators. Teacher educators attend orientation organized by the University. They participate in work-shops and seminars on various new themes. They try to use different innovative methods to transact the curriculum, delivering it effectively through innovative and ICT enabled teaching and learning practices. The curriculum is enriched by using multidisciplinary / interdisciplinary, value based approach. The curriculum is constantly updated on the basis of the feedback received from the various stake holders. Transaction of the syllabus is through the use of co-operative teaching/ learning strategies, peer teaching/seminars by students and flipped classrooms. Since majority of the students who join the college are from vernacular medium they face difficulty in communicating through English. Hence the college offers spoken English certificate course for their benefit. In order to groom their personality college also offers personality development program. To cater to the needs of the students we have a very strong mentoring program. 2. Teaching-learning and Evaluation All the admissions in the institute are done following the prescribed rules. Eligible and willing candidates are given admission. Various strategies like free CET and ELCT classes are conducted for enhancing the performance of the aspiring candidates. Computer Competency Test, filling up of Personal Bio data is deployed in order to understand the profile of the student-teachers. Teaching and learning is a well designed process which starts with preparation of academic calendar and micro-plans. Adherence to micro plan is evaluated through Monthly Academic Report. To engage the students actively throughout the year, various curricular, co-curricular and extra-curricular activities are planned. Teaching-learning is student-centred, technology-based, and innovative in nature. Being a teacher training institute, Practise Teaching and Internship are the heart and soul of our programme. They are systematically planned and implemented. Demo lessons, workshops, orientation to different skills and models of teaching ensure that students are well prepared to practise teaching in the schools. To enhance the faculty‟s professional

development, many faculty development programs are organized. Students‟ difficulties are addressed through mentoring, meetings with student council and Grievance Redressal Cell.


3. Research, Consultancy and Extension In order to develop research attitude among the faculty, workshops, sessions on research are organized by the institute. Faculty are encouraged to conduct mini projects and participate in workshops, seminars and conferences and present papers there. Institute organizes research orientation for the students and encourages them to participate in research related competitions and conferences. Institution has organized seminars and conferences on issues related to Education. On the basis of areas of competencies faculty are invited by different Educational Institutions to conduct sessions on various topics related to Education. In order to fulfil the social responsibility the institute extends its services to various needy Institutions. It has developed linkages with other Educational and social institutions in the area. 4. Infrastructure and Learning Resources The institution has infrastructure in accordance with NCTE norms. The classrooms are equipped with technology to enhance the teaching learning process as well as to help in organising and conducting co-curricular and extra-curricular activities. The library is well equipped. ICT has been deployed in all the areas such as Academic, Admin and Library. Adequate budgetary allocations are made for the various essential facilities. Efforts are made to ensure a safe and secure environment for faculty and student-teachers by installation of CCTV surveillance, fire extinguishers and efficient security system. The availability of various sports rooms, art rooms, music rooms provide for constructive utilization of leisure time. Regular maintenance of infrastructure is done and feedback is taken from time to time. Perceiving the needs of the trainees, faculty uses modernised approach and electronic gadgets for efficient classroom transaction. 5. Student Support and Progression Ashoka International Centre for Educational Studies and Research believes in students‟

development and their continual improvement and for that it conducts a number of activities for students‟ support and progression. The institute informs the aspiring students about the CET for B.Ed. course and conducts free of cost classes for CET and ELCT and provides guidance and takes mock test for CET and ELCT. After admission, college provides orientation about B.Ed. curriculum (theory and practical). A library orientation session is provided by the librarian. Computer Competency test is given to the students to collect information regarding computer competency and Bio-data is collected from the students to get their personal information. Spoken English classes are conducted after diagnosing their difficulties. Mentor groups are formed and the mentor teacher regularly assesses the growth and improvement in the students‟ preparedness, counsels and guides them for achieving educational excellence. Various sessions and activities are conducted under Personality Development Programme/S.D.P/ Life skills. In order to meet the challenges of a 21st century global teacher, students are provided information about Great teacher


characteristics to understand the best qualities of a teacher. Orientation and demonstration are provided for pre practice and practice teaching. The facilities of training and placement are provided to the students for their future career and development. 6. Governance and Leadership

Institution practices „Decentralized Administration‟ for democratic governance. There is transparency in administration. Decentralization of the leadership is through committee system. There is cordial interaction among stakeholders and administrative members. Welfare measures are introduced to keep the staff motivated. For providing first hand experiences about functioning and management of institutional work, student-teachers are associated with the different institutional committees.

The feedback mechanism is well established in the institute. Initially feedback of the faculty from the students used to be taken annually. Later it was taken twice a year to ensure that faculty gets the chance to implement the suggestions given by the students. From 2015, the monthly feedback is taken. Not only academic feedback but feedback related to infrastructure, library, administration, housekeeping is also taken. Feedback is also taken from Alumni (2012-13), Employer, parents (2015 onwards). Each faculty member is asked to set their goals for the next five years. These goals are for personal and professional development and also for students‟ and for the institutional

development.

7. Innovative practices Major activities are organised under the guidance of IQAC. Quality of Academic Programs and quality of Administration and Financial Management is assured by the cell and also through establishment of ISO from 2015-16. Institute uses good practices such as Spoken English classes, Personality Development programmes, Subject clubs, Reflective assembly and Mentoring. Innovative practice of „Great teacher Characteristics‟ is implemented and evaluated in the institute. Institution sensitizes student teachers to issues of inclusion. It makes provision in the academic plan for students to learn about inclusion and exceptionalities as well as gender differences and their impact on learning. Institute also organises various activities envisioned in the curriculum to create learning environment that fosters positive social interactions, active engagement in learning and self motivation. It ensures the access to the information on organizational performance to the stakeholders and also takes the feedback from various stakeholders.

The institute strives constantly to be a fore runner in quality teacher education programmes and strives to use innovative strategies. It is committed to the process of holistic teacher preparation, social engagement and nation building.


CRITERION WISE ANALYSIS

CRITERION I: CURRICULAR ASPECTS

1.1 CURRICULAR DESIGN AND DEVELOPMENT

1. State the objectives of the institution and major considerations addressed by them. (Intellectual, Academic, Training Access to the Disadvantaged, Equity, Self Development, Community and National Development Issue of ecology and Environment, Value Orientation, Employment, Global trends and demands etc) AICESR is under the aegis of AEF which has the following SOP

A. Statement of Purpose

We are committed and determined to redefine the cause of excellence in Education and implement it through accelerated need based practical oriented process with holistic approach to empower learner for self exploration to become a responsible global citizen with deep rooted ethos of Indian culture and tradition.

Vision Excellence in Education through need based, holistic approach for self exploration and global citizenship without losing the ethos of Indian culture B. Mission The mission of AICESR is to help prepare outstanding educators through innovative teaching learning strategies, skill development and the effective use of technology in an environment that values diversity, individuality, and mutual respect for the free exchange of ideas with an emphasis on service to community. C. Values 1. Promoting Women Empowerment 2. Instilling values and ethics among the students 3. Pursuit of excellence 4. Development of skills and capacity building for global citizenship 5. Attitude building for accepting stewardship of environment

Our Objectives for Teachers Education The objectives of the college are: 1. To provide innovative teacher education

1.1 To provide innovations in teacher education for continuous improvement 1.2 To develop thinking skills among the learners 1.3 To develop the personality of students.


1.4 To be a resource centre in teacher education; a. Provide extension services. b. Provide educational consultancy services. c. Greater collaboration with model school (AUS) 1.4 To make effective use of educational technology 1.5 To develop research skills 1.6 To be more productive through research activities and publication of articles 2. To prepare agents of social change 2.1 To provide value based education 2.2 To inculcate values of community service, national integrity and religious

tolerance in students through various kinds of activities 2.3 To create a sense of ownership for the protection of environment. 2.4 To create awareness about empowerment of woman. 2.5 To apply knowledge of the cultures, policies and practices that need to create an

inclusive school

The objectives are progressive and give importance to the intellectual, moral, social, economic, spiritual, ecological and technological development of the individual and the society. Education at the institute is an evolving process; its objective is continuous improvement in all its aspects. The effective implementation of the objectives is endeavoured in theoretical as well as practical facets of the B.Ed. Course. The curricular and co-curricular activities are planned to fulfil the objectives and enrich them. The major considerations addressed by the objectives are:

Intellectual and Academic: Keeping abreast with the theoretical changes, curriculum, and transactions aim at learner engagement and autonomy. Innovative and participatory methods are used. Self-study and self-directed processes are encouraged through the use of flipped class rooms, constructivism and cooperative learning. Lesson plans are encouraged to be creative and innovative. Research work is promoted in different educational topics. Research culture is strengthened in the institute by organising seminars, conferences, research paper reading competitions, paper presentation and publications.

Use of Technology: Technology has been absorbed in every sphere of theoretical and practical activities. Every class room is equipped with LCD projector. Faculty shares academic calendar, micro plans, lesson notes and power point presentations through common e mail ids shared among the staff and the students. Faculty also uses technology in creative ways. Students are encouraged to use technology for lesson planning, references, conducting co-curricular activities and even in giving lessons, seminars and paper presentations.

Reflection: The institute promotes the attitude of introspection and reflection among staff and student teachers through journaling of various curricular and co-curricular activities. Reflective lesson planning and thinking is inculcated from the very beginning to promote self improvement and intellectual thinking. Students are asked


to reflect on every lesson through the reflective diary provided to them. At the end of every activity, student feedback is taken to judge the usefulness of the activity.

Self- development: Personality development programs (PDPs) are organized to help students achieve their potential. Training workshops in life skills, technology, making creative learning resources and use of drama and art in Education have been included to make teaching learning creative as well as contemporary. Self-development is encouraged with exposure to these activities.

Access to the Disadvantaged and Equity: From the admission process to the classroom grouping, the Institute encourages harmony and fellowship. Students from different strata; those with any socio-economic disadvantage and the differently abled are given equal and equitable treatment. Students are encouraged to help each other, work in small groups with cooperation so that the weaker students are also given opportunities to be participative. Counselling, mentoring are accommodated to understand the students‟ academic and emotional challenges. Community service, an important feature at the institute is conducted as visits to orphanages, hostel for tribal children, homes for elderly persons, school for visually challenged or extension work. This is done with compassion and concern. During Diwali, sweets are collected and distributed to centres working for tribal areas. These activities have sensitised student teachers. Thus, the objective of preparing students to be agents of social change is emphasised, leading to the development of socially engaged citizens.

Value orientation: Every curricular and co-curricular program of the institute promotes values in form of everyday assemblies, lesson planning, everyday teaching, student council activities and even educational visits and excursions. The institute‟s

annual inter collegiate event „Vasantotsav‟ also reflects the social values. The staff

and the students of AICESR were encouraged to attend a Certificate Course on „Value Education‟ conducted jointly by YCMOU and Bahai Academy (2014-15). An in-house two days State Level seminar on „Development of Values and Ethics in

students‟ was attended by all the staff and papers were presented during that seminar. Employment: This is paid attention to at the college. Campus placements and pre-

campus orientation is made available for the student teachers. Preparation for campus interviews is also given importance by organizing sessions on CV preparation, facing interviews, conducting mock interviews, sessions on personal grooming and communication skills.

Global Trends: The institute conducts workshops and organises sessions by inviting resource persons from other universities/countries to give perspectives on latest trends in Education, teaching learning methods, research. The college encourages staff to attend seminars, conferences at the Local, National and International level to keep themselves abreast of latest trends in Education all over the world.

Issue of Ecology and Environment: These issues are absorbed in curricular subjects and even activities like conducting Eco club (2013). Some of the activities of eco clubs are slogan writing, „Best out of Waste‟. The college had participated in „Clean

Nashik‟ competition as a part of that a cleanliness campaign was carried out by the

students in the vicinity of the college, Green Ganapati Visarjan was campaigned for, a rally was taken around giving the message of importance of clean surroundings, paper bags were prepared and distributed to the grocery shops in the area explaining


the need to avoid use of plastic bags, street plays were conducted, school children were involved in the process. They were asked to draw posters; essay writing competitions were conducted for them. Issues related to sustainable development, pollution are always covered during assemblies. Environmental awareness themes were adopted for annual inter–collegiate competitions „Vasantotsav‟. Institution has

green building or eco friendly campus where big windows are present, solar panels are put up and spring loaded stoppers are used to minimise loss of water.

Collaborations: The institution collaborates with the model school on the following basis:

1. The organisation has extended its expertise through rendering a session on Blooms Taxonomy.

2. The institution facilitates the school with human resources in the form of its teachers.

3. For the student teachers, institution conducts demo lessons of various methods. 4. To give exact class like experience, these demo lessons are conducted with the

school students. 2. Specify the various steps in the curricular development processes. (Need assessment, development of information database pertaining to the feedback from faculty, students, alumni, employers and academic experts, and formalizing the decisions in statutory academic bodies) The curricular development is the most important area in teaching – learning process. It is an on-going process that answers the question as to what, why, how, how much and, how to know if objectives are achieved. Curriculum is adopted as per the directions of the SNDT Women‟s University, Mumbai. In the last five years the curriculum has gone

through many changes. There was a syllabus revision in 2014 - 15 which was adopted by the Institute. Again there was a change in the syllabus in 2015-16 when B. Ed. became a two year course. It has moved to Credit Based System with effect from academic year 2015 - 16. This has made changes in the curricular aspects such as the syllabus, curricular, co-curricular activities and even the evaluation system. Apart from the changes and revisions directed by the University, even at the Institutional level some changes were made and following steps were adopted to implement them. a) Need Assessment: Curriculum is developed after a systematic and comprehensive

study of identifying the gaps in the curriculum. This is done by collecting feedback from different stakeholders. (Fig.1.1)

b) Feedback: The feedback is taken from students, management, LMC members, IQAC members, principal and faculty, principals or supervisors of practice teaching schools and the schools where the students are found to have taken up jobs, alumni, parents, community etc.

c) Process and Tools used for Feedback: Periodic evaluation of the Course is done with students through SWOT (2011-12, 2012-13, 2013-14, 2014-15, 2015-16), brain storming during staff meetings, management meetings – MRM, PRM (2015 onwards), LMC meetings, IQAC deliberations, interactions with experts (2012-13).

d) Student concerns are realized through the mentoring diaries, Grievance Redressal Cell.


e) Creation of Database of Feedback: The database of the feedback is built and analysed.

f) Identification of Gaps: Analysis of feedback leads to the identification of weaknesses and maximising the strengths of the institution.

g) Initiatives: On the basis of the identification of gaps, academic developmental initiatives are undertaken by the institute.

h) Recording, Reporting and Reinventing: The analysis of the feedback is reported and communicated to the concerned authorities

Thus, the cycle/spiral of curriculum development is continued for regular improvement and enhancing the curriculum. After the systematic planning, determining the needs and expectations of the society, reviewing the outcomes of the previous years and analysing the feedback of the stakeholders, the curricular aspect is enhanced and transacted so as to live up to the vision and mission of the institute.


Fig. 1.1 Stages of Curriculum Development

Curricular Develpment

Need Assessment

through Feedback

FeedbackStudent

Management

LMC Members

IQAC Members

Principal & Faculty

Principals pf Practice Teaching

Schools

Alumni

Community

Process & Tools for Feedback

SWOT

Brainstorming during staff meetings

Management Meetings

Grievance Cell

Creation of Database of Feedback

Gap Analysis

InitiativesInnovative Teaching Strategies

Small Group

Add on Programs


3. How are the global trends in teacher education reflected in the curriculum and existing courses modified to meet the emerging needs? At the college level, the revised syllabus that included contemporary themes like Peace Education, Human Rights Education, Inclusive Education, Guidance and Counselling Computer Education is accepted. Besides that the global trends in teacher education which emphasise upon synthesis of the soft skills, life skills, technological skills and global understanding are also incorporated. Value based practices are an integral part of all the processes. Global trends are inculcated as follows:

Thrust on Environmental problems was an initiative taken by the Institute from 2013-14 so as to promote understanding of the global problems related to environment.

In 2015-16, students took up the organization of exhibition on the culture of different countries such as China, US, Saudi Arabia, Germany etc. They learnt culture and traditions of different countries in the process.

Research Culture was strengthened by equipping the library with international journals, books on recent research, adding research paper readings, encouraging faculty and student teachers to present papers and publishing them in reputed journals.

Technology embedded curriculum transactions creating common e mail ids, using social media and Learning Management System (LMS) have reflected changes in the curricular aspects. Library software and LAN was upgraded to increase the access to the learning resources. Faculty members and student teachers are encouraged to use Open Learning Resources.

4. How does the institution ensure that the curriculum bears some thrust on national issues like environment, value education and ICT? The syllabus provided by the SNDT University, Mumbai reflects the national issues like environmental protection, sustainable development, life skills, communal disharmony, national integration. The institution also takes concrete steps to deliberate on the same. I. Including Environment in curriculum:

In 2015-16 SNDT University came out with a new syllabus which has a new optional paper of sustainable development. We plan to offer that option. Even before the paper was formally made a part of B. Ed. Curriculum, activities have been organised to lay stress on environmental issues like pollution, sustainable development. College has had competitions like poster making, debates, elocution, best out of waste on themes related to environmental education; experts are invited to orient students about environment issues; role plays are done and students present seminar papers on environmental issues.


The college had participated in „Clean Nashik‟ competition. As a part of that

competition a cleanliness campaign was carried out by the students in the vicinity of the college, Green Ganapati Visarjan was campaigned for, a rally was taken around giving the message of importance of clean surroundings, paper bags were prepared and distributed to the grocery shops in the area explaining the need to avoid use of plastic bags, street plays were conducted, school children were involved in the process. They were asked to draw posters, essay writing competitions were conducted for them.

The inter-collegiate competition „Vasantotsav (2011-12, 2012-13, 14-15, 15-16) has promoted the importance of conservation of water through street plays.

Environment issues are discussed in theme based assemblies. International days such as Water Day, Earth Day, World Forestry Day, World Population Day, Human Rights Day, Biodiversity and the like are celebrated to sensitise students regarding the issues of environment.

In every lesson plan, the student teacher takes up at least one core component from the National Policy of Education 1986, and one of them is Protection of Environment. The student teachers are encouraged to make their lessons more relevant to issues of the environment.

Communication and transaction has become more eco friendly by putting up college handbook and magazine on the college website and common e-mail. Micro plans, notes, PPT‟s are shared by the staff with the students by creating

common email ids. Social media is also used for exchange of ideas and keeping in touch with the alumni for paperless transaction.

II. Value Education Value education is consciously included at the college through all curricular and co-curricular activities. It is embedded in all the administrative, policy making and academic activities of the Institute. The members of the management also play an active role in promoting values. Human Rights Education, Peace Education, Inclusive Education have been a part of the B.Ed. Syllabus in 2014-15. Human Rights Education, Peace Education are a part of B. Ed. Syllabus of 2015-16. To inculcate Value Education among students Total Atmospheric Approach is adopted in the institute. The institution has promoted Certificate course on Value Education for its faculty organized by YCMOU and Baha‟i Academy in 2014-15. All the faculty members attended a two days state level seminar on „Development of Values and Ethics in

Students‟ in 2014-15. Our students visit orphanage, old age home etc to get acquainted with social reality. Values of equity and justice are kept in mind during admission procedure, grouping of the students for practice teaching schools, group discussions and study circles. Student council activities are encouraged to follow democratic and participatory methodologies. Students Grievance Cell is active to instil the value of impartiality and equal hearing. Values of harmony, co-operation, peace and team building are projected in different functions and ceremonies. Team spirit and


sportsmanship is given importance in the student centred activities. Every student of the class is given an opportunity to display her talents and skills thus the values of belongingness, sharing and caring are stressed upon.

a. Curricular Activities: Theory transaction in the regular classroom is done with explicit and implicit value dissemination. The values permeate through the activities of the institute. Lesson plans are deliberately infused with values, so as to promote values through easy and student friendly way. Core components advocating different values are a part of every lesson plan through which reflection and social action is promoted. Workshops are held on value based issues.

b. Co-Curricular Activities: Assemblies are conducted on a daily basis on value based themes. Significance behind important national and international days is emphasised during the assemblies. Student teachers are encouraged to disseminate values through creative ways. Reflection is encouraged in the class for the values deliberated upon. These assemblies are then documented and value based assemblies are compiled. Extension activities, internship, study groups, expert lectures, cultural programs, emphasise on values of co-operation, teamwork and community engagement. Support Staff Day, Constitutional Day are celebrated every year. On Gandhi Jayanti, campus was cleaned in 2014-15. Vasantotsav - Inter-collegiate competitions are planned and organised every year on various social issues and reflective practices. Clothes and Diwali Faral was distributed to the tribal/under-privileged children in 2014-15 activities. All such activities promote value education.

III. ICT

Accessibility to technology: Computers in lab and library, Open learning resources, digitization of the library has motivated faculty members and student teachers to use ICT for accessing teaching learning resources. A common e-mail and college website is used for dissemination of information.

Effectiveness of ICT: Technology is being used in Curriculum transactions, Computers; LCD Projectors are available in each of the classrooms. Research projects include current trends on ICT. Blogs, online resources are used for teaching learning process.

Technology for safety and security: For security reasons, CCTVs have been installed in the college. Biometric system is installed for transparency and objectivity in maintaining records. Dissemination of instructions, information about upcoming events and exchange of ideas is done using ICT.

5. Does the institution make use of ICT for curricular planning? If yes give details.

The faculty members : use search engines to get information and knowledge about their subject. It uses ICT for the preparation of Academic calendar and micro plan of each subject. Year plan, micro plan are shared with students on common e-mail using ICT. Visual aids through computers are planned like Educational videos which are short listed, downloaded for later screening in


classroom. The faculty members keep themselves updated with the latest trends of the academic world by referring online reference books. Faculties share notes, PPT‟s related to their subject through online network.

Institution : makes use of ICT for curricular planning, Term plans, and Time Tables for various activities and workshops are prepared by using computers. Educational films are also shown to the students. ICT is used for communicating with educationists at the local, national and international level. Technology is also used for interacting with teachers of same college or different colleges to share, discuss on curricular planning and to arrive at a common understanding and to clarify doubts. Faculty plans the curricular aspects with the inputs of resources- local and global. This is done via mail, video conferencing system and other communication means.

College Website: is used for sharing academic calendar, handbook, newsletters, magazines, booklets informing and reporting about various events. A common e-mail is used for sharing ideas on academic plans, timetable changes, information regarding upcoming conferences and seminars. Exchange of ideas, providing feedback and suggesting changes regarding curriculum transaction is also done through e-mail. The common e-mail account also helps the student to receive reference materials, reading materials, suggested links, videos and other learning resources.

1.2 ACADEMIC FLEXIBILITY 1. How does the institution attempt to provide experiences to the students so that teaching becomes a reflective practice? The curricular aspect of the Institute focuses on reflection and reflective practices as one of the five elements of the Integrated Pedagogical Model used by the institution stresses on reflection of the experiences of the students and teachers towards more responsible social action. Thus, reflective practice is infused in all the activities of the Institute.

Integrated Pedagogical Model (IPM) workshops are held at the start of every academic year, to acquaint students with the reflective practice of the Institute. It is a way of learning and method of teaching, which has 5 main elements like context, experience, reflection, action and evaluation.

Theory Transaction: The transaction of theory is done in the class by the teacher educators with critical and reflective questions and insights. The student teachers are encouraged to ask critical questions and present their reflections and suggestions in the process. For the theoretical transactions, constructivism, flipped classroom, cooperative learning is used which promote reflective thinking. The feedback received from the students on class room teaching every month nudges the faculty to reflect on their teaching.

Practice Teaching Lessons: Practice teaching lessons follow the format of reflection and action as specified in the IPP. The core components as given in National Policy of Education (NPE 1986) are infused in every lesson. The students are asked to reflect on them and think of ways they can inculcate the


values in their own way. Reflection is a thoughtful contemplation which can lead to social justice and action. Thus, right from the initial stage itself the students are absorbed in the reflective thinking and encouraged to apply it all the different areas of their teaching and learning.

Reflective diary: The teacher trainees are made to review critically and reflect upon the actual classroom experiences after taking practice lessons. Self evaluation is developed in this manner and in the long run it helps to develop flexible teaching style leading to successful transaction of curriculum. The institution provides a reflective diary to the students. The students are expected and trained to reflect on the positives and the negatives of their lesson and write the reflections in the diary. This helps them to avoid earlier mistakes and give better lessons next time. Teacher educators are required to sign these diaries.

Assemblies are conducted every morning on values and on significant national and international days. After every theme input, student teachers are asked to reflect on the theme and share it with the class. This strengthens the value culture and reflective thinking among students. Reflective assemblies are conducted at the end of internship to present their learning and experiences to the class. Moreover, reflective journals are maintained to note down the experiences on the daily basis during these programmes, which are submitted to the Institute.

Enhancing Professional Capabilities : As a part of practical work, SNDT University (2015-16) introduced the Enhancing Professional Capabilities (EPC) in which the student teachers are expected to reflect on each and every aspect after completing the practicum. EPC includes „Reading and Reflecting on Text‟ to

enable students to read and respond to a variety of texts in different ways and also to learn to think together, reflect on what is read. They are expected to give critical comments/reflective thoughts and relate own experiences with the content. „Practising for Constructivist teaching learning‟, „ Drama and Art in education‟

and „ Understanding the self‟ are other titles of practicum where students are expected to reflect.

2. How does the institution provide for adequate flexibility and scope in the operational curriculum for providing varied learning experiences to the students both in the campus and in the field? Academic Flexibility is the freedom to use/design any suitable learning experiences for the students that may optimize learning in the given time frame.

I. Learning Experiences in the Campus: Ashoka International Centre for Educational Studies and Research encourages teachers to try out different methods of teaching, so as to provide student teachers with varied learning experiences. It encourages self learning, peer teaching through seminars so that learning becomes fun, challenges the thinking powers of students.

Learning Approaches: Different approaches like constructivism, case-study, talks by experts, cooperative learning, reflective questions, film clipping, videos, flipped class room, different models of teaching are used. Consortiums and small group discussions are organised for increased participation. As a part of new syllabus (2015-16), Drama and Art are used in Education. Students are expected to create script for dramatization.


They are trained to watch a video, film, Drama and write an appreciation of it. A workshop was organized for the students in the „Use of Drama and Art in Education‟

(2015-16). Action research: The Institute encourages the faculty and student teachers to update

their classroom transaction by encouraging them to conduct action research, present and publish papers on different aspects of teaching and learning.

Teaching and Learning resources: Students are encouraged to make use of the labs and library for learning. Library has open access for the students to browse and make references. There is a good choice of books, journals and educational CDs. Library time is encouraged thus promoting reference, self-study and critical thinking. In addition to that, library timings are extended according to students needs.

Time Table: The academic timetable is flexible to accommodate the curricular and co-curricular requirements of student teachers and the course.

Range of Options in Pedagogic Courses: The institute offers pedagogic courses - special methods in English, Hindi, Marathi, Science, Mathematics, History and Geography. All four optional papers – Peace Education, Guidance and Counselling, Human Rights Education and Inclusive Education were made available to the students (2014-15). After the revision of the syllabus (2015-16), Inclusive Education was substituted by Sustainable Development. The students thus have broad options to choose from to nurture their interest and specialisation. Students are given full freedom to choose a paper of their choice.

Digital Flexibility a. Curriculum transaction: The Institution has provided the flexibility to the faculty

to use technologies in transacting classes by using flipped classrooms, video clips, films etc multisensory techniques as well as open learning resources. In this way student teachers are exposed to variety of ways of teaching and they in turn use technology in the practice lessons to make their classes more clear and effective.

b. Academic transaction: Communication with students is also done through a common email account. It helps to provide reference and study material, information about college, upcoming events. College website provides necessary information through the handbook, academic calendar, faculty, events, and alerts about forthcoming programs.

c. Learning Spaces: The institute makes optimum use of the available infrastructure. Classrooms are used for multipurpose programs like seminars, method classes, optional courses and study circles. The classrooms are spacious, well-lit and ventilated, have easy movable furniture which can promote small group discussions and different activities. There is availability of ample space for indoor sports like table-tennis, chess, carom, scrabble. Adjacent to the library is space for discussions, debates and interactions. A large multipurpose hall is used for Talent shows, programs, seminars and workshops.

d. Employability Opportunities: The Institute provides the students with on campus recruiting opportunities. Schools from different boards (ICSE, CBSE, SSC), are invited to the institute for campus placements. In this way students get a wide array of choice of employability. Moreover, school expectations are conveyed with the help of schools visiting before campus recruitment and giving orientation of


their expectations and demands from their prospective employees. CV writing, mock interviews are conducted by the institute to help student teachers gain experience of an actual interview situation.

e. Flexibility in student council Activities: Students are encouraged to participate in college activities and competitions. They are also motivated to participate in inter collegiate events, competitions. Various activities are planned to display different talents of the students.

f. Parent –Teacher Meet: This gives an opportunity for parents to interact with the faculty and also understand the working of the college. They get chance to air their grievances, come up with suggestions and ideas. This two ways interaction promotes and strengthens healthy relationship between the two.

II. Learning Experiences in the field Visits to places relevant to curriculum like planetarium, Open University, library, Museums, educational excursions, monsoon walks, are effectively used for providing variety in learning experiences. Historical places, farms, around the college are also used for giving immediate experience to students.

Extension Work Flexibility: The extension work also offers for diverse choice between visits to different places.

Practice Teaching Schools: The College offers flexibility in practice teaching schools within its given framework. The students have the freedom to request for choice of school in case of any need.

3. What value added courses have been introduced by the institution during the last three years which would for example: Develop communication skills (verbal and written), ICT skills, Life skills, Community orientation, Social responsibility etc. The value added courses that have been introduced are:

Certificate Course in „ English Language Enhancement‟ has been conducted (2012-13, 2013-14, 2014-15, 2015-16) in the college in collaboration with „Versatile Academy‟ for the benefit of the students who are weak in English.

P. D. P- Personality Development Programme (2013-14) was conducted in which we trained our students in various concepts like SWOT analysis, Goal settings, Smart goals, Self esteem, Handling ego and negativity , Value development through scriptures and Mythological Teachings, Time management.

A course on Life skills (2014-15) was conducted. Sessions on Self realization, Empathy, Problem Solving, Decision Making, Effective Communication, Creative Thinking, Critical Thinking, Coping with Emotion, Coping with Stress, 7 habits of highly effective people, Time management, Leadership were taken.

CET Classes (2012-13, 2013-14, 2014-15, 2015-16) - College conducts free of cost CET training for all the students who will be appearing for B.Ed. entrance test. This training helps the students to gain confidence and score good marks.


TET Classes (2013-14, 2014-15) - College also conducts Teacher Eligibility Test for training the students in the content of TET test. The training helps them to get acquainted with the paper pattern and the content knowledge of different subjects.

4. How does the institution ensure the inclusion of the following aspects in the curriculum? i. Interdisciplinary / Multidisciplinary ii. Multi-skill development iii. Inclusive education iv. Practice teaching v. School experience / internship vi. Work experience / SUPW vii. Any other (specifies and gives details)

Table 1.1 Inclusion of various Aspects in the Curriculum

Sr. No.

Aspect Inclusion in the Curriculum

1.

Interdisciplinary / Multidisciplinary

The process of teaching basically is interdisciplinary /multidisciplinary in nature.

B.Ed. syllabus is always interdisciplinary / multidisciplinary in nature. It has psychological, sociological and philosophical perspectives. On top of that, it (2014-15, 2015-16) has optional papers like Peace Education, Human Rights Education, Guidance and Counselling, Inclusive Education and Sustainable Development which touch and take from various disciplines.

Workshops on correlation of a subject with other subjects are conducted in each method.

Research projects conducted are interdisciplinary in nature and are on topical issues.

Lesson plans are made inter-disciplinary and multidisciplinary.

Faculty Development Programmes bring together faculty from different disciplines. They get a chance to discuss about their research projects, book reviews, and different educational issues from different perspectives. This promotes interdisciplinary perspective of the curriculum.

Every faculty member attends seminars, symposiums, conferences of multi and interdisciplinary nature to get a wider perspective and that is then reflected in the curriculum transaction.

The institute encourages student teachers to think in a diverse environment. It also provides an opportunity to participate in additional courses like Life Skills,


Personality Development Programs and national conferences.

Drama and Art in Education has become a compulsory part of „Enhancing Professional Capabilities‟ (2015-2016). Script writing for a Drama, street play and musical program, watching a video /film / drama and writing an appreciation of it is now an integral part of B. Ed.. Organising an exhibition of traditions and cultures of different countries in the world (2015-16) and preparing and participating in a street play / skit / musical programme / dance is very much parts of B.Ed. promoting inter disciplinary enhancements.

A workshop was conducted by an expert in theatre to enhance the professional capabilities of the staff and students. This helped them to explore their own skills of expressions to make the classroom more participative and lively.

2. Multi-skill

Development Activities like talents day, sports day, various

competitions such as poster making, debate, elocution, essay writing, extempore, mehendi, flower decoration have given students chance to showcase their various talents and skills.

The annual programme Indradhanushya gives chance to the students to dance, sing, mime and compere the programme.

English speaking classes are conducted every year to help students who are weak in English. A pre test is administered to all the students after admission to judge their competency level. On the basis of the test scores students are asked to join the spoken English classes. Usually 40 sessions are conducted by an English Language Expert.

Research related activities are conducted in the college to in order to make students capable of carrying out action research. Students are oriented about the methodology of carrying out research. Faculty guides the students to carry out mini research projects. Research paper reading competitions are held (2013-14, 2014-15 and 2015-16).

A course on Life skills (2014-15) was conducted. Sessions on Self realization, Empathy, Problem Solving, Decision Making, Effective Communication, Creative Thinking, Critical Thinking, Coping with Emotion, Coping with Stress, 7 habits of highly effective people, Time management, Leadership were taken.

Skill of facing interview is taken care of by holding session on „How to face interviews‟. Mock

interviews are conducted and feedback is given to the students.


Personality Development Programme helps in development of soft skills.

3. Inclusive Education

In the admission process of B. Ed., there is 2% reservation for disabled and challenged students.

In the paper‟ Psychology of Development and

Learning‟ (2014-15) there was a unit– „Psychology

of Inclusion‟ that had four sub-units namely - Identification of children with special needs - Need of Special Education - Catering to special education needs - Concept of integrated and inclusive education

Inclusive Education was offered as an optional paper in 2014-15 and as a compulsory paper from 2015-16 at B. Ed.

Visits to centres of special education, school for the blind are organized every year to sensitize the students about children with special needs.

Subjects like psychology of learner had unit on learning disabilities and sensitization towards learning disabilities.

B.Ed. Students are expected to conduct a case study of a child having impairment/ learning difficulty/behavioural problem etc

Five staff including the principal attended a three days „International conference on Inclusive

Education 2016‟. Their knowledge and

understanding of the subject ultimately reaches the students. This has helped to develop the spirit of inclusion in the institute

All this helps students in understanding inclusion. Academically weak students are given extra

coaching, counselling and guidance in carrying out various academic activities. Use of cooperative learning techniques boosts the confidence level of the students

Gifted students are encouraged to participate in various competitions and programmes such as Vasantotsav, Yuvamahotsav, Indradhanushya. They are encouraged to present papers in conferences and seminars.

Parent institute offers scholarships for the meritorious students. Those who are economically weak, are allowed to pay the fees in instalments.

Faculty members pay special attention to the students coming from the rural and tribal areas

Spoken English classes are organized every year to help students who are weak in English gain competency in English

4. Practice Practice teaching is one of the most important aspects of


Teaching B.Ed. Course. It is the practical side of the programme and thus is the first step in application of the theoretical knowledge to the class room situation. Pre-practice teaching: Theoretical base to practice lessons is given; micro, integrated and simulated lessons are conducted; model lessons are demonstrated in different methods; orientation to pedagogical analysis is done. Lesson planning workshop is conducted and guidance is provided in meticulous and rigorous way. Tips on Classroom management, Personal grooming are given. Course on „Enhancement of

Communication Skills‟ is started (2011-2015). Since the B. Ed. Course has become of two years, the syllabus has changed (2015-2017). There is no practice teaching in the 1st semester. Content Enrichment of the school subjects is done. Micro, integrated and simulated lessons are substituted by Courses on „Enhancing

Professional Capacities‟ – EPC 1 and EPC 2 which are carried out in semester I and EPC 3 which is carried out in semester II Under EPC- I, they have „Reading and Reflecting on Text‟

and under EPC- II, they have „Practicing for Constructivist

Teaching Learning‟. EPC- I is conducted through the workshop mode. Orientation and demonstration is given by teacher educators. It is titled as „Reading and Reflecting on Text‟ and includes

practice of five activities in both method subjects by the student teachers.

1. Reading for comprehension and answering questions.

2. Watching media / observation of a web site and preparation of summary.

3. Reading text and participation in group discussion. 4. Searching material and presentation before a group. 5. Reading and Reflecting.

This practical work enables student teachers to enhance their capacities as readers and writers. EPC- II is „Practicing for Constructivist teaching – learning‟.

It is also conducted through the workshop mode. Orientation and demonstration is given by teacher educators for each skill. These skills are :

1. Promoting interactions 2. Conducting group discussions / group problem

solving 3. Providing scope for self expression and thinking 4. Promoting self learning 5. Facilitating understanding

The student teachers have to practice all five lessons of 15-20 minutes duration per skill per subject in peer groups. These lessons give scope to the student teachers to have teacher – student, student – student interactions, use games, simulations, role play, use models of teaching like Concept


Attainment, Inductive Thinking model, Inquiry training. Promoting of self learning is done through preparing self – learning material, slide preparation, observation of pictures, maps, charts, specimens, reading of passages in textbook with set of questions. Student teachers learn how to facilitate understanding of complex/new content through explanation, demonstration or use of audio visual aids. According to NCF 2005 curricular activities are not to be separated from curricular and extracurricular activities. This has significant implications for the role of art, music and drama in education to nurture students‟ creativity and

aesthetic sensibilities. As a part of EPC 3, student teachers participate in the following four activities :

1. Creating a script in dramatisation for content at school level and present it involving school students during internship programme.

2. Watch a video film / movie / drama and write a report including appreciation.

3. Organizing an exhibition on a theme in collaboration with peers.

4. Prepare and participate in a street play / skit / musical programme / dance.

Only after completion of EPC 1, 2 and part of 3 students are expected to have engagement with the field (EWF I) - Practice Teaching and Internship. Model Demonstration lessons by the method masters give the student teachers a clear idea of classroom situation. Orientation to observation and the key performance indicators help the student teachers to focus on the process and skills of classroom teaching. All practice teaching related orientations were conducted. Practice teaching in schools: 20 classroom practice teaching lessons (2012-13, 2013-14, 2014-15) are given by each student teacher, 10 in each method. The lessons are observed by the college supervisor and the peers. The feedback is given by the supervisor, peers and self-feedback is encouraged. The key Performance Indicator sheet gives an idea to the students about their performance and the areas where they can improve. The last lesson in each method is encouraged to be uncoached so the student teachers can be made confident and independent. According to the new syllabus (2015-2017), the students have to give 8 lessons; four in each method in the semester II but during internship and after one week of internship gets over. During that one week, they have to observe the teaching of an experienced teacher of their subject and write a report of observation including self reflection.

5. School Experience/ Internship

Internship is conducted every year. It marks the end of the practice teaching programme. During internship, the student teachers are expected to get firsthand experience of all the aspects of a teacher‟s job. They are expected to assist the

school in different administrative and academic work like


substitute teacher, maintaining records, library and laboratory work, conducting co-curricular activities, sports, assembly, supervision and examination related tasks. They give minimum 6 lessons in each method (2014-15). From the last year (2015-17), internship has become a part of the broad curricular area of „Engagement with the field‟.

It is supposed to be for a minimum period of 16 weeks for a two year B. Ed. Course. In the second semester the students have internship of two weeks during which they have to conduct following activities:

1. Conduct interviews of two experienced teachers, write report including self reflections

2. Observe 2 periods of teaching per subject of two experienced teachers, write report including self reflections

3. Observe school facilities and write report about them

4. Study school time tables, year plan, co-curricular activities etc

5. Study school organization, management of different committees , work distribution etc

The student teachers are also guided to write structured reflective journals for each internship day. The internship is supervised by the teacher educator as well as a mentor from the school and feedback is given. Internship assessment is done on the different categories by the teacher educator. Student teachers have to plan and conduct four lessons per subject in schools under the guidance of teacher educators who evaluate the lessons. Post Internship, every school group shares their internship experiences and reflection in the morning assembly.

6. Work Experience / SUPW

Participation in „Clean Nashik‟ competition helped students

to think of different ways to campaign about the issues related to environment. Taking part in street plays, taking out rally, shouting slogans, urging shopkeepers to use paper bags, involving school students in various activities -- all provided a different kind of experience to the student teachers and gave them confidence to handle such activities in the public places. Socially Useful Productive Work Program encourages students to prepare things using waste material in a creative manner. Here student teachers themselves serve as resource persons sharing their skills with their peers. Students prepare various teaching aids using low cost, recycled material as far as possible Some of the skills like flower making, flower decoration are shared among the students. Besides SUPW, training is given to the student teachers in calligraphy.

7. Any other All round development of the student: Development of the physique ( yoga, indoor sports, outdoor sports) emotions (counselling, student council activities,


grievance cell) intellectual (expert talks, educational visits) aesthetics (talents day, art , literature, dramatics)development is planned.

1.3 FEEDBACK ON CURRICULUM 1. How does the institution encourage feedback and communication from the Students, Alumni, Employers, Community, Academic peers and other stakeholders with reference to the curriculum?

The institution encourages feedback and communication from the different stake holders for the sake of need assessment, gap analysis and curriculum modification. The college has wide range of stakeholders to collect feedback from.

1. Student Teachers: The feedback is encouraged from the students regarding the curriculum and its different aspects through structured questionnaires, open ended questions and online feedback forms. Students‟ suggestion box is also maintained

and suggestions, grievances are regularly addressed (2012-16). Besides this students are encouraged to share their views informally with teacher educators, mentors as well as principal.

2. Alumni: Feedback from the alumni is obtained during alumni meetings regarding their experience of curriculum transaction (2014-16).

3. Employers / Recruiting Schools: Feedback is obtained from the principal or the supervisor of the schools where the student teachers are placed through a questionnaire.

4. Heads of the Practice Teaching Schools: The feedback and suggestions are sought from the practice teaching schools regarding the practice teaching and internship activities. This is done formally as well as informally through teacher educators.

5. Parents Interaction: The institute conducts Parent Teacher Interact program (2015-16) to get views and suggestions from parents/guardians on the planning and implementation of institute activities. Feedback is taken from the parents through formal and informal discussions. Qualitative and quantitative analysis of feedback obtained from them is considered.

6. Local Managing Committee (LMC): The Local Managing Committee has members of the management, College Principals, Teaching and non-teaching staff representatives who discuss the academic and administrative function of the institute. Suggestions and comments are offered by the members on the same.

7. Internal Quality Assurance Cell (IQAC): The IQAC comprising of various member is encouraged to give valuable inputs to enrich the curriculum and the functioning of the institute.

8. Academic Peers: Curriculum feedback is given by the faculty during the in-house staff meetings and also during syllabus orientation at the University level. During deliberations at the seminars, conferences and workshops assessment of the curriculum is done and suggestions are made to improve the curriculum.


2. Is there a mechanism for analysis and use of the outcome from the feedback to review and identify areas for improvement and the changes to be brought in the curriculum? If yes give details on the same.

Yes, the feedback received from various stakeholders is recorded, documented, analysed and classified. The analysis is done using quantitative and qualitative methodologies. The outcome from the feedback is used to identify areas that need improvement and changes are brought about:

1. At theory transaction level, different participatory methods of curriculum transaction are improved.

2. Smaller groups are encouraged in the classroom activities and theory transaction.

3. Practice teaching is made more cooperative, inclusive and relevant to changing needs of the schools and society.

4. More community equity and justice is added to co-curricular activities giving chance to more number of students.

5. Library is better equipped, has open access, timings are made as per students‟

convenience and requirements, journals and reference books are added, digitization of library is done.

6. Technology assisted lessons and application of technology in regular classrooms is encouraged. Infrastructural enhancements are made to facilitate technology enhanced learning.

Thus, the feedback from the different stakeholders is analysed and the decisions are used to improve the curriculum by filling in the gaps in present system.

3. What are the contributions of the institution to curriculum development?

(Members of BOS/ sending timely suggestions, feedback, etc.)

The Principal and the faculty attend syllabus orientation meetings and interact with the other teacher educators to make syllabus clear and enriched.

1.4 CURRICULUM UPDATE

1. Which courses have undergone a major curriculum revision during the last five years? How did these changes contribute to quality improvement and student satisfaction? (Provide details of only the major changes in the content that have been made). B. Ed. has undergone a major change last year (2015-16). The changes are:

1. Structure of B. Ed. Programme: There has been a major revision in the B. Ed. Course as shown below :

a. From one year B. Ed. course, the duration has become two years. b. From the total 6 number of papers earlier (2014-15) the number of

papers is now 12 (2015-17). c. The pattern has changed from annual to semester.


2. Theory: Theory courses have become broader and main names are „Perspectives

in Education‟ and „Pedagogic Courses‟. a. Under Perspectives in Education there are papers like „Childhood and

Growing Up‟, „Contemporary India and Education‟, „Learning and

Teaching‟, Assessment for Learning‟, „Knowledge and Curriculum‟,

„Creating an Inclusive School‟, „Critical Understanding of ICT‟,

„Gender School and Society‟. b. Optional papers „Peace Education‟, „Guidance and Counselling‟,

„Human Right Education‟ are the same as earlier whereas „Inclusive

Education‟ has been substituted by „Sustainable Development‟. This

could be because Creating an Inclusive School has become a core paper now.

c. Subject Methods were called Subject Education (2014-15) and now they are called Understanding Discipline and Subject and its Padagogy (2015-16).

3. Practicum: Micro Teaching, Integrated Lessons and Simulated Lessons have been replaced by courses on „Enhancing Professional Capacities‟.

4. Practice Teaching and Internship: The internship has changed from duration of two weeks to four months and practice teaching is supposed to be carried out during internship itself. It now comes under title of „Engagement with the Field‟.

5. Curriculum Transaction: Teaching learning approaches like constructivism, critical and reflective thinking, and higher order questions, technology embedded transaction have become a regular feature.

2. What are the strategies adopted by the institution for curriculum revision and update? (Need assessment, student input, feedback from practicing schools etc.)

The strategies adopted by the Institute for curriculum revision are:

1. 360 Degree Feedback: Need Assessment of the curriculum is done through interaction with different stakeholders like LMC members, IQAC members, practice teaching and recruiting schools, parents, alumni, students and collaborators.

a. LMC and IQAC members give their suggestions during the review and regular meetings with regards to curriculum revision.

b. Faculty gives critical feedback. c. Students give their suggestions through suggestion box, grievance cell,

interactions with staff, feedback forms which are all democratic and transparent ways of expressing themselves. Student council members meetings are also used to get their suggestions and comments.

d. Staff meetings, Year End review meetings are used as strategies for collecting feedback.


e. Feedback from practice teaching schools and even the recruiting schools is sought to get the employers‟ perspective, their needs, demands and expectations.

f. Feedback is sought from the alumni who are presently a part of the schools and colleges as Principals, heads of department, in-service teachers.

g. Feedback is taken in form of interviews, questionnaire, SWOT, Open Ended Questions and informal discussions.

1.5 BEST PRACTICES IN CURRICULAR ASPECTS

1. What is the quality sustenance and quality enhancement measure undertaken by the institution during the last five years in curricular aspects?

The Institute strives towards quality sustenance by reviewing the previous years‟

academic achievement, stakeholders‟ feedback and the analysis of the feedback. The

factors which help in upholding the quality of the program are faculty development programmes, participatory methods, teaching styles, mentoring, reflective thinking and small group interactions for theory and practice teaching.

Quality sustenance is in tune with the SOP of the Institute. The institute believes that quality is sustained through accelerated, need based and practical oriented process with holistic approach. Quality is not merely a by word but also something to be internalised by everyone. The feedback from the students stresses on the contribution of the teachers towards quality curriculum transaction and the part played by the mentorship programme. To maintain quality and enhance it, Internal Quality Assurance Cell is proactive. The Management, Principal, faculty and the members of IQAC monitor the working of the institute every month through monthly reports, feedback after every event, ISO audits, Management Review Meetings, Performance Review Meetings ( 2015-16 onwards) and make timely suggestions as required.

The quality is enhanced due to the adoption of „Quality Policy‟ as a part of ISO 9001:

2008 certification the institution underwent because of its commitment towards excellence. Institute believes in capacity building of students. Student teachers are empowered with employability skills such as life skills, communication skills, research skills and technological skills. The practice teaching makes students independent and competent to teach in any school with confidence. The spiral of regular feedback from different stakeholders like parents, alumni, school principals and the students, the gap analysis and filling up the gaps through innovations is continued and barriers and limitations are removed, improved or changed under institutionalisation of best practices. For quality enhancement following facets are considered:

2. What innovations/best practices in „Curricular Aspects‟ have been

planned/implemented by the institution?


1. Use of Co- operative Learning - During teaching learning process, co-operative learning is used. Jigsaw, pair and share, Role play etc are used in small groups.

2. Mentoring- Every teacher is allotted with 12-14 students till 2014-15 and 8-9 students from 2015-16 each who become mentees of that teacher. Instead of having a teacher-student relationship they share a special bond called as Mentor - Mentees. The mentor maintain a mentoring diary which starts with the entry marks and throughout the year a continuous effort and follow-up is taken by the mentors for the improvement of mentees. Meetings are held twice in a month on Saturday to motivate and counsel mentees.

3. Spoken English Course – English is an International language and that is why immediately after the admission of the students a pre- test is conducted to diagnose English Language Competency and on the basis of that Spoken English Classes are conducted. Usually it includes 40 sessions by an English Language Expert.

4. Personality Development Program / Life Skills / SDP is our another special feature in which we train our students in various concepts like SWOT analysis and self concept/ Self esteem, Soft skill (creative writing, general reading and power point presentation),Value development (scriptures), Mythological Teachings, Smart goals/ Time management.

5. Computer Literacy Test- In today‟s world you need to be techno savvy, and for

that we take pre- test for checking computer competency among the students. Those who need computer training for them computer classes are organised.

6. Research Related Activities- We make our students‟ thinker, inquirer and for

that we motivate our students to conduct minor action research. They are also appreciated and rewarded for the best research done. Teacher Educators also conducts mini research projects every year. One of our students named Shruti Chandurkar received 1st prize in intercollegiate research competition and in the same she won a trip to Malaysia (2013-14). Our student Snehal Jadhav presented a paper on Mentoring in students led national conference at Mumbai.


CRITERION II: TEACHER LEARNING AND EVALUATION 2.1 Admission Process and Student Profile 1. Give details of the admission processes and admission policy (criteria for admission adherence to the decisions of the regulatory bodies, equity, access, transparency, etc.) of the institution?

Admission process:

Since last five years centralized admission process is followed. The institution follows the process as prescribed by the Government. For the Government category, it is as follows:

Centralized online registration is done by the students for appearing for the CET.

After the declaration of result of CET, eligible candidates are required to fill the preference form. Candidates can give a maximum of 3 institutes as their preference.

According to the merit list, candidates are allotted to the institute in the first, second, third fourth and spot round.

Candidates fill the admission form of the institution

Candidates go through two levels of counselling sessions held in the institution. At the first level forms are scrutinized thoroughly for any anomalies/ discrepancies. At the second level, verifications are done and candidates are given advice on the selection of methods.

It is expressed in the following figure-


Figure 2.1 Centralized Admission Process

College Registration

College Verication and approval by DHE

Online publication of CAP brochure

Student's Registration and filling in online form

Round I of Admission

Round II of Admission

Round III of Admission

Students can change/review/edit option form for round IV

College round of admissions

Submission of admitted student's record for verification to Admission Regulatory Authority by College


Admission Criteria 50% in graduation+ CET and ELCT ( For General Category) 45% in graduation+ CET and ELCT ( For SC, ST, NT Category)

Adherence -The institute adheres to the Government and University norms. Equity -Irrespective of any caste, creed, economic background and age,

admissions are given. Transparency- Follow first, second, third fourth and spot round of admission.

List of students is displayed on the notice board.

Admission Policy: The admission policy of the institution is in alignment with the government policy. The institution is unaided and has a minority status therefore 51% of the candidates from the minority category are admitted by the institution on the basis of the rules and regulations as laid down by the government for minority institutions.. All candidates have to pass the Central Entrance Test (CET) and also need minimum score of 50% at graduation. Exemptions are done as per government rules.

The other 49 % of the seats are filled through the Government centralized admission process. All student teachers have to pass the Central Entrance Test (CET). Those who clear the CET and obtain 50% marks in graduation (open category) or 45% (for other categories such as SC, ST, V.J. – A, NT-B, NT-C, NT-D, OBC, S.B.C.) are eligible for admission. Admission is based on -

Availability of seats according to the methods Subjects at graduation/post-graduation

Medium of instruction

In order to ensure equity in admissions, besides following the reservation policies and ensuring equal opportunities for all, a merit list is drawn based on the criteria as laid down by the Government from time to time.

51% seats are taken admission by Minority candidates. Procedure of taking admission for Minority seats is arranged according to the provision of Maharashtra government. Other 49% seats are filled by Government through online option form by the students. All the necessary documents are submitted in the college along with the admission fee decided by the Fee Regulatory Committee in S.N.D.T. University. From the academic year 2016-17, the admission process is as follows: 1. The candidates who have been allotted the college of their first choice / preference in

the first / second / third round / of allotment and if they do not seek admission by paying stipulated fee applicable in the college of their first choice / preference in the first / second / third round, they will be out of admission process till fourth round. Their candidature will be considered only in the fourth round.

2. The candidates who seek admission in the allotted college in the first round by paying stipulated fee applicable will be considered to have exercised a freeze option.


3. The students, except those, who have been allotted the college of their preference, who do not seek admission in the first and consecutive rounds, will be considered to have exercised float option and stand the chance of betterment in the second and third round as may be applicable.

All the admissions are done with document verification. Finally eligible and willing candidates are admitted. All the necessary documents are submitted in the college along with the admission fee decided by the Fee Regulatory Committee in S.N.D.T. University. The College follows the admission policy which is prescribed by government of Maharashtra (Rules and Regulations for Admission 2006). In order to ensure equity in admissions, besides following the reservation policies and ensuring equal opportunities for all, a merit list is drawn based on the criteria as laid down by the Government from time to time. 2. How are the programme advertised? What information is provided to prospective students about the programmes through the advertisement and prospectus or the similar material of the institution?

Every year Maharashtra government takes the initiative to advertise for teacher education in the state. The advertisement specifies the date of B.Ed. CET centralized examination. It also conveys what are the areas of test content. The details of examination centre, roll number etc. are systematically given to the candidates so that they could write their test conveniently.

Thereafter qualified candidates are asked to go for option filling for the desirable institute. The advertisement generally provides the following information:

1. Admission Process 2. B.Ed. CET dates are given and submitting online entrance test forms 3. Contact number, address, and website details etc.

The Institutional efforts for publicity include-

Brochure Website Banners

News paper Articles Participation in Educational Fairs

Intercollegiate Competition like Vasantotsav Counseling

Radio Short clipping in theaters Social media


Promotional activity by visits to various degree colleges, educational institutions and coaching classes.

Information is provided through Brochure

The teacher trainees are provided prospectus of the institution along with the admission form. It includes the following information:

Information about our parent Institution

Information about the B.Ed. College Objectives of the Programme

Infrastructure facilities Eligibility criteria Contact details

Website address The programmes are advertised on the website, newspapers and even display boards

in which the information is given. The criteria of admission are displayed in the notice board as well as in the leaflet. Merit is maintained according to the rules and regulations. They have to appear in the B.Ed. CET by all means. A panel is constituted to conduct counselling for the candidates. 3. How does the institution monitor admission decisions to ensure that the determined admission criteria are equitably applied to all applicants?

All staff members are oriented to the admission process and the criteria of admission. The admission committee consists of staff members distributed at two levels. The scrutiny of forms as well as counselling is done by the committee. The candidates are then interviewed by the faculty members and the Principal and then the decision is made. The decisions are therefore collaborative in nature in accordance to the norms of admission as laid down by the government. The final admission list is again scrutinized and verified.

The institution involves the whole panel in the admission decision. The decision and guidelines are followed without any prejudice.

Students Documents that are collected by the college-

1. CET Score card 2. Preferential Order form 3. Provisional Admission Letter 4. Graduation Mark List 5. Post Graduation Mark List 6. Non Creamy Layer for O.B.C. candidates 7. Caste certificate for S.C., S.T., N.T. 8. Any other achievement of student 9. Migration Certificate 10. Transference Certificate


11. All affidavits like Gap Affidavit Anti Ragging Affidavit

Fees Affidavit Attendance Affidavit

The documents of each candidate are verified by the members of admission committee according to the rules and norms laid down by the Maharashtra Government. The documents of the eligible candidates are verified by the admission committee which is formed by the institution. Thus, the institution monitors admission decisions and ensures that the admission criteria are equitably applied to all applicants. The institution regularly keeps in touch with the number of seats filled and left vacant. The institution monitors admission decisions. According to the norms of Government of Maharashtra, the head of the institution gives final confirmation of admission.

4. Specify the strategies if any, adopted by the institution to retain the diverse teacher trainees population admitted to the institution. (e.g. Individuals of diverse economic, cultural, religious, gender, linguistic, backgrounds and physically challenged) The strategies adopted by the institution are as follows:

College is allotted with 100 seats sanctioned from NCTE (till 2014-15) and from (2015-16) onwards college admissions are done unit wise as per given by government of Maharashtra 2 units of 50 each. The Linguistic Minority candidates are admitted irrespective of the socio-economic status, culture, religion, linguistic background and caste. The candidates are admitted to the institution through the guidelines and norms of admission policy of the state. All the teacher trainees are equally treated in the college and conducive climate is maintained in the campus. The institute adopts the following measures to retain the admitted diverse student population:-

Individual counselling at the time of admission Induction into the course through orientations on key aspects of the course Heterogeneous grouping for various activities Tutorials Facilities of scholarships Establishment of the Women‟s Cell Anti Ragging Cell Active Grievance Cell Mentoring Helps to find accommodation in hostels in the city if required Suitable campus for physically challenged Parent-Teacher Interact programme to obtain constructive suggestions

Apart from the above measures, the Institution considers the following aspects for diverse students-


1. Economically Diversified Group- Scholarship as per Government norms is given to the students belonging to the

category. A special Ashoka Scholarship for meritorious students is also granted. Beedi Kamgar‟s ward policy.

2. Cultural And Religious Diversified Group

The institution has adopted secular approach in all the practices. All the main festivals of different cultures and religions are celebrated in the institution. The college believes in secularism and celebrates these festivals. The institution mainly celebrates Deepawali, Christmas, Eid, etc. at the college level. Teacher trainees sing a secular prayer daily.

3. Gender Diversified Group As the institution is affiliated to S.N.D.T. Women‟s University, there are only female

student teachers in the institution. Girls‟ common room for girls is provided. There is a cell for Women Welfare. One of the faculty members is the person in - charge of the cell. The problems of girls are discussed with the faculty and solved accordingly.

4. Linguistic Diversified Group Here the medium of instruction is English, and instructions in Hindi and Marathi Languages may be given depending on the need of the student teachers. A Teacher Educator helps Hindi medium students with all the core papers in Hindi.

5. Physically Challenged Group A special provision is made in order to admit and look after such challenged candidates. A ramp is provided at the entrance gate, lift is provided in the campus and seating arrangement fixed. We can provide writer to the special students. So far no physically handicapped teacher trainee has come for admission in our institute. 5. Is there a provision for assessing student‟s knowledge / needs and skills before

commencement of teaching program? If yes, give details on the same. The teacher trainees are admitted through Central Admission Procedure (CAP) in which Common Entrance Test (CET) and English Language Content Test (ELCT) is conducted. This CET is based on teaching aptitude, intelligence and general knowledge of the candidate. In this way, there is a provision of assessing not only the knowledge and intelligence of the teacher trainees, but also their teaching aptitude before commencement of the course.

At the entry point interview the students are assessed for their communication skills, areas of interest, talents and how they will contribute to the institution.

Talents Day is organized in the academic year ( 2012-13, 2013- 14 ), to provide opportunities to students to showcase their varied talents


The psychology lab is equipped with intelligence tests, personality tests, attitude and interest tests, which can be administered on request.

Content Enrichment programme is conducted, which helps to gauge the preparedness / aptitude of the student teacher for the method/s opted.

From the academic year 2012- 2013, personal biodatas are also filled from the students which give information about their beliefs on teaching, learning, ideas about school, curriculum, and teacher training.

At the Institutional Level we conduct following tests-

Teacher Aptitude Test to know the student teachers‟ aptitude for teaching. (

2014-15) Computer Literacy Test to know the student‟s computer literacy level. (Every

year ) 2.2 Catering to Diverse Needs 1. Describe how the institution works towards creating an overall environment conducive to learning and development of the students?

The vision of the institution is „Excellence in Education through need based, holistic

approach for self exploration and global citizenship without losing the ethos of Indian culture‟. Therefore every experience that the institution provides is an attempt to realize

the vision.

Regarding creating an environment conducive to the learning and development of the student teachers, the institute provides the following:

Academic environment Academic environment at the institution is always participatory in nature. The activities like Consortium, workshops, and seminars provide a participatory academic environment. In house „Research paper Competition‟, held during the

years 2013-14, 2014-15, 2015-16 helped student teachers to present research papers. In the year 2013-14, one of our student, Shruti Chandurkar won a trip to Malaysia as a part of 1st prize won by her at the inter collegiate Research paper Presentation Competition. In 2015 – 2016, 53 student teachers presented papers at the National Conference organized by the institute. The faculty members guided the student teachers in this endeavour. Interactive innovative teaching learning strategies are adopted to encourage

greater interpersonal interactions. Flexibility is provided by the institution within the purview of good governance,

where democratic decisions are promoted. There is a free flow of ideas and feedback is encouraged among staff, students and management.

Provision of required infrastructure to the students promotes wholehearted participation in the curricular and co-curricular activities.


Co-curricular activities organized in the Institute such as Talents Day, inter-collegiate competitions, Sports events and many more provide a very vibrant environment atmosphere in the college.

Special cells such as Anti-Ragging and Women‟s Cell help to promote a safe and secure environment for students to learn joyfully.

Assistance in Form Filling for the CET- The Institution offers assistance to B.Ed. aspiring students in filling the CET On-line Exam Form and Preferential Order Form.

CET Training - Every year the Institution offers assistance to the students aspiring to appear for the B.Ed. CET. The topics covered in CET and ELCET training are-

Reasoning Current Affairs Teacher Aptitude Mental Ability General Knowledge Parts of Speech Figures of Speech At the end of the 8-10 day session, a mock test is conducted for the

aspirants. Orientation Programme: The institution starts the session with the orientation

programme. The dynamics of orientation programme leads each individual to know each other; to come closer to one another more over it discloses the ethos of the institution. Through various games and discussions the whole group is led to focus their minds and hearts to become aware of their vocation. Orientation of this sort enables the group to be sociable and to discover the needs of their training. The teacher trainees are made aware of their objectives of being teacher trainees. It is a fitting period to make aware of collective responsibilities to know the syllabus and whole B.Ed. curriculum. The orientation programme helps the teacher trainees to modify and rectify their adjustment problems towards curriculum and their teaching-learning environment.

Reflective Assembly: The day begins with assembly. Assembly consists of prayer, exposition to any theme of importance related to social, moral, intellectual values, followed by reflection over the theme and lastly reading of the International, National and local news and winding up with the National Anthem. It draws the minds and hearts of the student teachers and teacher educators together to explore different ideas, current happenings in the society. A few challenges are thrown by way of asking thought provoking questions. Day Specific Assemblies are also conducted such as Maths Day Assembly, Aids Awareness Day Assembly, etc. This group of 2 student teachers create a union of minds and hearts to make the morning assembly fruitful. Teacher educator‟s role

is to assess their individual as well as group performance. He / she encourages to do better by way of correcting and suggesting some additions to their performance that builds up their self esteem.


Campus of Institute: The institution has developed an adequate campus set up. Clean surrounding and greenery create a pleasant atmosphere. It has multi-faceted dimension of landscape to play and dance on the ground. The institution building is conducive for teachers‟ training programme. The Parent institution runs a school. It has properly ventilated structure which keeps the learning atmosphere healthy. There are sufficient rooms for various needs. The building is well maintained by the institute. All subject labs, play ground are there in the institution.

Classrooms: The classrooms are spacious with a seating capacity of at least fifty teacher trainees. There is a seminar hall which can seat about 100-120 persons. Orientation programme for the teacher trainees takes place in this hall. Each classroom is well ventilated with sufficient natural light. Sufficient number of tube lights and fans are provided in those classrooms. Benches in the classrooms are adult sized and made up of iron and wood and are comfortable to sit. Each classroom is well equipped with a C.P.U., and L.C.D. Projector. All the facilities in the classroom help to keep the environment conducive for learning.

Library: It is well equipped with many text-books, good reference books, periodicals, research journals, and dictionaries. Books are available in English, Hindi and Marathi. It is also equipped with internet connection and PCs for reference. The reading area is adjoining the Library. There are sufficient tables and chairs in the Reading Area. It is well lit and well ventilated. This library provides an inspiring learning environment for the teacher trainees.

Computer Lab: The institution has a well equipped Computer Lab. It consists of 30 PCs and LCD projector. It helps the teacher trainees to develop their skills regarding the use of electronic gadgets, so that they can easily handle these equipments during their practice teaching sessions. Teacher trainees also prepare and use various models, PPT and teaching aids required for the teaching sessions throughout the academic year.

Multipurpose Hall: There is a multipurpose hall available for the teacher trainees to carry various co-curricular activities, cultural programs, annual function and prize distribution. It is also useful to conduct various lectures, workshops, seminars, symposiums and conferences.

Psychology Laboratory: Psychological instruments, equipment and tests are available in the laboratory. The photographs of eminent Psychologists who have contributed in the field of education are also placed in the Psychology Lab. There are Psychology practical prescribed in the syllabus (till 2014-15), for the same necessary equipments and instruments are available.

Educational Visit: Every year educational visit is arranged by the institution. The educational visit widens the perspective of the teacher trainees.

Picnic: Student Teachers are immensely occupied throughout the year. One day Picnic is arranged every year to give them a refreshing break.

Micro Teaching / Enhancing Professional Capabilities (EPC) and Teaching Practice: Since 2015-16 SNDT University has started with set of practicum titled EPC. Before that a detailed micro teaching programme used to take place till 2014-15. The student teachers practice skills. After microteaching/ EPC they go


for practice teaching in different neighbouring schools. The teacher trainees do their internship in these schools.

Community work: The institution conducts community work for the underprivileged students in Orphanage and needy places. To develop affective domain among the students, we have started with extension activities in which our student-teachers have gone to different places like Adharashram (Orphanage), Rachana Trust (Hostel for Tribal school girls), Radha - Keshav home for Elders.

Spoken English Classes: While doing the gap analysis of the student teachers it was observed that they lack the Spoken English communication skills which are extremely important for the teaching profession. Hence the Institution offers spoken English Classes to its students. At first a diagnostic test is conducted and according to the scores the sessions are conducted for the students who are diagnosed with language difficulty.

Student Development Programme: The SDP is considered as one of the most important aspects in student development. In the academic year 2014-15 PDP, life skills was conducted and in 2015-16, onwards SDP was conducted. Various lectures are organised under SDP on different topics.

Guest Lecture: To give extra knowledge to the students guest lectures are carried out.

Health Check up: Health is Wealth. Our students can concentrate in studies only when they are physically fit and for the same we organize health checkup by a team of doctors. Every year the Institution carries out health check up camp for the student teachers wherein a team of Doctors checks the B.P. Lung Capacity Test, Blood Sugar Level, B.M.I., etc. and consultation is done. Expert doctor delivers a lecture on Health related issues.

Subject Clubs: To make the students aware of various ways of popularizing a subject, the subject clubs are formed. They carry out various activities throughout the year. Activities such as quiz, field visit, funny facts, etc. make the subject interesting.

Mentoring: Every teacher is allotted 12-14 students each who become mentees of that teacher. They share a special bond. The mentor maintain a file/mentoring diary/mentoring report which starts with the entry marks and throughout the year a continuous effort and follow-up is taken by the mentors for the improvement of mentees. Meetings are held twice in a month on Saturday to motivate and counsel mentees.

Vasantotsav: An intercollegiate competition is organized by A.I.C.E.S.R. in which students of different colleges of Education participate in various competitions like Elocution, Extempore, Poster Making, Set Induction , Research Paper Reading, Street play, Quiz. Such competition provides platform for the students to meet, perform and learn.

Indradhanushya: Our annual social gathering is called as Indradhanushya in which our students put up a grand show consisting of dance, drama, and skit. Practice teaching schools, other colleges, and parents are invited for the annual social gathering.


Placement Cell: We are proud to be associated with different schools whom we invite for placement. Most of our students who wish to join the world of work are selected and placed in different schools throughout Nasik.

Coding System: Halo effect generally affects evaluation process. To avoid the same we have started coding answer sheets for the internal exams.

Great Teacher Characteristics: In our college we practice Great Teacher Characteristics given by Dr. Maria Orlando. Teachers are motivated to practice all Nine Characteristics one at a time and are evaluated for the same. Teachers orient students also about these Great Teacher Characteristics.

Various Cells: We believe in excellence and to achieve the same we have formed various cells like Women Cell, Environment Cell (2013-14), Grievances Redressal Cell, Anti-Ragging Cell, etc. One of our achievements was winning 1st prize in „Clean Nashik‟ Competition organized by JCI and MNU in which we

received Rs 25,000 as a winning amount. Co curricular activities: The institution organizes variety of activities like

debates, Essay writing, Rangoli, Mehendi Competition, Best out of Waste Competition.

Conducive Environment for Learning-The institution is situated in the heart of the city free from pollution. It is green and with ample vegetation having the facilities of drinking water, washroom, indoor games facilities, playground, cafeteria, mess, hostel, Botanical garden and garden in the campus. All these facilities create positive energy among the teacher trainees as they try to excel in the curricular transaction process.

All the above mentioned points are helpful in creating over all environment

conducive to learning and development of the students. Also the teacher educators and teacher trainees make the environment rich and conducive for learning and development. So, there are curricular as well as co-curricular activities for the students for creating over all environments conducive to learning and development of the students. 2. How does the institution cater to the diverse learning needs of the teacher trainees? The institution caters to the diverse need of the learners in the following manner:

Innovative teaching learning approaches such as constructivist approach, cooperative learning, case study, film reviews are used in the class. Technology based teaching, discussion forums, are also conducted. This ensures a challenging and novel approach to tech-savvy students. Moreover the other students also get an opportunity to learn to use technology based teaching.


Content Enrichment workshops are conducted during method classes to equip the learners with the diverse areas of content knowledge required to teach their subjects.

The lesson coaching/guidance is done to ensure proficiency in content as well as methodology. The faculty members also guide student teachers on the selection, preparation and the use of instructional materials for the lessons. Intensive guidance is provided for Action Research projects

Experts from various fields are invited to provide different perspectives to issues. Visits to educational sites encourage experiential learning.eg: Visit to Artillery Centre, Planetarium, museum etc.

Theme Based morning assemblies allow student teachers to overcome their inhibitions and present their views in creative ways. This helps to promote reflective practices and to instil confidence and develop their communication skills and self-esteem.

Participation in Extension Activity sensitizes student teachers to the diverse educational needs of different types of learners. Thus this experience helps to facilitate cognitive and affective development of the student teachers.

Sports events are organized wherein student teachers participate at various athletic events and develop team spirit. In 2013-14, students participated in inter – collegiate competitions.

The annual Intercollegiate Competitions for Colleges of Education and Junior Colleges in Nashik is hosted by the Institute; „Vasantotsav‟ provides a platform

to the student teachers to understand the organization of such event, to participate in it and to meet and exchange ideas with each other. The event provides opportunities to student teachers to utilize their talents and participate wholeheartedly without inhibitions.

Student Council arranges various celebrations and events in consultation with the class, thus creating opportunities for all student teachers to come together. Some of the activities of the student council that cater to the diversity of student teachers are talent‟s day (2011-12 and 2012-13), cultural celebrations, excursions and picnics.

A number of electives are offered to the student teachers to make it more choice based.

Language Diversity

Spoken English programme is organized by the institution. Bilingual method is used in the class in the teaching-learning process (if

required) and study materials are provided according to their needs in bilingual form.

Hindi Teacher Educator takes special efforts to make students understand the different subjects.

Capability Diversity


• Slow learner and gifted students are provided extra attention during mentoring. ABC analysis of students is done in the beginning of the semester and accordingly actions are taken for the upliftment of each student by the Mentor. • Various teaching methods are applied in the classroom such as-Brainstorming, Co-operative, etc. • Remedial Classes are also organised for the students. • All the Electives are made available in the institute, so that student teacher can select electives of their choice. Skill Diversity

The Computer Literacy Test is administered in the beginning of the Semester and the student‟s computer skill is assessed. The students who are good at computers are

appointed as monitors. They in turn help their peers to learn the skills. The co curricular activities are taken considering various types of intelligence for eg. Quiz, Essay Competition, Poster making Competition, Extempore, Research Paper Presentation Competition, Best out of Waste Competition, Flower Decoration Competition, etc. 3. What are the activities envisioned in the curriculum for teacher trainees to understand the role of diversity and equity in teaching learning process? Understanding diversity and equity in the teaching learning process is promoted in the following ways: 1. Daily assemblies on different themes / values with reference to personal, national and international levels to sensitize student teachers about diversity. 2. Practice teaching program spread out in different schools gives a chance to experience diverse learning set up and diverse learners. Student teachers also develop skills to cope with this diversity. 3. The theory has papers like Teaching Learning Process, Current Concerns and Trends in Education and Inclusive Education. This provides the theoretical input to the student teachers regarding individual difference among learners and their educational implications. Student teachers are made aware of learning styles, multiple intelligences, IQ and such other diversities. 4. Most of the B.Ed. curriculum is focused on understanding the role of diversity and equity in teaching learning process

Table 2.1.A Theory Courses Catering to Diversity and Equity

Before the Academic Year 2014-15 Sr. No. Subject Learning Experience

1 Teaching Learning Process The paper deals with the psychological aspects of Teaching and learning.

2 Current Concerns and Trends in Education

The paper focuses on issues


of concern and trends of the contemporary Indian society with respect to education.

Table 2.1.B

Theory Courses Catering to Diversity and Equity For the Academic Year 2014-15

Sr. No.

Subject Learning Experience

1 Understanding and Managing System of Education

Gives knowledge about the Educational thinkers, schools of thoughts, various isms, and the sociological base of education.

2 Contemporary Issues and Concerns in Education - Any one to be selected by students

- Human Rights Education - Peace Education - Guidance and Counseling - Inclusive Education

The electives were introduced keeping in mind the varied interest areas of the learner.

As per the directives of N.C.T.E., the B.Ed. became a two year course from 2015-16

and hence the syllabus changed once again.

Table 2.1.C Theory Courses Catering to Diversity and Equity

From the Academic Year 2015-16

Sr. No.

Subject Sem. Learning Experience

1. Childhood and Growing up I Deals with the units such as Learning and Motivation, Intelligence and Creativity, Exceptional Children, Individual Difference, Personality etc. are incorporated in the curriculum.

2. Language across the Curriculum

I Linguistics and Phonetics is focused in the paper.

3. The Two Subject Education I As per the graduation of the candidate, two methods are selected.

4. Contemporary India and Education

II Various basic concepts in relation to society, social interaction, social barriers, various philosophers and their philosophies are discussed.

5. Learning and Teaching II Psychological bases of learning

6. Assessment for Learning II Evaluation as per various domains 7. Knowledge and Curriculum III Curriculum framing methods, Concept of

curriculum is given more importance.


These theory papers lay the foundation and theoretical background with respect to diversity and equity in the teaching learning process.

Since 2014, each theory paper has 2 assignments which are useful for the teacher trainees to understand the role of diversity and equity in the teaching learning process.

Table 2.2.A

Practicum and Practical Courses Before Academic Year 2014-15

Sr. No.

Practicum Learning Experience

1. Microteaching and Integration Lesson

Orientation and demonstrations of skills to be given by lecturers. Lesson planning and teach-re teach cycles of five microteaching skills per subject should be conducted. The Institution oriented 8 skills to the students. One integration lesson of 15 minutes duration per subject should be conducted.

2. Evaluation Workshop General orientation of evaluation approach, content analysis, objectives and specification and learning experiences is given.

3. Simulation Lessons Three simulation lessons of 30 minutes duration per subject should be conducted. Total six simulation lessons are to be conducted.

4. School lessons Student has to take 12 lessons (6 /school subject)

5. Reflective Diary The students have to write reflective diary after each lesson.

6. Lesson Observation Students should observe five lessons of classmates.

7. Internship and study of the school

internship of continuous 2 weeks in school- Block teaching performing other responsibilities of a teacher Study of a school system

8. Research project Research project can be a survey or an

8. Creating an Inclusive School

III Inclusive School

9. Critical Understanding of ICT

III Application of ICT in enhancing teaching learning process.

10. Gender, School and Society IV Sociological aspects of Gender, School and Society are discussed.

11. Optional Courses: Peace Education/Guidance and Counselling/Sustainable development/ Human Right Education

IV The electives are designed keeping in mind the varied interest areas of the learner.


experiment or document analysis study on small scale. The students have to submit handwritten report of about 8 to 10 pages including title, objectives, need of research project, tools used/program developed, data obtained, analysis of data, conclusions and educational implications.

9. Psychology experiments

Total 5 experiments in all are to be conducted which include experiments to be conducted in college and to be conducted on school students.

10. Working with community

Each student should work for five clock hours for community.

11. Educational Visits and Reports

Every student should participate in two visits and brief report should be submitted.

12. Tutorials Four tutorials are to be written by students 13. Case study of a child One student is to be selected consulting any

school teacher. The students may select any child having impairment / child having learning difficulty/ child having behavioral problem/ gifted child/ creative child/ under achiever

14. Two seminars Every student has to participate in two seminars/presentations, one in large group and one in small group.

15. Computer project + Practical Examination

o The project is to be done by a pair of student teachers. Both of them will select a topic of their mutual interest. It may be related to the school syllabus or suitable to the enrichment of knowledge of the students.

o Practical examination of at least two hours duration will be organized by the college to test the computer skills mastered by the student teacher.

16. Individual project/ exhibition

Each student has to select any topic of her interest for project or portfolio.

17. work experience Any one project from the following- Computer Graphics/ Non- projected graphics / Kitchen gardening and nursery development / Creative Applied Art to be done.

Apart from Microteaching, Practise Lessons, following other practicum were added in the year 2014-15.


Table 2.2.B Practicum and Practical Courses For the Academic Year 2014-15

Sr. No.

Subject Learning Experience

1. Development of Life Skills

The student teachers are supposed to take active participation in the two day workshop on life skills organized by the institute.

2. Development of ICT Skills

The student teachers should complete a computer project for developing ICT Skills

3. School Experience (Internship)

a) Learning various duties and responsibilities of a teacher and school

b) Practicing educational transaction through under guidance of teacher from School

c) Development of students and understanding functioning of a school

d) Understanding planning and continuous comprehensive evaluation

4. Seminar Every student has to participate in one seminar /presentation in large group. The group of students should prepare for a topic related to any subject from current Concerns/ new trends or any topic related to education.

As per the directives of N.C.T.E., the B.Ed. became a two year course from 2015-16

and hence the syllabus changed once again.

Table 2.2.C Practicum from the Academic Year 2015-16

Sr. No. Subject Sem. Learning Experience 1. Reading and

Reflecting on Texts

I Gives scope for the student-teacher to study various medium for enhancing own knowledge.

2. Practicing for constructivist teaching-learning

I The part focused on the constructive teaching aspects.

3. Drama and Art in Education

II In this curriculum there are parts like getting knowledge about the things and things related to teaching, facts and knowledge. They get other knowledge too besides bookish knowledge.

4. Practice teaching and Internship

II Practice teaching program gives the teacher trainees an opportunity to apply their knowledge regarding the diversity and equity, which is gained in the classroom. While teaching, they find out the diversity in the


classroom and try to create equity through the teaching learning process.


III 8 weeks school experience with different activities.

6. Research Project III Research related to some educational problem is carried out.


IV 6 weeks school experience with different activities.

8. Learning to use computer in education- Computer Project

IV Computer literacy is greatly important and the paper gives importance on ICT applied in education.

9. Seminar IV Seminar Presentation gives a chance to students to develop confidence to present in front of others.

10. Educational Visit IV As per the University guideline 2 visits needs to be organized.

11. Preparation and submission of a port folio

IV Port folio has to be prepared by the students.

Besides this, various assignments, and activities conducted under the Extension

Activity/working with community are useful for the teacher trainees to understand the role of diversity and equity in the teaching learning process.

4. How does the institution ensure that the teacher educators are knowledgeable and sensitive to cater to the diverse teacher trainee needs? The institution ensures that the faculty members are knowledgeable and sensitive to cater to the diverse teacher trainee needs by the following ways:

Qualified and competent teachers are selected through proper selection procedure of college. The experts of the selection committee select the lecturers by testing their knowledge and sensitivity to cater to the diverse teacher trainee needs.

Our faculty members participate in the professional development program like seminars, conferences, workshops, at local, regional, national and international levels and gain the knowledge useful for catering to the diverse teacher trainee needs. This keeps them updated regarding new trends and contemporary issues.

Some of them also participate in these professional development programmes as resource persons and disseminate the knowledge. The institution encourages teacher educators to share their expertise with schools and other professional institutions. This helps the teacher educators to revisit their expertise in the context of diverse learner needs.

Attending refresher courses, orientations and also independent courses help teacher educators keep abreast of recent developments in the profession.


Observation of the Classroom Teaching is done by Coordinator, Principal and other heads of the Institution.

Yearly, Faculty appraisal is carried out.

The institution ensures that the teacher educators are knowledgeable and sensitive by taking regular feedback from the students and from 2015-16 monthly feedback is also taken.

Faculty is asked to prepare and adhere to 5 years career plan to encourage them to update their knowledge, get better qualified.

The institution follows the Nine Characteristics of Great Teacher. These characteristics are practised and assessed.

Subject Commitment is given in the beginning of the semester and is verified with the final result.

Mentor Commitment for mentee is given. Monitoring is done in which one of the important tool is mentoring diaries.

Intensive Faculty Development Programme is carried out since last 4 academic years.

June 2012- Four day workshop on Constructivism and co-operative learning.

June 2014- Six day rigorous workshop on Research Methodology June 2015- Six day workshop on various life skills as per faculty Gap Analysis. June 2016 – Three weeks of orientation program for new faculty

Constant professional up gradation is encouraged in the institution. During the process of curriculum transaction, an attempt is made to be sensitive

to diversity by having a participative curricular transaction and inviting participation from maximum student teachers.

Apart from these intensive FDP Programmes, the institute is striving throughout the year to develop the faculty by arranging guest lectures, Excel Training, STEM Training, etc. 5. What are the various practices that help teacher trainees develop knowledge and skills related to diversity and inclusion and apply them in classroom situations?

The various practices that help teacher trainees develop knowledge and skills related to diversity and inclusion and apply them effectively in classroom situations: The institution takes efforts to help the teacher trainees to develop their knowledge and skills related to diversity and inclusion. It also takes efforts to provide opportunities to the teacher trainees for applying this knowledge and skills effectively in classroom situations. The efforts are as follows: - 1. Providing knowledge through theoretical component:

Through the theory components of the curriculum, the knowledge regarding diversity and inclusion is provided to the teacher trainee-teacher in Course I of the B. Ed syllabus. It is useful for developing the knowledge. Sometimes experts are invited to deliver lectures for the same.

2. Providing knowledge through practical component: -


The knowledge regarding diversity and inclusion is provided to the teacher trainees through practical assignments and visits related to the theory course I, II, III and elective course IV. The institution also organizes visits to various special schools such as schools for visually impaired, schools for slow learners and orphanages to get first hand information and experiences regarding diversity and inclusion.

3. Developing skills through demonstrations given by teacher educators and teachers: - The teacher educators develop the skills of teacher trainees regarding the diversity and inclusion through live demonstration during their teaching sessions, microteaching and simulation lessons with teacher trainees. Our teacher trainees observe the lessons of school teachers and peer group members through which they get an idea about the proper interaction with diverse learners.

4. Actual use of knowledge and skills: The knowledge gained and skills acquired by the teacher trainee are used in the classroom situations during practice teaching and internship. In this way, the teacher trainee gets an opportunity to apply the required knowledge and skills. Beside this, teacher trainees observe the schools during the practice teaching and internship. They also observe the infrastructural facilities provided to the special children.

5.Other Efforts Workshops on Instructional Materials, Constructivism, etc. equip the student teachers to devise teaching learning resources that would cater to diverse learners. Extension activity conducted by the institute provides valuable insights regarding the lives of deprived. In the year 2015-16, college has oriented students about 5E Model. Students in their practice teaching follow it. The practice lays emphasis on the planning experiences based on the context of learners. They are encouraged to know the learning styles and learning difficulties of the learners in order to tailor their teaching to suit their needs.

2.3 Teaching Learning Process

1. How does the institution engage students in “active learning”?

The curriculum of the college keeps learners actively involved. The academic calendar of the college also is designed to keep students active learners.

Following is the list of attempts that the college makes to keep students active learner

1. Teaching- Learning Process a) Teaching-learning process takes place with the help of different

methodologies like flipped class room, role play, cooperative strategies, constructivism, CAM, questioning, which enables students to be actively involved.

b) Students are motivated to prepare seminars, presentations on different topics which also enable them to be actively involved.

c) Small group discussions, brain storming also helps to keep students actively involved in the teaching- leaning process.


2. Practicum Student teachers have to execute number of lessons which are followed by feedback mechanism by self, peer and teacher educator for improvement for the next time. Student teachers try to bring improvement in the further lesson on the basis of feedback received. Therefore, students remain active in this learning process.

3. Educational Visits Educational visits give students first-hand experience. At the same time they develop students‟ sensitivity towards various social issues, make them aware of

different types of Educational institutions. 4. Club Activities

Various Method related clubs are organized giving students opportunity to plan and conduct various activities like Quiz, Elocution, Extempore etc.

5. Student Development Program Numbers of sessions are planned under Student Development Program to develop personality of the students and to equip them to become better teachers. These sessions range from Stress Management, Effective Communication, Seven Habits of Highly Effective People, and Empathy etc. Students are asked to maintain portfolio for the same.

6. Co- curricular Activities a) Throughout the year, the college engages the students in organizing and

participating in various co –curricular activities which enable their all round development.

b) The co- curricular activities include celebration of various important days such as International Yoga Day, International AIDS Awareness Day, intercollegiate competition like Vasantotsav, Annual Social Gathering Indradhanushya, Cultural Week, Guest Lectures, Elocutions, Essay writing and Sports Day.

7. Learning Resources a) A well-equipped library is a unique feature of our college. In library, various

reference books, encyclopaedia, reports, surveys, dictionaries, text books, periodicals, journals, newspapers in English, Hindi and Marathi languages are available.

b) Besides these resources, offline as well as online resources are also available in the library. The offline resources include CDs on various subjects. The online resources include the availability of internet connectivity in the library and separate computer laboratory.

8. Individual Projects Students are motivated to choose topic on their own for computer projects, Non Projected Graphics and individual projects. Sufficient time and guidelines are provided for the students to complete it effectively. These are indeed good activities to keep students active in learning.

9. Research Work and Case Study a) Students are oriented about Research Work and Case Study which they

execute during internship period in schools (up to year 2014-15).


b) Research competitions are organized in house to develop research attitude among students. Students are also motivated to take part in intercollegiate research competitions and for action research.

10. Extension Activities Under extension activity students visit various institutions like orphanage, home for elders, home for tribal girls. Various activities are planned and conducted in such institutes by students like teaching of science and maths with the help of games, teaching English grammar with fun.

2. How „learning‟ is made student centred? Give a list of the participatory learning activities adopted by the institution and those, which contributed to self- management of knowledge, and skill development by the students?

College believes in student centred learning which can be evident through number of activities shown below:

Table No: 2.3 Participatory Learning Activities

Sr. No.

Contribution towards Activity

1. Self- Management of Knowledge

Micro plans provided with reference books,

handouts provided with handouts in the

beginning access to broadband internet Library periods Seminars subject clubs conduct mini research Assignments Computer Projects Book Review Writing Competition

(2015-16) participation in excursions and visits

2. Skill Development Personality Development Sessions

(2013-14) Life Skill Sessions (2014-15) Student Development Program

(2015-16 onwards) Spoken English classes CET Classes and TET Classes


3. What are the instructional approaches (various models of teaching used) and experiences provided for ensuring effective learning? Detail any innovative approach/ method developed and used.

Teaching- learning process is given utmost importance in the curriculum. Micro plans reflect the use of different models of teaching.

To create awareness and to motivate teacher educators to use different methodology various trainings are organized for e.g. a workshop on cooperative learning and constructivism was organized for them in (2011-12).

Teacher educators make use of different instructional approaches like Role Play, Concept Attainment Model, Inquiry Training, Advance Organizer Model, and Inductive Model. 5 E Model of teaching (2015- 16) was also introduced for the students. Teacher educators also make use of cooperative strategy and follow constructivism in their teaching to ensure effective learning.

Flipped Class room is being used to make students effective learners. (Since 2015-16)

Fig. 2.2 Flipped Classroom Model

4. Does the institution have a provision for additional training in models of teaching? If yes, provide details on the models of teaching and number of lessons given by each teacher trainee.

Yes. The college provides orientation and demonstration of different models of teaching under different families of models such as Information Processing Models, Social Interaction models, and Personal Development models to the student teachers. This process starts with orientation of simulated lessons. Students are oriented about different models of teaching which include Advance 0rganizer Model, Concept Attainment Model, Inductive - Deductive Model, Communicative Approach, Role Play and Inquiry Training Model. Each orientation is supplemented with Demonstration lessons in two methods and model lesson plans. Each student gives lessons using different models of

BEFORE

•Students provided with study material at home

• References, notes, ppts

DURING

•Students participate in class room activities

• Mostly in groups

AFTER

•Students check their understanding

• Share their learning


teaching. The number of lessons given by each teacher trainee using models of teaching has changed over different years.

5. Does the student teachers use micro-teaching technique for developing teaching skills? If yes, list the skills practiced and number of lessons given by each teacher trainee per skill.

Yes. The student-teachers use microteaching techniques for developing skills (upto2014-15). Micro teaching plays a significant role in developing teaching skills in college curriculum. The cycle of micro teaching begins with orientation of Micro teaching process as a whole. Orientation of each skill of micro teaching is done and is followed by demonstration by teacher educators in two different subjects. There are 8 different teaching skills which are orientated with demo to the student teachers, namely, Set Induction, Stimulus Variation, Black Board Writing, Probing Questioning and Illustrating with Examples, Explanation, Reinforcement, and Closure. After orienting the teacher trainees with each of the microteaching skill techniques, every trainee is required to give lessons for the development of the micro skill. The cycle of teach and re teach is followed. The feedback is three pronged self, peer and teacher educator. Constructive feedback is emphasized along the components of the skill. There are 5 different micro skills which are practiced by student teachers in their methods namely, Set Induction, Stimulus Variation, Black Board Writing, Probing Questioning, Illustrating with Examples. The student teachers are also exposed to the skills of Explanation, Reinforcement, and Closure. Students are provided with model lesson plans of micro skills. In all minimum 10 micro lessons are given by each student. The micro teaching stage culminates with the input and practice of integrated lessons wherein each student teacher presents a lesson of 15 minutes.

Note- As per the revised syllabus of S.N.D.T University Micro teaching is not a part of the curriculum from 2015-16. Micro teaching is replaced by EPC Practicum.

6. Detail the process of practice teaching in schools (Lessons a teacher trainee gives per day, lessons observed by the teacher educators, peer/ school teachers, feedback mechanism, monitoring mechanisms of lesson plans, etc.)

Details of the Practice Teaching -

Practice teaching is the heart of the teacher training course, so lot of importance is given for effective conduction of practice teaching. The following steps are practiced in the conducting of practice teaching lessons:

I. Pre – Practice Teaching Phase: A. Planning: The staff members discuss at the planning meetings the scope and

conduction of the practice teaching program. All the parameters of the practice teaching are deliberated upon. All staff members are given charge of specific schools and students.

B. Acquiring Permission: Student teachers go to allotted practice teaching schools along with staff members to acquire permission. Student teachers collect the basic data about the school, its details such as timing, contact details, names


of HMs and the school time table. They ask about the place which they can use during practice teaching, the supervisor or the teacher in charge from the school with whom they can coordinate practice teaching program.

C. Grouping: Student teachers are grouped keeping in mind their methods and also their place of residence.

D. Induction: In this phase the following steps are followed: 1. Orientation to Practice Teaching: The staff-in-charge of the Practice

teaching program orient the student teachers and explain to them the significance of the practice teaching program as well as the demands and responsibilities of the program. The student teachers are oriented to the objectives of the practice teaching program and the practice teaching schools with which the institution shares a strong rapport and long standing relationship.

2. Orientation to Timetable Preparation: The student teachers are oriented to the preparation of the practice teaching timetable according to their methods and classes (6th - 9th). The timetable prepared helps them to collect the units of their choice and the requirement of the course. The timetable includes the lesson preparation time and feedback time.

3. Orientation to Lesson Planning: A workshop on lesson planning following the Integrated Pedagogical Model is conducted, and student teachers are asked to follow the same with some flexibility for innovative lessons. Student teachers are oriented to the core components given by NPE 1986, in order to enable them to include them in the lessons.

4. Orientation to Observation of Lessons and Feedback Mechanism: Student teachers are provided the guidelines for observation of lessons and trained to give qualitative feedback on the different aspects of the lesson plan. They are also required to observe the lessons along the key performance indicators on the rating scales provided.

5. Enrichment Workshops: Various workshops are conducted to equip student teachers with the skills necessary to teach effectively. Some of the workshops conducted are as follows:

Integrated Pedagogical Model Instructional Materials Preparation Instructional Objectives and Specifications

Correlation Maxims of Teaching

Constructivist Approaches Communication skills

Classroom Management Grooming and Image building

E. Demonstration Lessons: These lessons are conducted by the teacher educators. The demonstration lessons provide a model for student teachers to emulate, in terms of real classroom situation, student teacher behaviour, teaching-learning


experiences and classroom management. Student teachers are required to observe and provide qualitative feedback on the different aspects of the lesson plan as also along the key performance indicators.

F. Collection of Units: Student teachers prepare the timetable for their respective schools. Student teachers are trained to coordinate with the school teachers and collect units according to the timetable prepared.

G. Process of Preparation for Practice Lessons : Process of Preparation for Practice Lessons includes-

1. Lesson Plan Preparation: Student teachers prepare lesson plans based on their units selected and the inputs provided to them during the induction phase.

2. Lesson Coaching/Guidance: Student teachers are allocated two coaches/guides one each for each of their method for lesson planning. Student teachers have to prepare their lessons in advance and then submit it to the coaches. The lesson plans are finalized by the respective coaches along with the student teachers. Inputs and insights are provided regarding the online and offline references, teaching-learning resources, and innovative teaching and evaluation strategies.

3. Collection of Instructional Materials: The student teachers use instructional materials. They are also encouraged to make customized learning resources according to the context of their lesson.

II. Practice Teaching Phase: A. Lesson Presentation: The student teachers are mentored and motivated to give

their best performance in their lessons. The student teachers use the finalized lesson plans approved by their respective guides.

B. Observation and Feedback: The teacher educator, the peers observe and provide feedback to the student teachers. Observation is also done by the peers who write the observations in observation booklet. School teachers are often asked to observe the lessons given by the student teachers. They also give their input to the student teachers. The strengths and areas of improvement are highlighted through oral and written feedback. Student teachers are encouraged to constantly reflect on their performance. School teachers are also encouraged to observe the lessons and provide constructive feedback to the student teachers.

C. Monitoring Mechanisms: Student teachers are instructed to collect their units in advance to enable them to prepare and submit their lesson plans at least two working days prior to the actual day of the lesson. Lesson plans are checked for quality, accuracy and authenticity of content and methodology. Content and new methodologies are discussed in coaching sessions. In the practice teaching schools, student teachers are asked to report half an hour before the commencement of the day‟s practice teaching. School group leaders maintain an

attendance muster. Punctuality and accountability are emphasized upon throughout the day. The observation books of the student teachers are signed by the teacher educators on the same day, after the peer observation, in order to ensure regular recording of observations. Each student teacher is expected to


write analysis of each lesson given in the reflective diary. Semester wise record checking is done.

Following are the practice teaching schools used over the last 5 years.

Table 2.4 List of Practice Teaching Schools

Sr. No. Name of Practice Teaching Schools

1. Ashoka Universal School, Wadala 2. Ashoka Universal School, Chandsi 3. Holy Flower School 4. Jairambhai Bytco School 5. St. Philomena Convent School 6. V.N. Naik School 7. Anand Rishi School 8. Kendriya Vidyalaya, I.S.P. Branch 9. Podar International School 10. Vidya Prabodhini Prashala 11. Guru Govind School 12. Cambridge School 13. Rehnuma Convent School 14. Bhonsala Military School 15. National School 16. St. Saddique Convent

7. Describe the process of Block teaching / Internship of students.

In B.Ed. course, a lot of weight age is given for internship program in terms of marks and time period.

I. Planning/Pre Execution Phase i. Right in the beginning of the year schools are approached to seek permission for

Internship in order to have a smooth and effective execution of internship program. Teacher educators go to practice teaching schools to acquire permission.

ii. Students are allotted units to be executed much before the internship period. They are given lesson guidance for the same. Students‟ rough plans are checked

and individual feedback is given to the students to improve the lesson plan. iii. Student teachers are grouped keeping in mind their methods and also their place

of stay.

Before students actually go to school for Internship they are oriented in detail about requirements and significance of the internship program. Different aspects of the internship program are spelt out namely: duration, activities, recording, journaling and responsibilities during the internship program.


The institute provides to the internship school a list of probable activities, that the student teachers could engage in during the internship program.

II. Execution Phase

As per the guidelines of SNDT university, internship was for a period of 15 working days till the academic year 2014-15 and from the year 2015-16 it is made for 2 weeks in the Semester II, 8 weeks in Semester III and 6 weeks in Semester IV. During these days students have to remain in the school campus right from the assembly till the last period of the day. Each student teacher is placed under one guiding teacher/mentor in the school. Each student needs to perform the following activities.

Table 2.5.A List of Activities in Internship till 2014-15

Sr. No. List of activities till 2014-15

1 Block teaching lessons 2 Case study 3 Research Work 4 Conducting Activities such as conducting assemblies, celebrating different

days. 5 Conducting Co- curricular Activities like conducting events. 6 Peer Observations of lessons given 7 Report about the institution

Table 2.5.B

List of Activities in Internship from 2015-16

Sr. No. List of activities from 2015-16 1 Block teaching lessons 2 Attendance 3 Research Work 4 Interview of teachers 5 Observation of school facilities 6 Study of school management 7 Assignment checking 8 Study of school timetable 9 Lesson observation of two experienced teachers

Respective subject teachers of schools also observe students lesson and gives valuable feedback for further improvement. During the internship period apart from the compulsory work students are motivated to be active in day to day transaction of the school for e.g., decorating the black boards, conducting assembly, interacting with experienced teachers, organizing various co- curricular activities etc. checking of the assignments/ tests.


III. Post Execution Phase To have a longer and effective relationship with schools, a word of gratitude is expressed in the form of thank you letter. Students submit their report to the teacher educators. Teacher educators correct the reports and marks are given to the students. The process of internship ends with a sharing session in the college where in the principal interacts with the students and discusses about the planning, implementation, execution, difficulties, quality and lacunae in the program. Students share their experiences in each of the internship schools during the assembly through the use of ppt‟s, photos and videos.

8. Are the practice teaching sessions/ plans developed in partnership, cooperatively involving the school staff and mentor teachers? If yes give details on the same. The college keeps healthy relationship with the practice teaching schools. Right in the beginning of the year schools are visited by the mentor teachers with a thank you letter for the previous year and letter of permission for the practice teaching for the current year. The mentor teacher visits the school along with the whole group of students placed in the school. They collect units and timetable. The school teachers help the student teachers by providing units for the lessons, suggesting the framework of the unit, specifying the entry behaviour of students, Instructional materials that could be used, context of the students and teaching and evaluation strategies that could be used. All the practice teaching sessions are organized as per the guidance by school teachers. There is a continuous one to one informal talk between mentor teacher and school staff for effective practice teaching. The teachers also give feed back to the teacher trainees informally on their own to improve the quality of lessons. The school support staff helps in some of the arrangements and logistics. Computer teachers, librarians, lab assistants provide constructive support in the planning and implementation of the lessons. The schools also permit the use of their infrastructure and learning resources whenever required. The practice teaching schools are also invited for various events like Annual Social Gathering and for guest lectures. Practice teaching schools are also invited by placement cell and many of the students of the college are placed in practice teaching schools.

9. How do you prepare the student teacher trainees for managing the diverse learning needs of students in schools? The curriculum of the college gives wide scope for training the student teachers for managing the diverse learning needs of the students in school. Psychology based subjects include topics which deal with child psychology, individual difference, catering to diverse needs etc. Students are made aware of multiple intelligences and also about different learning styles. At the time of planning the lessons, guide teachers ensure that students have taken care of all three kinds of learning styles with lot of activities, visual aids, job sheets etc.


To give students direct exposure of diverse learning needs various visits to special institutes are organized. Students are also trained in Class Management skills to cater to diverse learning needs of students.

10. What are the major initiatives for encouraging student teachers to use/adopt technology in practice teaching? The curriculum of the college provides ample opportunity for the students to be techno savvy. At the time of admission Computer Literacy Test is administered to check students‟ competency in computers. Computer training periods are organized thereafter

to give training to the students in Computer Laboratory. The college provides access to broadband internet facility on all the working days. The technology that can be used in practise teaching are audio-visuals, multimedia, hyper linking. Major Initiatives taken To encourage students to use technology the college has taken multiple initiatives.

The students are trained for technology through EPC Practicum. Technology is also applied at the time of Content Enrichment Program (CEP) sessions.

The faculty also encourages the students to use technology by adopting technology and its use in their regular teaching by making use of LCD Projector, Laptops etc.

The micro plans and power point presentations of different subjects are also shared on common mail.

The students are encouraged to use LCD projectors when they give seminars in college.

At the time of orientation of different models of teaching, students are oriented about technology based lessons which they have to execute in schools.

Most of the practice teaching schools do possess LCD projectors in class rooms or they have an Audio – Visual Room in which the students can technoly in their practice lessons.

2.4 Teacher Quality: 1. Are the practice teaching plans developed in partnership, cooperatively involving the school staff and mentor teacher? College believes in keeping cordial relationship with practice teaching and internship schools. The teacher educator visits the schools along with the group of students to collect units and timetable. All the units are allotted by the school staff. Students take oral feedback from the school staff regarding unit and teaching methodology. All the practice teaching sessions are organized as per the guidelines given by school staff. There is a continuous one to one informal talk between teacher educator and school staff for effective practice teaching. The teachers observe the lessons taken by the student teachers and give feedback to the teacher trainees informally on their own to improve the quality of lessons.


2. What is the ratio of student teachers to identify practice teaching schools? Give the details on what basis the decision has been taken? The ratio of student teachers identified for practise teaching schools is 1:14. All the students are divided equally among the practice teaching schools. In a batch of 100 students and 7 teachers about 14 students are placed with each teacher educator in each practice teaching school thus making the ratio 1:14 (2014-15). The college approaches about 15 schools to seek permission for practice teaching and as per the availability and convenience of schools conducts practice teaching program. The decision to place students in different practice teaching schools is taken taking into consideration the residential area of the student teachers and the location of the schools. Students having different methods are placed in each school so that there is roughly equal number of arts and science type of student teachers in each school. 3. Describe the mechanism of giving feedback to the students and how it is used for performance improvement. Students are given feedback for all their practicum work right from micro teaching, simulated lessons, practice teaching and internship.

a) In micro teaching and simulated lessons the cycle of feedback starts with self feedback, peer feedback and teacher educator‟s feedback.

b) During practice teaching students maintain reflective diaries wherein they reflect on their performance for each lesson. Reflection on one‟s own performance

gives them the opportunity to think where and what went wrong and where to improve next time.

c) Oral feedback is given for assembly. d) Oral feedback is also given after monthly tests, and term-end exams. e) The college has developed its own observation tool in the form of rating scale to

observe practice teaching lessons. The rating scale includes a column of prescriptive remarks where teacher educator writes remarks in written form which is discussed with students.

f) During practice teaching students‟ lessons are also observed by peer students and school teachers. Peer students write their feedback in observation booklet and that feedback is also discussed with the aim of bringing improvement in the lesson. School teachers also give pointers to help students to improve.

Thus quantitative and qualitative feedback is given in written form and is also discussed orally with the students with the aim of performance improvement.

4. How does the institution ensure that the students are updated on the policy directions and educational needs of the schools? Practice teaching plays a vital role in the curriculum of the B. Ed program. The college conducts this in collaboration with schools. The college complies with the policy directions of the schools in which practice teaching is conducted. The schools convey their policy directions and needs to the college regarding practice teaching. Practice teaching in- charge discusses and deliberates on the policy directions and conveys them


to the teacher educators in charge and students. Instructions are also displayed on the notice board. 5. How do the students and faculty keep pace with the recent developments in the school subjects and teaching methodologies? a) How do the students keep pace with the recent developments in the school

subjects and teaching methodologies? I. Content enrichment program helps students to be update with the recent

developments in the school subjects. II. A detailed orientation to the various methods of teaching is conducted

for the benefit of the students in their respective method classes. III. Model lessons using latest methodology like CAM, Role Play, 5 E are

executed by teacher educators for students. b) How do the faculty keep pace with the recent developments in the school

subjects and teaching methodologies? I. Teacher educators attend various seminars related to developments in

school subjects and teaching methodologies II. Articles related to recent development and teaching methodologies are

shared by the teacher educators. E.g. Flipped Classroom. 6. What are the major initiatives of the institution for ensuring personal and professional/ career development of the teaching staff of the institution (training, organizing and sponsoring professional development activities, promotional policies, etc)? The institute believes in the development of staff and for the same number of initiatives are taken which are as follows-

a) Faculty Development Programs are organized on the basis of need analysis. b) Motivation to conduct Research Projects through recognition of it in teacher

appraisal, appreciation in Management Review Meetings (2015-16) and through appreciation letters.

c) The institution promotes efficient teacher educators to be the course coordinators and grooms them to hold responsible positions.

d) Exam leave is provided for appearing for exams. e) Special leave is provided to attend Ph. D related Course Work. f) Sponsorship to the tune of Rs. 2000 and later Rs.3000 is provided to teacher

educators for attending seminars/ workshop and conferences for the personal and professional development.

7. Does the institution have any mechanism to reward and motivate staff members for good performance? If yes, give details. As the institute believes in development of teacher educators, teacher educators are rewarded and motivated from time to time through following ways


Reward

a) From the year 2016-17 institution has planned to implement Award and Reward policy which has been framed.

b) Teacher educators are complemented with staff picnic on teacher‟s day. c) Teacher educators are rewarded with birthday gifts, Diwali gifts.

Motivation a) Institute follows a policy of Performance Appraisal on yearly basis. Every year there

is an opportunity of increments on the basis of performance. d) Teacher educators are also provided with promotion to different posts like course

coordinator, ISO coordinator, NAAC coordinator etc. e) On the basis of the performance of the faculty, they are provided with portfolios of

different departments like examination, admission etc. f) Food and tea facility is provided to staff. Few days like on Friday, feast is provided

to the staff. g) Staffs are also provided with sponsorship for attending seminars/ workshops and

conferences. h) Different kinds of leave are provided like exam leave. i) Some of the staff members were provided with Internal Audit training (2015-16).

2.5 Evaluation Process and Reforms 1. How are barriers to students learning identified, communicated and addressed? (Conducive environment, infrastructure, access to technology, teacher quality, etc) Barriers to student learning are identified through data collected such as English Language skill, Computer competency, student‟s feedback through student council

meeting. Following are the mechanisms used to address the barriers to students‟

learning :

Grievance Cell College is having Grievance Cell with an objective to welcome and accept students‟

suggestions/difficulties. Grievance Committee which comprises of Principal, teacher Educators Representatives, Class representatives looks after the smooth functioning of this cell. This cell makes a provision of suggestions box wherein students can drop in their suggestions/ difficulties. The suggestions are discussed by Grievance Committee. The principal and staff take necessary measures to address their grievances and suggestions as far possible.

SWOT Analysis The institute believes in sustainable development and for the same college practices SWOT analysis (2012-13, 2013-14, 2014-15, 2015-16). SWOT analysis gives an opportunity to analyse the strengths and weaknesses of institute.

Mentoring The practice is that of creating an efficient mentor-mentee system. Each teacher is assigned 8-12 students. They meet at least 2 times in a month formally and as per the


need many times informally to discuss, clarify and primarily to share various problems which may be personal, domestic, academic, etc. The teacher is equipped with all the necessary information about his/her mentees in mentoring diaries. The teacher involves local guardians and parents as well, whenever necessary. The mentors do their best to make mentees feel comfortable and content in terms of learning outcome. Students share their entire problems related to teaching – learning, even personal problems with mentor teacher and mentors give suggestions to them and proper record is maintained. Personal attention is given to the students.

Meeting with students council Openness in communication is maintained in the institute where the student teachers play an active role in the institute through the student council. They are involved in the decision making process and in the organization of activities in the institute. Students facing problems are forwarded to co-ordinator, Principal through students‟ council.

Student council works as mediator between students and co-ordinator, Principal.

Principal‟s interaction with students Principal of the college interacts with students in the class and outside the class regarding various issues like discipline, teaching learning etc. More focus is given on the students having low performance. 2. Provide details of various assessment / evaluation processes (internal assessment, midterm assessment, term end evaluations, external evaluation) used for assessing students learning? The assessment is carried out in the following phases:

Within the institute internal assessment is done throughout the year. The internal assessment has the following methods of evaluation:

Tutorials (till 2014-15).

Monthly class tests (From the year 2015-16). Prelim examination.

Seminars. Assignments (compulsory assignments) given in each paper. Internal assessment is done throughout the year.

External Evaluation is done at the University level just before the end of the academic year (till 2014-15). From 2015-16, University evaluation is done semester wise. Micro teaching, simulated teaching, integrated teaching, Practice teaching and Internship are also part of internal assessment. The institution evaluates the students through terminal exam and prelim exam. From 2015-16 regular monthly tests are taken during the course. In practice teaching a scale is developed by the institution which helps in better assessment of the student teachers. During internship holistic evaluation of student teachers is done.


The institution practices a system of providing a detailed verbal and written feedback along with quantitative assessment after every essay, class tests, and open book exam. Student teachers are given detailed suggestions for improvement of their lesson plans. After every lesson detailed oral and written feedback are also provided.

3. How are the assessment / evaluation outcomes communicated and used in improving the performance of the teacher trainees and curriculum transaction? The assessment / evaluation outcomes are communicated and used in improving the performance of the students by discussing the assignments and theory papers marks. Each staff of the respective paper addresses the whole class on the performance of the entire class and also gives personal feedback. Learners are categorised in different grades on the basis of their performance in examinations / tests and efforts are taken by teachers to improve students‟ performance

to the next grade. This is done by determining the goal/commitment for the next evaluation – test in consultation with the student. In the academic year 2014-15, contact sessions were arranged on Sundays for such students whose scores were low. In the academic year, 2015-16, remedial classes were taken by each subject in- charge. The teaching methodology and other class room activities are modified accordingly to meet the problems and needs of student teachers identified. The record of the whole evaluation process is transparent. The answer books are shown to the students. Giving prompt and immediate feedback is one of the best ways to communicate the performance, achievements. Answer sheets of the internal examination are shown to the teacher trainees and written remarks are given on the answer papers. This is supplemented with oral feedback to the student teacher for further improvement in their performance in the examination. Depending upon the problems communicated by the teacher trainees, different strategies and teaching methods are adopted for curriculum transaction. During micro teaching, instant feedback is given to the teacher trainees through teacher and peer group observations. For practice teaching also the same pattern is followed where oral and written feedback is given to the student teachers. The written feedback is given on each lesson plan after observation. Based on the feedback of lessons, the student teachers are provided more guidance in areas needing improvement. The observation of lessons provides insights on the barriers to learning such as language deficiencies, lack of technological skills, content deficiencies, and communication deficiencies. These are communicated through qualitative feedback and addressed by providing extra inputs during lesson coaching. Staff members identify barriers to learning and address the same diligently.


Table 2.6 List of the Guest Lectures organized to clarify Students‟ Doubts

Academic Year Name of Guest Speaker Topic of the Lecture 2010-11 Dr. Kalpana Modi (PVDT

College of Education, Mumbai) Dr. Leena Deshpande Dr. Chitra Sohani

Clarify different concepts of students and motivate students for better performance in examination.

2010-11 2011-12 2012-13 2013-14 2014-15

Dr. Tapkeer (S. N. D. T. College of Education, Pune)

Clarify students‟ doubts

about core papers and also to encourage students to work hard.

2015-16 Simar Ahluwalia (Alumni who scored highest marks in year 2014-15)

How to Prepare for Exam?

Revision is taken by each subject teacher. This revision is supplemented by clarification of challenging concepts and doubts of the students. If needed, re-test re-exam is taken to help students improve their performance.

All of the above practices help in improving the performance of teacher trainee and curriculum transaction.

4. How is ICT used in assessment and evaluation processes? ICT is used for the assessment and evaluation as follows: ICT is used to chart the performance of student teachers and make a graphical representation to illustrate it more effectively. This ensures objectivity in providing feedback to student teachers.

Preparing all instructions related to assessment Preparing question banks

Typing question papers Typing assessment schemes Typing evaluation charts for various activities

Recording marks secured by all teacher trainees Preparing result sheets

Analysis of results Keep record of internal assessment


2.6 Best Practices in Teaching – Learning and Evaluation Process 1. Detail on any significant innovations in teaching /learning / evaluation introduced by the institution?

As the institution believes in excellence in education it gives lot of importance to teaching- learning process. Various innovations are introduced like:

I. Micro Plan (2012-13) onwards

1. Objectives of the Practice i. To plan the teaching learning process in details in advance.

ii. To ensure the quality in teaching learning process. 2. Need addressed and the Context

Planning is an essential process which ensures success in any field. Even in education planning is most essential part. Teacher educators need to plan their teaching learning process in advance with the methodologies, guest lectures, extra topics to be covered, evaluation strategies etc. This process of micro planning gives them clarity about their subject and methodology.

3. The Practice Micro plan is prepared by teacher educators before the start of the academic year/ semester. It gives details about topic, sub- topic, teaching methodology, reference books etc. Once the micro plan is prepared it is approved by the Principal and other authorities. Every teacher then executes the micro plan for the number of sessions planned. To keep a check on micro plan and its compliance monthly reports are prepared by the subject in- charge. (2012-13 onwards).

4. Evidence of Success Teachers follow the micro plan which enables them to complete the portion on time as per plan. So there is sufficient time kept for revision, remedial teaching, question paper solving etc.

II. Monthly Reports (2014-15) onwards 1. Objectives of the Practice

i. To monitor the teaching learning process. ii. To ensure the quality in teaching learning process.

2. Need addressed and the Context Monthly monitoring and report of it keeps educators on track to see if they are following micro plan.

3. The Practice To keep a check on micro plan and its compliance monthly reports are prepared by the subject in - charge. In case there is any deviation in the sessions taken those are adjusted on priority basis as early as possible (2015-16 onwards). If a teacher educator plans to take leave, she is expected to arrange a substitution for her lectures with the help of another faculty. This is done by filling the lecture adjustment slip. The monthly report keeps track of the number of lectures planned, taken, the percentage of portion completed so ultimately students do not suffer due to late completion of portion.


4. Evidence of Success Teachers complete the portion on time as per plan. There is sufficient time for revision, remedial teaching, question paper solving.

II. Subject and Language Development

1. Objectives of the Practice i. To develop students‟ interest towards subjects.

ii. To develop students‟ language proficiency. 2. Need addressed and the Context

On the basis of graduation/ post graduation students are allotted methods. These methods are the subjects which they teach in the schools where they go for practice teaching and internship. It is very important to develop students‟ interest

towards subjects and for the same subject related clubs are formed where students organize and learn various subject related activities. It is also observed that some of the students come from vernacular medium and thus lack fluency in English and for the same they are trained in communication in English.

3. The Practice Apart from the allotted subjects and the portion mentioned in the subject various efforts are taken by the institute for subject development like Subject clubs. Various subject related clubs like Science club, Maths club, Language club, Geography club, History club are formed through which students develop interest in different subjects. Student teachers arrange various activities in these subject clubs for e.g. Elocution competition in Language, Vedic Mathematics in Maths, and Quiz in Science. So apart from prescribed syllabus students gain much more knowledge and interest in the subject. Apart from the club activities every faculty teaches an extra topic which they plan in their micro plans for giving extra input to the students. Spoken English Classes are organized for the students. Institute has collaborated with Versatile Academy which is a well known institute in Nasik for English speaking training.

4. Evidence of Success Students end up organizing various activities with confidence. They gain interest in their chosen subjects. Students learn usage of English Grammar and improve on communication skills.

III. Mentoring System for Students

1. Objectives of the Practice iii. To improve the academic score of the students iv. To guide the students in academic and other problems, v. To encourage participation in various co – curricular activities

vi. To develop the personality of the students 2. Need addressed and the Context

Students undergo various problems such as stress, time management. Considering the student-teacher ratio in classrooms, it is impossible at times to


give personal attention to students in class. One solution therefore is a „Mentor‟

who can form the bond with students in the true sense. Mentoring is required for students to achieve excellence in education, emotional stability and to promote clarity in thinking and decision making for overall progress.

3. The Practice The practice is that of creating an efficient mentor-mentee system. Each teacher is assigned 8-10 students. They meet at least two times in month to discuss, clarify and primarily to share various problems which may be personal, domestic, academic, etc. The teacher is equipped with all the necessary information about his/her wards which is maintained in a diary. The teacher involves local guardians and parents as well, whenever necessary.

4. Evidence of Success It is needless to say that a mentor gets the job satisfaction. Evidence of success of the practice includes better results of the mentee in the examinations, more regular attendance, increased participation in co-curricular activities, better discipline on campus and cordial relationship between teachers and students.

IV. Evaluation of Teachers by Students 1. Objective of the Practice

To encourage self - improvement in teaching skills

2. Need Addressed and the Context Teacher development is not taken seriously because the feedback of stakeholders is seldom obtained. The need addressed, therefore is to provide teachers an opportunity to look at themselves through the eyes of learners. 3. The Practice Every teacher is evaluated by students, based on punctuality, teaching methods, interest in teaching, ability to teach (theory and practical), up gradation of knowledge, response to student problems, participation and co-operation in organizing co-curricular and extracurricular activities, etc. The evaluation is made by means of a questionnaire and the results are statistically analyzed. The Principal of the college discusses the results of the student evaluation of each teacher by meeting the teacher and discussing his/her weaknesses and strengths confidentially. 4. Evidence of Success The results of the evaluation are not used to victimize the teacher but the Principal and other authorities advise the teacher to improve performance. The teacher also becomes aware of his/her weaknesses and strengths.

2. How does the institution reflect on the best practice in the delivery of instruction, including use of technology? The institution reflects on the best practices in the delivery of instruction including the use of technology in their classes. The faculty members are skilled in delivering their instructions, orientation and demonstration in microteaching and real teaching lesson


with the help of power point and LCD Projector. The Faculty members use constructivist based strategies. They use cooperative strategies such as pair share, jig saw etc. Student‟s participation is ensured through discussion, seminars, storytelling,

problem solving, project method, role playing, quiz, puzzles, brain storming. Annual teaching plan is implemented by all the teachers. The progress is checked by the coordinator and the principal. From the academic year 2016-17, institution has gone for ERP. From the academic year 2015-16, micro plans, PPT are sent / shared with the students with help of technology.


Criterion III - Research, Consultancy and Extension 3.1 Promotion of Research

1. How does the institution motivate its teachers to take up research in Education? The institute inspires and motivates the faculty members to take up research in Education. The institute provides various facilities to take up research in Education. Following are some of the ways to motivate faculty to do research in Education:

a. Encouraging Participation in Seminars/Workshop

The institute arranges workshops, seminar on various topics. To clarify the concept of research to the faculties an intensive 6 day workshop was conducted on Research Methodology in which Dr. D.N. Sansanwal was called as an Expert. This exclusive workshop took place for 6 days from 9th to 14th June 2014.

The Institute organized State level Seminar in the year 2012-13 on „Creating

a Learning Society‟. In the year 2014-2015 State level Seminar on „Values

and Education‟ organized by sister institution was attended by all staff and

papers were presented in it by the staff. In the year 2015 a National Level Seminar was organized on „Paradigm Shift in Education‟.

The faculty members are encouraged to participate and present papers in conferences, seminars and workshops across various colleges. Since 2013-14 Institute allocates Rs 2000/- per staff to attend conferences, seminars etc. From the year 2015-16 the Institute allocates Rs.3000/- per staff to attend conferences, seminar etc.

b. Faculty Development Program

Under FDP, to motivate and enable staff members to publish research articles a lecture was organized on how to write a Research Paper by Dr. Kumardatt Ganjre in the year 2015-16.

The institute encourages its faculty members by granting leave and giving concessions for pursuing their Ph.D. The institute also grants them leave to attend the Ph.D course work. Few of the staff members have registered for Ph.D. Other few staff members are in the process of registration for their Ph.D.

c. Research Facilitation

The institute always supports the faculty members and student teachers by providing them with optimum infrastructure facilities for promotion of academic and research work. The library provides specialized services like Encyclopedia of research, journals, and research projects for reference.


Online research resources like e-journals, open learning resources in the area of research, access to N List and research review collections are also provided by the institute. The institute also provides an opportunity to the faculty members and student teachers to access the library resources through LAN system.

The faculty members and student teachers are given access to library and free internet facilities in the computer lab and staff room.

The institute encouraged the faculty members to attend Conferences, Seminar and Workshop by giving travelling expenses and registration fees and also considers them on duty leave

d. Guidance provided

Senior teacher educators provide guidance for different stages of research work right from presenting a research proposal to report writing.

All the faculty members of B.Ed. programme provide guidance to the Student-Teachers of B.Ed for completing action research and also for presenting papers in conference and seminar.

e. Other activities Every year Teacher Educators‟ progress is monitored periodically and

regularly. It also helps for Staff Appraisal of teacher Educator.

f. Publications

Faculty members are encouraged to publish their research based and conceptual papers in the National and International journals. Research papers are encouraged to be presented in seminars and conferences and published in journals, books and conference proceedings..

2. What are the thrust areas of research prioritized by the institution?

A.I.C.E.S.R runs only one programme i.e. B.Ed. The following research themes have been prioritized by the institution for undertaking research study by the faculty.

Value Education Teaching – Learning Paradigm Shift in Education

Gender Discrimination

3. Does the institution encourage Action Research? If yes give details on some of the major outcomes and the impact.

The institution promotes and encourages the faculty members to conduct Action Research. Following action research has been done till date.


Table No. 3.1 Research conducted by Staff with Students

Sr. No.

Name of Research Year Name of Educator

Major Outcomes

1 Reframing of the Curriculum for the B.Ed course with special emphasis on Practical Need Based Education

2012-13 Dr. Sunita Ahire

i) 83% schools agreed that teachers‟ appearance matters a lot and for that grooming tips need to be given before practice teaching.

ii) 100% schools wanted teachers to teach through innovative methods.

2 The role of education in establishing oneness of mankind

2013-14 Prof. Sunita Ahire with Ms. Nitya (student)

i) 92% teachers from the selected population agree that childhood education helps to a greater extent to inculcate unity.

3 Achieving communal harmony : The role of education

2013-14 Prof. Priti Sonar with Ms. Sarita Gosavi (student)

i) Conducting assembly and celebrating cultural programmes help a lot towards creation of feeling of oneness and in turn achieving communal harmony.

4 Development of Instructional program for Effective Use of Grammar in English Language in selected schools of Nashik

2014-15 Prof. Priti Sonar

ii) Students‟ difficulties in

grammar were diagnosed and resolved by using the program.

iii) The impact was seen in the form that students-teachers were able to use grammar effectively in their communication.

5 An analytical study to find effectiveness of computer competency program.

2014-15 Prof. Sarita Mahto

i) There was rise in the computer literacy by the end of the course.

6 Case study of a special school-school for visually challenged children

2014-15 Prof. Priti Sonar with Ms. Krishna Patel (student)

ii) Students were given individual attention. There was 1 teacher for every 10 students.

iii) Teacher was always actively involved in imbibing life skills


among students. iv) Co-curricular activities

are also given much importance. Students take active participation in various activities like malakhamb, running, chess, long jump, disc throw, throw ball, dancing, music, yoga etc.

v) Students take part at state level competition in cultural programmes.

7 A study of innovative methods of teaching used for English Language teaching at Ashoka Universal School

2014-15 Prof. Priti Sonar with Ms. Simar Aluwalia (student)

i) Though the teachers do use innovative methods, some still remain unexplored like the CAM, Synectics model and the communicative approach.

8 A study of comparison of perceptions of women towards yoga, before and after yoga training

2014-15 Prof. Priti Sonar with Ms. Gayatro Jogi (student)

ii) All the women got extra benefits apart from their expectation & changed their perception positively towards yoga.

9 A study to check effectiveness of program conducted to increase the awareness of gender discrimination among the B.Ed. students.

2015-17 Dr. Vidyagauri Joshi, Prof. Priti Sonar, Prof. Samruddhi Chepe, Prof. Savita Shinde

iii) Awareness of gender discrimination improved among the B.Ed. students.

10 An analysis of feedback of life-skill sessions conducted under SDP for student teachers of AICESR

2015-17 Prof. Priti Sonar with Ms. Renuka Bidgar (student)

iv) Life skill training was found to be very effective.

v) Input on time management skill needed improvement.

11 A study of effect of mentoring on the academics of student teachers of AICESR

2015-17 Prof. Priti Sonar with Ms. Snehal Jadhav (student)

vi) i) Mentoring showed a significant change in the progress of the student teacher academically.

vii) ii) Almost 93% student teachers showed growth in


their academic performance. viii)

12 An analytical study of employer‟s

feedback from different schools of Nashik about Alumni‟s

effectiveness as teachers of A.I.C.E.S.R.

2015-17 Prof. Priti Sonar with Ms. Rashi Advani (student)

ix) i) Alumni‟s appear to face problem in developing practical solutions to work place problems.

x) ii) Alumni‟s need to learn how to manage time effectively.

13 A study of teaching mathematics through activities among the students of standard VI of Shining Star Academy English medium school, Nashik.

2015-17 Prof. Naresh Sawant with Ms. Sonali Chaudhari (student)

xi) There is s major positive difference because of teaching of mathematics through activities.

14 A case study of an experimental school

2015-17 Prof. Savita Shinde with Ms. Gipsy Sebastian (student)

xii) i) This school is concept based school inspired by the Gandhian-Einstein Philosophy which provides basic education of self-reliance through the nurturing of curiosity.

xiii) Ii)Specially designed programmes are organized in the school like the Palak Shala, Mother‟s workshop,

personalized education, learning through Music, Brain Café, Dance-Drama workshop etc.

15 Case study of a special school for mentally challenged children

2015-17 Prof. Savita Shinde with Ms. Renuka Bidgar (student)

xiv) Rusi Irani & Vikas Mandir School impart vocational training to make special students self reliant.

16 A study of use of ICT for effective teaching at Ashoka Universal School

2015-17 Prof. Sarita Verma with Ms. Swati Nalli (student)

xv) Ashoka Universal School effectively uses of ICT.

17 A study of student‟s perceptions regarding school

2015-17 Prof. Samruddhi Chepe with Ms. Nayana Jadhav (student)

xvi) i) Students are happy to go to school every day.

xvii) ii) Students are interested to go to school.

xviii) iii) Students enjoy company of their classmates.

xix) iv)Students interact with


teachers & develop confidence through school.

xx) v) Students are interested in doing their school work.

18 A case study of Asha School for differently abled Children

2015-17 Prof. Samruddhi Chepe with Ms. Kanaklata Singh (student)

xxi) The school is having great impact on the learning of differently abled children.

xxii)

19 Teacher‟s

contribution in child‟s development

– study of ICSE, CBSE and SSC Boards

2015-17 Prof. Samruddhi Chepe with Ms. Soni Mishra (student)

xxiii) It is conclude that the school and the teachers play a significant role in the overall development of children.

20 A study of effectiveness of cooperative technique for revision on the learning of VIII standard students of Bhonsala Militry Girls school

2016-17 Prof. Savita Shinde with Ms. Renuka Bidgar (student)

xxiv) i)There is a significant difference between traditional method and cooperative technique of revision on achievement of std. 8th Div A students.

xxv) ii) Learning through cooperative revision technique is more effective than learning through traditional revision method.

Students are motivated to take up simple action research during their internship in schools which is compulsory part of syllabus. Apart from this in house Research Paper reading competition started taking place from 2014-15.

Institute also promotes students to participate at intercollegiate paper presentation competitions. One of our students Ms. Shruti Chandurkar (2013-14) stood Ist in Intercollegiate paper presentation competitions where she won a trip to Malaysia as first prize. Miss Snehal Jadhav (2015-17) presented a paper on Mentoring in Student Lead Conference at S.N .D .T University in 2015-16. This was highly appreciated by everyone. 53 of our students participated and presented papers in National Conference on Paradigm Shift in Education in 2051-16.

4. Give details of the Conference / Seminar / Workshop attended and/organized by the faculty members in last five years.

The institution and its faculty members are actively involved in organizing, conducting and participating in various conferences, workshops and seminars.


Table No. 3.2 Number of Conferences/Seminars/Workshops attended and/organized by the Faculty

Sr. No Name of Faculty Number of Conference / Seminar

/ Workshop attended / organised by the faculty

1. Dr. Vidyagauri Joshi 26 2. Prof. Sunita Ahire 08 3. Prof. Priti Sonar 19 4. Prof. Sarita Verma 11 5. Prof. Savita Shinde 09 6. Prof. Naresh Sawant 07 7. Prof. Eknath Pable 02 8. Prof. Dnyaneshwar Darade 09 9. Prof.Ganesh Wagh 06 10. Prof.Ashish Gurav 08

Table No. 3.3 List of Conferences, Seminars, and Workshops attended and Paper Presented by

faculty

Year Themes Workshops /

Seminar / Conferences

Level


9th - 12th June, 2012

Organised and conducted State Level Workshop on „Co-operative Learning and Constructivism‟.

Workshop State

7th - 8th July, 2012

Attended National Seminar at Sangamner and presented paper on „Innovative Practices in Teacher

Education‟

Seminar National

9th February, 2013

Organised State Level Workshop on „Co-operative Learning by Yael Sharan from Israel‟

Workshop State

9th February, 2013

Organised State Level Workshop on „WOW factor‟ in Education by

Father Magii Murzello

Workshop State

20th - 22nd February, 2013

Attended International Conference on „Open and Flexible Distance

Learning‟

Conference International

March, 2013 Organised State Level Seminar on „Creating a Learning Society‟

Seminar State

1st - 3rd July, 2013

Attended IASCE International Conference at Scarborough Campus, Hull University, England and presented a paper on „An



Experiment in Progress: Use of Cooperative Strategies in Different Activities of AICESR‟. Also

Chaired the Round Table Discussion

24th - 25th August, 2013

Attended National Seminar at Bytco College Nashik and presented paper on „E-Learning: A Way to Future Learning‟

Seminar National

18th January, 2014

Session on Women‟s

Empowerment Session National

22nd January, 2014

Conducted a training session on „Bloom‟s Taxonomy for AUS

Teachers‟

Session Local

30th January, 2014

Conducted a training Session on „Cooperative Strategies‟ for

teachers of Bhonsla Military School, Nashik

Session Local

3rd February, 2014

Conducted a Workshop on „Leadership Styles‟ at Leslie

Sawhney Center by SNDT University‟s camp for Student

Representatives Development

Workshop National

28th February, 2014

Attended a workshop on „Learning

Environment: Innovation and ICT‟

organized by SPPU.

Workshop International

19th April, 2014

Attended and presented paper in the National Seminar on „Peace

Education‟ at PVDT Campus,

Mumbai.

Seminar National

9th -14th June, 2014

Organised State Level workshop on „Research Methodology‟

Workshop State

15th July, 2014 Orientation workshop on „Revised

B.Ed Syllabus‟ organised by SNDT

University

Workshop National


Attended workshop on „E Content

Writing for Education‟ organised

by SNDT University Department of Educational Technology

Workshop National

24th - 25th November, 2014

Organized a STEM Workshop for „Science Teacher Educators‟

Workshop State

29th November, 2014

Attended a National level Conference at Adv. V.H. College of Education on Professional Development of Teacher and presented a paper on „Barriers to

Professional Development in the field of Education‟

Seminar National

17th - 18th Organised a State Level Seminar on Seminar State


January, 2015 „Value Education‟ 1st - 6th June, 2015

Professional Development program on FDP on „Work Life Balance,

Goal Setting, Conflict Management, Stress Management, Time Management‟

Workshop Institutional

6th - 7th June, 2015

Under went ISO Internal Auditor Training


12th September, 2015

Attended workshop conducted by Alert Knowledge services on „How

to get „A‟ grade related to NAAC at

Pune‟

Workshop National

6th November, 2015

Attended workshop on „Orientation

of Revised B.Ed Syllabus‟

organised by SNDT University

Workshop National

22th - 24th January, 2016

Attended and presented paper in an International Conference on Inclusive Education at SPPU on „Capacity Building of Teachers for

Inclusive Education‟


19th - 20th March, 2016

Organised a National Conference on „Paradigm Shift in Education‟ at

A.I.C.E.S.R and A.C.E.

Conference National

Prof. Sunita Ahire 25th - 26th February, 2011

Attended State Level Seminar on „Evaluation in different aspects of

teacher education programme‟.

Seminar State

18th December, 2011

Attended State Level Conference on „Social Health‟

Conference State

30th - 31st December, 2011

Attended National Level Seminar on „Research Methodology‟

Seminar National

2nd January, 2012

Attended National Level Seminar on „Valmiki Ramayana‟

Seminar National


Attended National Level Seminar on Role of ICT in Education

Seminar National

17th - 18th December, 2012

Attended State Level Conference on „Present status of Human

Rights‟

Conference National

1st - 2nd March, 2013

Attended National Level Seminar on „Creating Learning society- Creativity‟

Seminar National

26th - 27th October, 2013

Attended National Level Seminar on „Reflective Education‟

Seminar National

Prof. Priti Sonar 9th - 12th June, 2012


Workshop State

13th, 14th and Attended a National Seminar on Seminar National


15th February, 2012

„Interdisciplinary approaches in

management, Humanities, Social sciences and Languages‟ organised

by Nashik Shikshan Prasarak Mandal

4th - 5th April, 2012

Attended a National Seminar at SNDT University, Mumbai and presented a paper on „Stress free

Education in Indian Context‟

Seminar National


Attended a National Seminar at Gokhale Education society, Nashik on Application of advanced teaching methodology, techniques and role of teacher and presented a paper on „Great Teacher as a

Friend, Philosopher and Guide‟.

Seminar National


Attended a National Conference at M.V.P. Samaj‟s College of

Education on „Reflective Education

and presented a paper on 'Effectiveness of Reflection in Assembly‟.

Conference National

8th February, 2014

Attended State Level Seminar at Sai Baba College of Education on Right to Education Act 2009 and presented paper on „Reflection on

Right to Education‟.

Seminar State

1st March, 2014

Attended a International Workshop at Dept. of Education, University of Pune on Creativity in Education


19th April, 2014

Attended a National level Seminar at SNDT University on Education for Peace and presented a paper on „Utopia-a recall to being human‟.

Seminar National

19th April, 2014

Attended a State level Institute of Chartered Accountants of India on „Agricultural Accounting‟.

Seminar State

9th - 14th June, 2014

Organised State Level workshop on „Research Methodology‟.

Workshop State

15th July, 2014 Orientation workshop on „Revised

B.Ed Syllabus‟ organised by SNDT

University

Workshop National

17th August, 2014

Attended a State Level Seminar at SNDT College of Education for Women (IASE) on „Quality

Enhancement of Curriculum Transaction‟

Seminar State


Attended a National level Conference at Adv. V.H. College of Education on Professional

Conference National


Development of Teacher and Teacher Educators and presented paper on „You have got to reach

them to teach them‟ 4th September, 2015

Attended workshop at Department of Commerce, SPPU on „Selection

of Research Topic and Preliminary regarding Research Process‟.

Workshop State


Attended workshop by Alert Knowledge Services, Gurgaon on How to Get Grade A in NAAC

Workshop National

6th November, 2015

Attended workshop at P.V.D.T. College of Education for „Women

on One day orientation program‟

Workshop

National


Attended and presented paper in an International Conference on „Inclusive Education at SPPU on

Education‟


2nd July, 2016 Attended workshop at P.V.D.T. College of Education for Women on „Orientation of Syllabus‟.

Workshop National

19th - 20th March, 2016

Attended and presented paper in National Conference on „Paradigm

Shift in Education‟ at A.I.C.E.S.R

Conference National

Prof. Sarita Verma 24th - 25th August, 2013

Attended a National level Conference at Adv. V.H. College of Education on „Reflective Education‟

Conference National

1st March, 2014

Attended a International Workshop at Dept. of Education, University of Pune on „Creativity in Education‟


9th - 14th June, 2014

Participated in Workshop on „Research Methodology‟

Workshop State


Participated in workshop on STEM conducted by IBM-Intel.

Workshop State


Attended State Level Seminar on Value Education and presented a paper on „Values and Education‟.

Seminar State

1st - 6th June, 2015

Attended a Workshop on „Professional Development‟.

Workshop State

1st - 3rd September, 2015

Attended Workshop on „Research

in E-Learning in Higher Education‟

at SNDT University, Mumbai.

Workshop National

8th October, 2015

Attended workshop on „Bar code

system in Examination‟ at SNDT

University, Mumbai.

Workshop National


Attended National Level Conference On Environment and

Conference

National


Education and presented a paper on „E- Waste Management‟.

11th - 12th March, 2016

Attended International Conference on Empowering E-generation vision 2020 and presented a paper on „An Overlook on E-Governance empowering Education Sector‟

Conference

International

19th - 20th March, 2016

Attended National Conference on Paradigm Shift in Education and presented a paper on „A study of

impact of open book test among the student teacher of A.I.C.E.S.R‟.

Conference

National

Prof. Savita Shinde 9th - 12th June, 2012


Workshop State

1st March, 2014

Attended a International Workshop at Dept. of Education, University of Pune on „Creativity in education‟


9th - 14th June, 2014


Workshop State

19th April, 2014

Attended in the National Seminar on Peace Education and presented paper on „Teacher‟s Role in Peace

Education‟ at PVDT Campus, Mumbai.

Seminar National

29th November, 2014

Attended National Level Seminar on Professional Development of Teachers and Teacher Educators and presented a paper on „Soft skill

for teacher‟ at VH College of

Education, Nashik.

Seminar National


Attended National Level Conference on Environment and Education and presented a paper on „Environment and Education‟.

Conference

National



Seminar State

11th - 12th March, 2016

Attended International Conference on Empowering E-generation vision 2020 and presented a paper on „International understanding‟

Conference

International

19th - 20th March, 2016

Attended National Conference on Paradigm Shift in Education and presented a paper on „Paradigm

shift in role of teacher‟.

Conference

National

Prof. Samruddhi Chepe 9th - 12th June, 2012


Workshop State


9th February, 2013

Attended Workshop on „Co-operative Learning‟ by Yael Sharan

from Israel.

Workshop State

9th February, 2013

Attended Workshop on „WOW

factor‟ in Education by Father

Magii Murzello.

Workshop State

20th - 22nd February, 2013

Attended International Conference on „Open and Flexible Distance

Learning‟ at SNDT University,

Mumbai.


March, 2013 Attended State Level Seminar on Creating a Learning Society and presented a research paper on „Role

of ICT in Education‟.

Seminar State

19th April, 2014

Attended in the National Seminar on Peace Education and presented paper on „Teacher‟s Role in Peace

Education‟ at PVDT Campus, Mumbai.

Seminar National

6th - 12th June, 2014


Workshop State

5th August, 2014

Attended Workshop on „Implementation of SNDT

Syllabus‟

Workshop National


Participated in Workshop on STEM conducted by IBM-Intel.

Workshop State

29th November, 2014

Attended National Level Seminar on Professional Development of Teachers and Teacher Educators and presented a paper on „Teacher‟s Job Accountability‟ at

VH College of Education, Nashik.

Seminar National



Seminar State

1st - 6th June, 2015

Attended a Workshop on „Professional Development‟.

Workshop State

1st - 3rd September, 2015

Attended workshop on Research in „E-Learning in Higher Education‟

at SNDT University, Mumbai.

Workshop National

8th October, 2015

Attended workshop on „Bar code

system in Examination‟ at SNDT

University, Mumbai.

Workshop National


Attended National Level Conference on Environment and Education and presented a paper on „Environment and Education‟.

Conference

National

11th - 12th March, 2016

Attended International Conference on Empowering E-generation vision 2020 and presented a paper

Conference

International


on „E- Governance Prospects and Challenges‟

19th - 20th March, 2016

Attended National Conference on Paradigm Shift in Education and presented a paper on „Future

Learning Tools‟.

Conference

National

2nd July, 2016 Attended workshop on Orientation of B. Ed Syllabus at SNDT University, Mumbai.

Workshop National

Prof. Naresh Sawant 12th August, 2011

Attended National Seminar at D.E.S. College of Education Dhule on „Research Methodology‟

Seminar National

11th July, 2014 Attended National Symposium Azam college of Education Pune on „Reformation of B.Ed. Curriculum‟

Workshop

National

12th August, 2014

Attended One day Workshop at Tilak college of Education, Pune on „Internal Evaluation in B.Ed. Course.

Workshop

University

10th October, 2014

Attended Workshop at Azam college of Education Pune on „Effective Planning,

Implementation and Recording of Internal Marks (B.Ed.)‟

Workshop

University

6th November, 2015

Attended Workshop at P.V.D.T. College of Education for Women on „One day orientation on Two

year B.Ed. syllabus‟

Workshop

University

22nd - 24th January, 2016

Attended and presented paper of International Conference at SPPU, Pune on Inclusive Education – Paper „Use of Constructivist pedagogy in Inclusive Education‟.


19th - 20th March, 2016

Attended and Presented paper of National Conference at Ashoka Education Foundation on Paradigm Shift in Education –Paper – „Paradigm shift in Future

Learning‟.

Conference National

Prof. Eknath Pable 22th - 24th January, 2016

Attended and presented paper of International Conference at SPPU, Pune on Inclusive Education‟ at

SPPU on „Problem in front of

Inclusive Education in India‟


19th - 20th March, 2016

Attended and Presented paper of National Conference at Ashoka Education Foundation on Paradigm Shift in Evaluation – Paper –

Conference National


„Paradigm shift in Future

Learning‟. Prof. Dnyaneshwar Darade 17th - 18th September, 2011

Attended a State Level Seminar and presented a paper on „Evaluation in

Teacher Education‟ Organised By Council For Teacher Education And ACE

Seminar State


Attended a International Conference and presented a paper on „Academic achievement of

Tribal Students‟ Organised by AIAER

Conference

International

29th - 30th March, 2013

Attended National Conference and presented a paper on „New trends

in Education‟ organised by SPPU Pune and SNDT.

Conference National


Attended National Seminar and presented a paper on „Changing

World‟

Seminar National

22nd February, 2014

Attended National Conference and presented a paper on „Stress

Management‟ organised by SPPU Pune and SND.

Conference National

6th November, 2015

Attended State Level Orientation program (workshop) organised by S.N.D.T. Mumbai

Workshop State


Attended and presented a paper at International Conference on Inclusive Education organised by SPPU Pune


19th - 20th March, 2016

Attended and presented a paper on Paradigm Shift in Education Organised By AICESR Nashik

Conference

National

2nd April, 2016 Attended and given guest lecture on Current issues in Education Organised By SKP Martand Bhairav College of Education Pune.

Seminar State

Prof. Ganesh Wagh 8th January, 2011

Attended Workshop on Inclusive Education, „Brain Based Learning

and Mind Mapping‟

Workshop State

25th January, 2011

Attended Workshop on „Constuctivism‟

Workshop State

8th March, 2011

Attended Workshop on „ICT and

Instuctional Design‟ Workshop State

1st October, 2011

Attended Workshop on „Quality

Implementation of ICT Practicals‟. Workshop State

24th December,

Attended Seminar on „Advanced

Pedagogy‟ Seminar State


2014 23rd December, 2015

Attended Workshop on „B.Ed.

Curriculum Reform‟ Workshop Workshop State

Prof. Ashish Gurav 7th - 8th January, 2012

Attended Workshop on Empowering Learner for Entrepreneurship „Entrepreneurship in Education and

Teacher‟s Role‟

Conference National

29th July, 2012 Attended Workshop on „Mechanics of Writing Research Paper‟

Workshop State


Attended Workshop on „M.Ed. Admission Process‟

Workshop Local

9th February, 2013

Attended Workshop on „Co-operative learning‟

Workshop State

22nd - 23rd February, 2013

Attended Workshop on Teaching and Learning English as a Second Language „The Challenges of Teaching and Learning as a Second Language at B.Ed. Colleges of Nashik City‟


1st March, 2013

Attended Seminar on Creating a Learning Society „Life Long

Learning Need of Time‟

Seminar National


Attended Workshop on „M.Ed. Admission Process‟

Workshop Local

1st December, 2013

Attended Workshop on „Discussion and Remedies for Internal Evaluation in B.Ed. Syllabus‟

Workshop Local

Table 3.4 Number of Seminars/Workshops Organized by the Faculty/Institution

Sr. No Year Number of Seminars/Workshops Organized by the Faculty/Institution

1 2011-12 01 2 2012 -13 01 3 2013 -14 02 4 2014 -15 04 5 2015 -16 09

Table 3.5

Details of Seminars/Workshops Organized by the Faculty/Institution


Sr. No Year Organized by

Theme Type Level

1. 1st - 2nd March, 2011- 2012

Institution Creating a Learning Society

Seminar National

2. 9th - 12th June, 2012-13

Institution Co-operative Learning and Constructivism


3. 9th February, 2013-14

Institution Co-operative Learning by Yael Sharan

Workshop District

4. 9th February, 2013-14

Institution WOW factor in Education by Father Magii Murzello

Workshop District

5. 9th - 14th June, 2014-15

Institution Research Methodology Workshop District

6. 24th - 25th November, 2014-15

Institution and Science, Technology Engineering and Mathematics department of SPPU, Pune and IBM

Use of Technology in the teaching of science

Workshop District

7. 17th - 18th January, 2014-15

Institution Value Education Seminar State

8. 1st - 6th June, 2014-15

Institution FDP on Work Life Balance, Goal Setting, Conflict Management, Stress Management, Time Management


9. 6th - 7th July, 2015-16

Institution ISO Internal Auditor Training


10. 15th August, 2015-16

Institution Faculty Development Program on How to develop case studies

Session Institutional

11. 24th October, 2015-16

Institution Faculty Development Program on Spiritual Development


12. 25th October, 2015-16

Institution Faculty Development Program on ISO Awareness Program and How to develop positive body language


13. 25th November, 2015-16

Institution Faculty Development Program on Constructivism



14. 19th February, 2015-16

Institution Faculty Development Program on Constructivism


15. 19th - 20th March, 2015-16

Institution Paradigm Shift in Education

Conference National

16. 25th March, 2015-16

Institution Faculty Development Program on Classroom Management


17. 13th May – 4th June, 2015-16

Institution Induction Program Planning


3.2 Research and Publication Output

1. Give details of instructional and other materials developed including teaching aids

And / or used by the institution for enhancing the Quality of teaching during the last three years.

The faculty members were encouraged by the institution to develop instructional materials appropriate to the changing needs of the teaching-learning situation. The major instructional materials developed by the institution for enhancing the quality of teaching during the last three years were as follows: Theory

Reference materials for transacting the theoretical concepts of B.Ed syllabus,

Faculty members have developed their own teaching material for teaching the curricular courses and subjects.

Power point presentations are regularly used for day-to-day teaching

Practicum

Constructivist lesson plans by the faculty and student teachers based on secondary school level topic

Teaching aids like chart, models etc., Research

Action research projects

ICT based learning packages

Faculty members prepare learning packages with the help of online tools like Edmodo, Blogs and LMS. Presentation slides on various secondary school level topics were developed by student teachers.


Open Educational Resources

Presentation slides from Open Educational Resources Evaluation

Question bank on theory subjects

The other type of instructional material is prepared by teacher trainees for teaching in schools. They make power-point presentations for conducting lessons which makes lessons very interesting and help to break the monotony of class room teaching there by making the teaching-learning process interesting and effective. They are also required to develop and use their own teaching aids in the form of pictures, charts, maps, puzzles and models which are used for the micro-lessons, bridge lessons and practice lessons in schools while conducting practice lessons in their respective subjects. The use of such learning material ascertains and enhances the effectiveness of the learning.

Table 3.6

Sample of Teaching Aids during last 3 Years

2013-14

2014-15

2015-16

Model of Core of

Earth

Cyclone-Anti Cyclone

Temperature zone of

Earth

Types of Precipitation Types of Rocks

Layers on Earth

Model of Solar System Indian Population map

Delta Model

Digestive system Contribution of

Authors and Poets

Flood plains

Different Shapes Constituents of Circle

Contribution of Scientist

Chart of sentence

formation

Parts of Speech Food Chain

Mountain Fort and Sea

Fort

Mountain Fort and Sea

Fort

Hydraulic Brake

A chart of Grammar Revolutionary

Game/ Puzzles

Biodiversity Movements

Water Falls


Chart of sentence

formation

Harappan Civilization Periscope

2. Give details and facilities available with the institution for developing

instructional materials?

I. Workshop and training programs

A. For faculty:

Under faculty development Program, training was arranged in 2016-17 with the help of an expert (Dr. Takale) for the faculty members to enhance their abilities of using online resources for developing effective instructional resources.

In 2015-16, Dr. Vidyagauri Joshi conducted a workshop on „Constructivism‟. In the year 2014-15 a workshop on „Integrating Technology in Science Teaching‟ was

organized by STEM, SPPU in collaboration with IBM for training faculty members on preparation of instructional materials and integrating lesson plans with technology. In the year 2013-14, Dr. Nilesh Berad conduted a session on „How to make effective

PPT‟s. Workshop was arranged in the year 2011-12 on „Development of Instructional Material‟

in which different experts from colleges of education had come to give inputs on instructional material. B. For students: The institute provides favourable facilities in the institution to develop instructional materials. Students-Teachers are trained to learn various application of computer. Workshops on preparation of teaching aids such as-

Table 3.7 Facilities for preparation of teaching aids

Sr. No.

Facilities Outcome

1 Workshop conducted on how to make Teaching Aids

To make use for teaching aids during practice teaching

2 Orientation for Poster making To prepare attractive charts 3 Orientation of Non Projected

Graphics To make charts and models of various subjects

4 Orientation of use of Drama and Art in Teaching.

To make use in the school lessons


Infrastructure facilities In order to prepare instructional materials computer lab with internet

facilities, reprographic facilities, library resources, E- resources are available to the student teachers and faculty members.

Space such as labs, psychology lab, method rooms, teaching aid room are provided for the generation of resources.

Management of the institution always monitors and ensures the quality of the infrastructure and encourages the faculty members and student teachers to use the resources in an optimum way

3. Did the institution develop any ICT /technology related instructional Materials

during the last five years? Give details.

Yes. Some of the initiatives of the institution to develop ICT based instructional materials were such as-

Table 3.8 ICT Related Instructional Material

Sr. No Sources Instructional Material Outcome

1 PPTs Makes clear understanding 2 Visual Effects Images, animations, video clips etc make the

teaching-learning process interesting. 3 Flipped Classroom Sharing of material is done through ICT. 4 Main Server Common Sharing of Folder is done 5 Websites It helps to add current information

6 You tube To get more video clippings related to various subject

7 Slide Share To download and Upload PPT‟s

4. Give details on various training programs and/or workshops on material development

(both instructional and other materials) a. Organized by the institution b. Attended by the staff c. Training provided to the staff

Institution has organised various training programmes on material development as shown below:-

Table 3.9 Training Programmes on Material Development


Sr. No

Year Organized by the institution

Attended by the staff

Training provided to the staff

1 2011-12 Material Development Workshop

Prof. Priti Sonar, Prof. Sarita Verma, Dr. Sunita Ahire, Prof. Deepali Barve

Development of instructional material.

2 2013-14 Great Teacher Characteristics workshop

All staff members have worked on creating a manual on great teacher characteristics

Every month teachers are trained and practice one great teacher characteristics.

B) Student Teachers

Instructional Materials workshop: A workshop on preparation of instructional materials is organized every year in the institution for student teachers to enhance their skill in preparing the instructional materials and their utilisation in their practice teaching lessons. In the year 2015-16 session on script writing was conducted for student by Mr. Ravi Jannawar.

5. List the journals in which the faculty members have published papers in the last five years.

Table3.10 List of Journals

Sr.No Name of Teacher Educator

Year Name of Inter National/ International Journal

1 Prof. Sunita Ahire

2013-14

Global Online Electronic International Interdisciplinary Research Journal (GOEIIFJ)

1 Prof. Priti Sonar 2013-14

2014-15, 2015-16

2016-17

Scholarly research journal for interdisciplinary studies( ISSN 2319-4766)

Global Online Electronic International Interdisciplinary Research Journal(GOEIIFJ)

International Journal for Educational Research and Interdisciplinary Studies- E- Journal (ISSN 2320-1681)

2. Prof. Sarita Verma

2016-17 International Journal of Social and Scientific Research (ISSN 2320 - 1681)

3. Prof. Savita Shinde

2016-17 International Journal of Social and Scientific Research (ISSN 2454-3187)

4 Prof. Samruddhi 2015-16 International Journal of Social


6. Give details of the awards, honours and patents received by the faculty members in last five years.

None

7. Give details of the Minor / Major research projects completed by staff members of the institution in last five years

The institution promotes and encourages the faculty members to conduct Research. Following researches has been done till date.

Table 3.11 List of Minor / Major research projects done by staff

Sr. No

Name of Action Research

Year Name of Educator

Major Outcomes

1 Reframing of the Curriculum for the B.Ed course with special emphasis on Practical Need Based Education

2012-13 Dr. Sunita Ahire

i.)83% schools agree that teachers appearance matter a lot for that grooming tips need to be given before practice teaching. ii.)100% schools wanted to have teaching through innovative methods. So we have included co-operative

Chepe

2016-17

and Scientific Research (ISSN 2454-3187)

International E- Journal for Educational Research and Interdisciplinary studies (ISSN 2320-1681)

5 Prof. Eknath Pable

2016-17 International Journal of Social and Scientific Research (ISSN 2454-3187)

6 Prof. Naresh

Sawant 2016-17 International Journal of Social

and Scientific Research

7 Prof. Dnyaneshwar Darade

2016-17 International E- Journal for Educational Research and Interdisciplinary studies (ISSN 2320-1681).

8 Prof. Ganesh Wagh

2016-17 International Journal of Social and Scientific Research


method and constructivist approach.

2 Development of Instructional program for Effective Use of Grammar in English Language in selected schools of Nashik

2014-15 Prof. Priti Sonar

i)Student-Teachers were able to use grammar effectively in their communication due to instructional programme used.

3 A study to check effectiveness of program conducted to increase the awareness of gender discrimination among the B.Ed students.

2015-16 and 2016-17

Dr. Vidyagauri Joshi Prof. Priti Sonar, Prof. Samruddhi Chepe, Prof. Savita Shinde

xxvi) In-Process xxvii)

3.3 Consultancy

1. Did the institution has provided consultancy services in last five years? If yes, give details.

Yes, the institute provides consultancy services in various areas.

Table 3.12 Consultancy Services in last five years

Sr. No.

Year Educator Consultancy Services offered to

Topics

1 2013-14 Dr. Vidyagauri Joshi

1.Ashoka Universal School at Jr. College

1.Bloom‟s Taxonomy

2.Bhonsala Military School

2.Co-operative Learning

3.SNDT University Student Council Members

3. Strategies for teaching Leadership Styles

2015-16 1.Ashoka Education Foundation

1.Effective classroom management

2 2013-14 Dr. Sunita Ahire 1.Kendriya Vidyalaya, Nehru Nagar

1. Co- operative strategy teaching model and constructivist approach in teaching learning process.

2013-14 1.Women‟s College of

Home Science and BCA, Loni

1. Constructive Approach and Co- operative Strategies in Teaching.


3 2014-15 Prof. Priti Sonar 1.Vidya Prabodhini 2. Bedarde Classes

1.How to be an Effective Teacher, Value Education 2.Seven Habits of Highly Effective teacher

2015-16 1.KTHM College

1. Value Education and Human rights

2016-17 1.Vidya Prabodhini 1. Attitude Development

2. KTHM College

1.Human Values and Human rights

4 2014-15 Prof. Sarita Verma

1.Science academy 1.Study Techniques 2. Jr. College Sukhdeo

2. Study Techniques

2015-16 1.New College of Education

1.Advance Organizer Model

5 2014-15 Prof. Samruddhi Chepe

1.Dnyanganga Classes 1.Time Management 2015-16 1.Adv.V.H College of

Education 1. Human Values and Human rights

2016-17 2. KTHM College

1.Human Values and Human right

2016-17 1.Vidya Prabhodini 1. Constructivism

6 2014-15 Prof. Savita Shinde

1. Jr. College Sukhdhev

1. Study Techniques

2016-17 2. KTHM College

1. Human Values and Human right

7 2015-16 Prof. Dnyaneshwar Darde

1. Arts Commerce and Science College, Yeola, Dist Nashik.

1. Swami Vivekananda Thoughts

2. Are faculty/staff members of the institute competent to undertake consultancy? If yes, list the areas of competency of staff members and the steps initiated by the institution to publicize the available expertise.

Yes, the institution has a very competent and well qualified faculty. The staff members of our College are competent to undertake consultancy. The areas of competency of staff members are:

Table 3.13

List of areas of Competency of Staff members

Sr. No Topic name Educator


1 Constructivism, Classroom Management, Co-operative Learning, women empowerment, Qualitative Research, Environment Education, Value education, Life Skill Education, Methodology of Teaching, Life Skills


2

Constructivism, Seven Habits of Highly Effective people, How to be effective teacher, Value education, Attitude Development, Methodology of Teaching, Teaching Skill

Prof. Priti Sonar

3 Stress Management, Basic Computer Skill Prof. Sarita Verma 4 Time management, Value Education,

Constructivism, Methodology of Teaching, Teaching Skill


5 Co-operative Learning, Emotional Intelligence, Special Education

Prof. Naresh Sawant

6 Spiritual Intelligence, Communicative skills, Learning by Experience

Prof.Dnyaneshwar Darade

7 Study Techniques, Confidence Building, Positive Attitude, Work Life Balance

Prof. Savita Shinde

8 Team Building, Problem Solving Prof. Eknath Pable 9 Communication Skills, Learning Theory Prof. Ganesh Wagh 10 Communication Skills, Information and

Communication Technology, English Grammar Prof. Ashish Gurav

We inform the school where we conduct practice teaching about the various modules developed.

3. How much revenue has been generated through consultancy in the last five years?

How is the revenue generated, shared among the concerned staff member and the institution?

Consultancy fees are not charged by the institution for the consultancy provided. The consultancy service is mostly free of cost or minimal amount for the service. So far the amount generated has been given to the staff concerned. Rs. 2450/-

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

NA

3.4 Extension Activities


1. How has the local community benefited from the institution? (Contribution of the institution through various extension activities, outreach programs, partnering with NGO‟s and GO‟s)

Institution has good relationship with Rachana trust which is a hostel for tribal girls where we carry out various activities and also teaching is provided for the students living there for subject like Mathematic, Science, Computer and English..

We also organize visit to Radha Keshav which is a home for elderly where students spend time with them, read for them, organize games, interact with them and have a good time.

Adhar Ashram is an orphanage where visits are arranged. Our students organize games, spend time and also we donate some food items for them.

In the year 2013 we worked in collaboration with Junior Chamber International (JCI), a non-profit international non-governmental organization and Nashik Municipal Co-operation (NMC) in „Clean Nashik Project‟ where we conducted

activities for the community such as Rally was organized to spread message of Environment Cleanliness. In rally we distributed paper bags to shop keepers to give message to avoid usage of plastic bags. Institute had competition held on Street Play, Slogan Writing and Poster making Competition on Save Environment.

In the year 2015 under extension activities students donated Diwali snacks and clothes for tribal people to Swami Kanthanand Ashram.

2. How has the institution benefited from the community? (Community participation in institutional development, institution-community networking, institution-school networking, etc.)

Community participation in Institutional development

In the year 2013 till date Dr. Tidme has been coming to conduct Health check-up camps. He also delivers guest lectures on issues related to women health, Obesity, Osteoporosis. Dr. Gauri Pimrarakar from Shayadhri hospital also delivered guest lectures on common health issues and awareness regarding Cancer in the academic year 2015-16.

Versatile Academy which is training institute arranges sessions for Development of English Language for our students at concession rates.

Institution-School networking

The school principals, Head Masters, Head Mistress, are invited for various programs like annual gathering. We also invite them for Vasantotsav which is an intercollegiate competition of various colleges for seminars, conferences organized by us. We get their participation in panel discussion.

The institute invites various schools from Nasik for placement which benefits them as well as the students. The institution conducts its practice teaching and Internship


program with the help of the school. Schools approach the institute with request for teachers.

The institute conducts workshops, lectures for school teachers on innovative strategies of teaching.

On the basis of oral request by the school principals, teacher-educators go and give inputs on different topics like Bloom Taxonomy Organiser Model etc.

3. What are the future plans and major activities the institution would like to take up for providing community orientation to students?

The institute will take up extension activities as an integral part of the teaching programme. The institute is planning to take up projects related to inclusive education and encourage the students and faculty members to participate in this project. The institute would arrange lectures for student teachers to provide them community orientation and to make them involved in community activities. The future plans are

i) To conduct field visits to socially relevant centers and study their working to instill a sense of social justice amongst the students.

ii) To organize programs for health and hygiene awareness, iii) To conduct programmes for sensitizing the community regarding women‟s

issues. iv) To arrange sessions on personality development and counseling. v) To collaborate with the Special Schools and promote inclusive education. vi) To adopt municipal school and a village and provide resources for teaching

learning process and also help them in Education and Health related aspects.

4. Is there any project completed by the institution relating to the community development in the last five years? If yes, give details.

In the year 2013-14 under environmental awareness program „Clean Nashik

project‟ was conducted with Collaboration with Junior Chamber International and Nashik Municipal Corporation to spread awareness about various issues related to environmental protection.

Various activities such as a rally was organized to spread message of Environment Cleanliness. In the rally we distributed paper bags to shopkeepers to give message to avoid usage of plastic bags. A street play was conducted promoting cleanliness in the surroundings. Institution had competition on Slogan Writing and Poster making Competition on Save Environment, Essay competition for school Children.

In 2016-17, College participated in tree Plantation drive. 5. How does the institution develop social and citizenship values and skills among

its students?

The Institute develop social and citizenship values and skills among student through:-


Student Council activities: The student council comprises of Student Council representatives and Student advisors from the teaching faculty.

In order to inculcate social and citizenship values among the student teachers, the entire process of formation of student council is conducted in a democratic manner. Election campaign program and voting system play an important role in electing the candidates. The student council plays an important part to organise extracurricular activities such as sports day, talents day and special days that develop several interpersonal skills and values in them.

Theme Based Morning Assemblies: The institution has the tradition of conducting meaningful theme based morning assemblies for the holistic development of student teachers. The theme based assemblies are planned and conducted by the students. They are on themes such as dowry system, friendship, unemployment, environment awareness to develop values and skill among students. The entire activity is monitored by the faculty members. Reflection forms an integral part of the day assembly. Teachers of the future, learn through this practice to be confident and reflective learners.

Student Development Program: Under SDP various sessions are held throughout the year so that students inculcate various values among them such as empathy, moral values.

Environmental activities: The institute motivates its student teachers and faculty members to whole heartedly take part in the environmental activities. Environmental club plays an active role to promote environmental awareness among student teachers.

Celebrations: The institute observes Republic Day, Independence Day, Constitutional day, Marathi Bhasha day, Sevak Din, August Kranti day, celebrating birth anniversary of great personalities to instil patriotic feeling and nationalism amongst the students.

Women cell activity/Vishakha Committee : Awareness programs and talks on gender equality, anti-dowry, gender sensitization, Sexual Harassment at work place, legal literacy and economic empowerment of women are conducted.

Extension Activity: The institution offers extension of services to Adhar Ashram, Radha Keshav Old Age Home, Rachana Trust, National Association for Blind (2012-13, 2013-14) and Blind unit of K.J. Mehta School (2013-14).

Elective Theory Papers related Assignment: In the year 2014-15 under the optional elective inclusive education a visit was organized to Vikas Special Children School.


3.5 Collaborations 1. Name the national level organizations, if any, with which the institution

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

In the year 2013 college established linkage with NGO named Junior Chamber International working for social cause such as Health Education, Women Education and Environment Education. The Institution participated in the „Clean

Nashik‟ projects organized by Junior Chamber International and Nashik Municipal Corporation. The institution got Ist prize of worth Rs 2500 for the project work. The faculty and students were enriched by the project.

In the year 2015 institution has established linkage with National level

organization i.e. Yashwantrao Chavan Maharashtra Open University. Four members from the staff, and one from admin enrolled for a course in Value education conducted by Baha‟i Academy in collaboration with Yashwantrao

Chavan Maharashtra Open University. The classes were conducted in the institute‟s campus. The institute has applied to be a distance education contact

centre for the course.

2. Name the international organizations, with which the institution has established any linkage in the last five years. Detail the benefits resulted out of such linkages.

In the year 2014-15 Institution established linkage with Baha‟i Academy which is an

International organization. Principal and four members from the staff, and one from admin have done the certificate course in Value education conducted by Baha‟i

Academy in collaboration with Yashwantrao Chavan Maharashtra Open University. The principal of Institution was on the advisory board for the international conference on values conducted by Baha‟i Academy and Shivaji University. The

staff worked as resource person for the students who were undergoing training in Human Right Education.

3. How did the linkages if any contribute to the following?

Curriculum Development • Teaching • Training • Practice Teaching • Research • Consultancy • Extension • Publication • Student Placement


The Baha‟i Academy linkage has contributed in following ways:- Curriculum Development:- The Curriculum is designed by the College. It includes syllabus prescribed by the university. Due to the Value Education course attended by the faculty, inculcation of values in all our activities has become a norm. Linkages helped in implementation of curriculum of better way. Teaching: - Teaching is designed through co-operative strategies, through

activities, games. Training:-Additional training is provided for conservation of Human right,

Women Education as well as Values Education. Practice Teaching:- Inclusion of the core component –any value is an integral

part of each lesson. It is continued with better guidance from teacher Educators. . Research:-The institution has under taken a project titled as „A study of

effectiveness of awareness of Gender Discrimination among B.Ed students‟ Consultancy:-Three of faculties of A.I.C.E.S.R. are invited as resource person to

conduct a workshop on Values - Human Rights at K.T.H.M College. i.e. one of the reputated colleges in Nashik for students who were undergoing a course on Values Education.

Extension:- Because of the Linkage with Baha‟i Academy, some of Teacher

Educators have organized value Education Program in Rachana Trust. Student Placement:- The ability of our students to link most of the unit with some

or other value meaningfully becomes apparent when they are asked to give demo lessons. It enhances their chance of being placed in a school.

4. What are the linkages of the institution with the school sector? (Institute-school-community networking)

The institute has linkages with various schools. The institute shares the physical facilities with the Ashoka Universal School. Moreover school teachers / principal are invited as resource person, judges etc on various events, as resource persons for workshops, as subject experts and interviewers for recruiting teachers.

a. Practice teaching: The institute is in constant collaboration with the schools for sending student teachers for practice lessons and internship. The institute meet with Heads/Principals of practice teaching schools, discusses the curricular changes, curricular requirements and the role of student teachers based on their previous years experience.

b. Demonstration lessons: Model lessons are demonstrated by the method Teacher Educators in a simulated environment with the students of Ashoka Universal School. This exercise gives a firsthand experience to student teachers regarding classroom management, student behaviour, classroom environment, time management, teacher preparedness, innovative teaching –learning and evaluation strategies, resource management and constructive feedback.


c. Campus recruitment: The institute invites Principals and senior teachers of various schools to orient the student teachers about their respective school profile and policies at the pre-campus presentations. The institute encourages schools of different boards (local, state, national and international level) to participate in the campus recruitment program

d. Feedback: Oral feedback is obtained from the stake holders like principals, school teachers from practice teaching schools. Employer feedback form is developed and filled from school principals where our students are place since 2014-15. e. Action research: The action research projects of student teachers were conducted in schools with the permission of the relevant authorities. Projects were based on the themes concerning the problems and issues in the field of education. The schools supported the research process whole heartedly. f. Resource sharing: The institute maintains strong ties with the local schools and helps the schools with their resources. The institute organizes the workshop/ seminars where school teachers are included as target groups. The student teachers and faculty members are invited by the school as judges on certain events, as resource persons for workshops and as interviewers for recruiting teachers.

g. Alumni support: Since many of the alumni members are the teachers and heads of the schools, the relationship between the institute and the schools is very warm, cordial and mutually rewarding. h. Consultancy service: The institute provides consultancy services to various schools. The faculty members are invited by schools for conducting workshops on different topics.

5. Are the faculty actively engaged in schools and with teachers and other school personnel to design, evaluate and deliver practice teaching? If yes give details.

Yes, our faculty members are actively engaged in schools where the practice teaching and Internship takes place. Before the commencement of school based practice teaching, the faculty and the student teachers interact with the school personnel to plan time table and activities to be carried out during Internship and practice teaching. At the time of practice teaching our faculty remains present at the respective school to supervise the lessons of the student teachers. The faculty members give feedback to the student teachers. The teachers of the respective schools are also invited to observe the lessons given by the Student-teachers and provide feedback on their performance. The feedback helps the student teachers in better planning next time and enhancing their performance. Faculty members are actively engaged in schools in helping Students-teachers to organize co-curricular activities.


6. How does the faculty collaborate with school and other college or university faculty?

i) The faculty collaborates with the school for practice teaching and Internship. ii) The faculty of our college collaborates with university faculty in setting question papers for exams and also in evaluating the answer sheets. iii) The College is actively collaborating with various schools, other institutes and university faculty for teaching-learning activities. They are called as judge to evaluate competitions and conduct workshops on latest trends in Education. iv) Teacher - Educators are invited as guest Lectures in different colleges and school.

3.6 Best Practices in Research, Consultancy and Extension

1. What are the major measures adopted by the institution to enhance the Quality of Research, Consultancy and Extension activities during the last five years?

The major measures adopted by the institution are : Research:

Staff members are encouraged to attend workshop on research paper writing and, data analysis in other institutions.

The institution motivates faculty members, to register for research degree by making adjustment in teaching schedule

The teachers educators are given study leave and also leave is given for attending course work related to Ph.D

Institution motivates student teachers to present research paper at Seminar and Conferences by providing T.A/D.A to students.

Research competition is conducted at college level and also at intercollegiate level to motivate students and to develop their interest towards research.

One of the student teacher named Shruti Chandurkar was motivated to participate in intercollegiate competition and was given personal guidance. She received first prize for the same. The prize included a trip to Malaysia.

Teacher educators are motivated to conduct in- house mini research projects to explore their skills in Research.

Consultancy:

The institute motivates its teachers to go out for consultancy. That day is given as duty leave.

The faculty is also given oral appreciation in MRM (Management Review Meeting) regarding Consultancy provided.

At the time of performance appraisal, consultancy is also one of the factors on the basis of which faculty is evaluated.


Extension activities:

Apart from routine activities, extension activity is one of the programs which is planned to inculcate affective domain among the student teachers. The institute goes to three need based institutions which cover three different areas, an orphanage, home for elders, hostel for tribal girls and helps out by conducting classes, games and activities for the inmates.

2. What are significant innovations / good practices in Research, Consultancy and Extension activities of the institution?

Some of the good practices that are being followed in research, consultancy and extension activities are:

i) Research: Teacher Educators are encouraged to conduct major and minor research. Student –teachers are encouraged to do action research during Internship. Student –teachers are also encouraged to participate in Inter Collegiate Research

paper presentation. Student-Teachers are motivated to present research papers in conferences. One of Student Snehal Jadhav presented paper at student led conferences and won

accolades for her paper. Students are guided to present research paper in seminar, conference by Teacher

Educator.

ii) Consultancy: The Institution is associated with different schools and Educational Institutes for

various Consultancy services iii) Extension: We have Linkages with different organizations such as

Adhar ashram which is an Orphanage Rachana Trust is a hostel for Tribal girls Radha Keshav is home for elderly The Institution conducts co-curricular activities, lectures on personal hygiene, environment protection, women related issues, organizes fun filled activities for the elderly.


CRITERION IV: INFRASTRUCTURE AND LEARNING RESOURCES 4.1. Physical Facilities 1. Does the institution have the physical infrastructure as per NCTE norms? If yes, specify the facilities and the amount invested for developing the infrastructure. Enclose the master plan of the building.

Yes. The institution has the physical infrastructure as per NCTE norms. Master Plan of the building is given in Annexure IV. Infrastructural Facilities and its details are indicated below:

Table 4.1: Available Infrastructure Facilities

Sr. No. Description 1. The institute has a spacious, air conditioned, sound proof multipurpose

hall with a dais which is equipped with all the adequate facilities. Equipment like Computer, LCD projector and sound system are available in the multipurpose hall.

2. There are four classrooms all of which are equipped with LCD projector. There are subject resource rooms like Science and Mathematics Resource room, Social Studies room, and Language Resource room. All the rooms meant for academic interaction are equipped with movable furniture for group activities.

3. Computer Lab has 32 computers with LAN connection- shared with School

4. Lift facility accessible to faculty members and student teachers 5. Reception Area 6. Hon‟ ble Chairman‟s Office 7. Administrator‟s Office 8. Director‟s Office 9. Barrier free campus, buildings and furniture 10. Infirmary- shared with School 11. Conference Hall 1 12. Conference Hall 2 13. Kitchen- shared with School 14. Dining Hall- shared with School 15. Safe filtered and cooled drinking water facility 16. Safety against fire 17. Male Staff Wash Room 18. Female Staff Wash Room 19. Girls‟ Hostel 20. Boys‟ Hostel 21. Computer /Language Lab - shared with School 22. Botany /Zoology Lab - shared with School 23. Chemistry Lab - shared with School 24. Physics Lab - shared with School 25. Mathematics Lab - shared with School 26. Geography Lab - shared with School


27. Psychology Lab equipped with tests and tools and Photo frames of eminent Educational Psychologists are also placed in the lab.

28. Classical Vocal Music Room - shared with School 29. Percussion Room - shared with School 30. Keyboard Room - shared with School 31. Dance Room - shared with School 32. Indoor Gymnasium - shared with School 33. Principal‟s Office 34. Admin Office 35. Store Room 36. Male Toilet 37. Female Toilet 38. Girls Common Room 39. Multipurpose Lab 40. A spacious library well equipped with adequate educational books,

encyclopaedias, newspapers and other learning resources. Computers for administrative work, computers for students‟ benefit, printer,

library software SOUL, Web OPAC facilities. 41. Reading space with comfortable sitting arrangements and ample lights

and fans. Total Built up Area of the Foundation –15, 454 sq.mtr. Total Built up Area of the Institution – 2600 sq.mtr. Amount Invested for Developing the Infrastructure of Foundation - 16, 24, 20,000/- Amount Invested for Developing the Infrastructure of Institution – 2, 73, 26,000/- 2. How does the institution plan to meet the need for augmenting the infrastructure to keep pace with the academic growth? To meet the need for augmenting the infrastructure to keep pace with the academic growth, an immediate need is prioritized. Budget is sanctioned to implement the plan by the Management Core Committee. In order to keep pace with academic growth the institution plans to upgrade its resources in the following ways:

The institute has the feedback mechanism through which it assesses the need for augmenting the infrastructure. The feedback is obtained from students which is then analyzed and acted upon (Since 2015-16).

The institute has upgraded itself with more computers, LAN, and improved internet connection facility in the computer lab. The students are allowed to access the ICT facility in the computer lab.

The library facilities are augmented with online journals. The college library has flexible timings so that the students can make optimum use of the space for their study purpose. The students can also make use of the college premises for the same. Inter-library loan facility between the institute and Ashoka Centre for Business and Computer studies, Ashoka College of Education, SPPU, Pune has been started and the institute can access the data base of SNDT University.

Local Managing Committee meetings are conducted in order to review and provide suggestions regarding the infrastructure.


The institution is in process to make use of the ERP in Teaching Learning Transactions for transacting the future programmes.

Taking into consideration the dynamic competition and linkages with notable educational institutions, the institution has strengthened the Internal Quality Assurance Cell and made it the driving force.

To keep pace with the needs and requirements, additional infrastructure has been added. In the last five years, following infrastructure facilities have been constructed.

Computerization of the library issuing process. Digitization of the Library. Classrooms were redesigned for more space. Computers were provided to students for internet surfing as well

as for completing their projects. The College website was updated Additional Computers were provided for the teaching staff. Renovation of the staffroom, lecture room, ladies common

room, washrooms and conference room was undertaken with the support of management.

High speed internet facility was provided in the computer lab, staff room and library.

New computers were purchased for computer lab Biometric system was initiated Installation of CCTV Fire extinguishers were installed

3. List the infrastructure facilities available for co-curricular activities and extracurricular activities including games and sports. Available infrastructure facilities for co-curricular activities and extracurricular activities are enlisted below:

Table 4.2.A

Infrastructure Facilities for Co-Curricular Activities

Sr. No.

Infrastructure Co-curricular Activities

1. Spacious air conditioned Multipurpose Hall with a dais.

Talents Day, Special Assemblies, Various Special Days, Celebrations, Seminars, Conferences, Panel Discussions, Symposium, Guest Lectures, Competitions.

2. Computer/ Language Lab

Online reference, Preparation of lesson plans and for networking.

3. Psychology Lab Students use this as to practice experiments 4. Art and Craft Room SUPW , NPG, Work Experience activities


Table 4.2.B Infrastructure Facilities for Extracurricular Activities

Sr. No.

Infrastructure Extracurricular Activities

1. Spacious air conditioned Multipurpose Hall with a dais.

Talents Day, Special Assemblies, Various Special Days, Celebrations, Seminars, Conferences, Panel Discussions, Symposium, Guest Lectures, Competitions.

2. Basket Ball Court Volley Ball Court Kho-Kho Ground Hockey Ground Football Ground Indoor Gymnasium Shooting Range

Sports activities like Chess, Carom, Table Tennis, are conducted in the institute. Sports material and kits are available. Fruitful utilization of leisure time.

3. Classical Vocal Music Room

Percussion Room Keyboard Room Dance Room

Practice for the various co- curricular events

4. Observatory Observation of the celestial bodies 4. Give details on the physical infrastructure shared with other programmes of the institution or other institutions of the parent society or university. The infrastructure facilities established in the institution are kept open for the students and faculty members during working hours and extended hours whenever required. Library Computer centre, Sports facilities are kept open on extended hours for all the students. The infrastructure used by the institution is also made available to other academic and administrative agencies. The physical infrastructure is judiciously and optimally put to use in the following ways:

Table 4.3 Shared Infrastructure Facilities

Sr. No. Description

1. Reception Area 2. Infirmary 3. Male Staff Wash Room 4. Female Staff Wash Room 5. Computer /Language Lab 6. Botany /Zoology Lab 7. Chemistry Lab 8. Physics Lab 9. Mathematics Lab 10. Psychology Lab


11. Botanical Garden 12. Basket Ball Court 13. Volley Ball Court 14. Shooting Range 15. Kho-Kho ground 16. Kabaddi ground 17. Hockey ground 18. Football Ground 19. Multipurpose Hall 20. Observatory 21. Guest House 22. Adventure Park 23. Farm 24. Boys‟ Hostel 25. Girls‟ Hostel

5. Give details on the facilities available with the institution to ensure the health and hygiene of the staff and students (rest rooms for women, wash room facilities for men and women, canteen, health centre, etc.) The institute is committed to the maintenance and development of safe and healthy working conditions for its staff, students and visitors while they are on the premises. To ensure the health and hygiene of the staff and the students, institution has following facilities:

Common staff room equipped with lockers, desks, Personal Computers, assigned work area and comfortable seating for the faculty.

Common play ground is available for all students and faculty members.

Cleanliness is ensured in the premises of the institution. Institution is having an independent kitchen where food is prepared in very

hygienic way. This is made available to the staff (free) and students (on payment).

The air conditioning facility available in the multipurpose hall, Conference room and Principal‟s Cabin.

A dining hall is there in the campus and food is served in the dining hall. Canteen is available in the premises of the institution. In the canteen, there is

provision of beverages, breakfast, lunch and a variety of snacks. Drinking water is made available through water purifiers. A first aid box is readily available in the office.

Separate wash rooms for student teachers. Separate wash rooms for male and female faculty. Sanitary Napkin Vending Machine has been installed.

Infirmary for sick students with availability of Doctor and Nurse.


6. Is there any hostel facility for students? If yes, give details on capacity, no of rooms, occupancy details, recreational facilities etc. Yes. There is well equipped hostel facility for students. The details of the girls‟ hostel are as follows- Capacity of Hostel – 30 Occupancy Details- 26 No. of Rooms - 12 Recreational Facilities- Television set, Badminton, Chess, Carrom. No. student till date has required this facility except one in 2013-14, for a short stay (of 2 weeks). Apart from the above details, the facilities provided by hostel are-

24 hrs. Rector on duty.

24 hrs. Medical Facility. Washing Machine Solar System for warm water

Landline phone Reverse Osmosis Water Purifier

Water Cooler, etc.

4.2. Maintenance of Infrastructure 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.

Table 4.4 Budget Allocation and Utilization Details

Particulars Building

Laboratories Furniture

Equipments/ Computers

Transport/ Vehicle

Budget Allocated

Utilized

Budget Allocated

Utilized

Budget Allocated

Utilized Budget Allocated

Utilized Budget Allocated

Utilized

2011-12 ----- ----- ----- ----- ----- ----- 10000/- 2339/- ----- ----- 2012-13 ----- ----- ----- ----- ----- ----- 70000/- 65516/- ----- ----- 2013-14 ----- ----- ----- ----- ----- ----- 110000/- 102811/- ----- ----- 2014-15 ----- ----- ----- ----- ----- ----- 85000/- 84441/- ----- ----- 2015-16 ----- ----- ----- ----- 20000/- 16501/- 200000/- 17691/- ----- -----

To meet the requirements, the institution has allocated above prescribed budget. Often the maintenance is done in house and hence at times it has surplus amount.


2. How does the institution plan and ensure that the available infrastructure is optimally utilized? The institution plans and ensures that the available infrastructure is optimally utilized.

The Institution is in the Educational Campus of the one of the schools of the

Parent institution. Air Conditioned Multipurpose Hall is used for organizing and conducting

various seminars, symposiums, workshops, conferences for various target groups and other co-curricular activities of the institute.

Along with lectures classrooms are used for Student council meetings, small group discussions, micro teaching/ EPC practical‟s, simulated lessons, model

lessons, method lectures and preparation for co-curricular activities, mentoring.

Computer Lab is used for conducting practicals for the student teachers, reference work and research project. Apart from it the lab is also made available for online form filling for the B.Ed. CET, Preferential List Form Filling for the CET candidates without charging any fees. The workshop on „Use of Excel‟

under Faculty Development Programme FDP was conducted in Computer lab. Conference room is utilized for staff meetings, LMC meetings, and IQAC

meetings. Library is used for library work, reading purpose as well. Infrastructure is shared with the school.

Infrastructure is used for meetings and seminars. 3. How does the institution consider the environmental issues associated with the infrastructure?

The institution makes sure that the surrounding area and the atmosphere are maintained suitable for all curricular and co-curricular activities and are conducive for teaching and learning. The college building is kept clean and pollution free.

The classrooms have wide windows that allow sufficient sunlight and fresh air inside. All the lecture halls and rooms are provided with proper ventilation and lighting arrangements and have fans.

The classrooms are kept clean and care is taken for proper ventilation and light. The classes are designed in such a way that sunlight and cross ventilation is there and hence there is no need for additional lights during day time. The cleanliness in the classrooms is maintained on a daily basis. Dustbins are provided in the classrooms to avoid litter.

The staff and students are made aware about saving electricity and are encouraged to put this into practice. They are continuously sensitized regarding switching off electrical gadgets when not in use.

Drainage and sanitation system is checked at regular intervals. All repairs of leaking taps, drainage issues and other such issues are immediately attended to.


In order to dispose the garbage in an eco-friendly manner, the garbage is put into the Garbage Collecting Vans that come every day.

Awareness programs and courses are conducted on conserving water and various environmental issues.

For the safety of the human and material resources of the institute, fire extinguishers are installed

The institute is also sensitive towards less usage of paper and to put this into practice most of the communication with the staff and the student is done through a common email.

The environment club conducts activities to sensitize the student teachers for eco friendly practices.

On 2nd October 2014, the B.Ed., the teacher trainees conducted „Cleanliness Drive‟ in college premises „Swaccha Bharat Abhiyaan‟ Oath is taken by the

students and Teacher Educators and is followed by everyone. Issues related to conservation of environment, environment awareness, gender

discrimination are presented through the medium of street play in the Extension service programmes by the teacher trainees.

Issues related to global warming, disaster management and sustainable development are discussed through core paper lectures during academic year for B.Ed. teacher trainees.

Essential social issues such as preventive measures to avoid Ozone layer depletion, pollution, importance of Biodiversity, duty towards one‟s mother

Earth, etc. are discussed in the reflective assemblies. Environment Day, AIDS Awareness Day, World Population Day, etc. are

observed in the reflective assemblies through Role Play, etc. In the beginning of the academic session, the faculty members orient the

students regarding personal hygiene and the importance of keeping the premises clean by making use of dustbins, avoiding litter and garbage through proper disposal of sanitary napkins, food wrappers and left over food. All these aspects are emphasized in this orientation to develop proper habits in personal hygiene so as to maintain clean and healthy environment in the campus.

A variety of potted plants are maintained that enhances the aesthetic sense of the teacher trainees and creating awareness among them to keep the environment beautiful.

The student teachers of AICESR participated in 15 days intensive Environment Conservation Drive organized by J.C.I and N.M.C. and bagged First prize in the same in 2013-14.

International Yoga Day (2015 onwards) is observed to inculcate value for good health amongst the faculty and students.

The infrastructure related environmental issues are not only to do with the physical resources but with the human resources as well. The conducive human environment is equally significant for proper interaction among the teachers and the taught for maintenance of quality in the institution.


Co-ordination between various stakeholders like students, faculty and office staff is ensured through notices which are issued from time to time. These are regarding changes in time-table, changes in seating arrangement and conduction of co-curricular activities, various workshops including faculty development program to avoid miscommunication and ensure smooth functioning. Thus, a healthy environment and a spirit of team work is ensured.

4.3. Library as a Learning Resource 1. Does the institution have a qualified librarian and sufficient technical staff to support the library (materials collection and media/ computer services)? The institute has a qualified librarian and library attendant to support the efficient functioning of the library. Librarian and library attendant jointly perform the task of material collection. Librarian as well as Library Attendant handles computers efficiently. 2. What are the library resources available to the staff and students? (Number of books –volumes and titles, journals- national and international, magazines, audio visual teaching-learning resources, software, internet access etc).

Table 4.5: Available Infrastructure Facilities

Sr. No. Details of the Library Resources Details in Number 1. Total no. of books (as on 27-08-2016 ) 4543 2. No. of titles 2275 3. Total no. of journals 16 4. No. of national journals 12 5. International 4 6. CDs 80 7. Library Software SOUL 8. Internet access in library All PCs

3. Does the institution have in place, a mechanism to systematically review the various library resources for adequate access, relevance, etc. And to make acquisition decisions? If yes, give details including the composition and functioning of library committee.

The institute has in place a mechanism to systematically review the various library resources for adequate access and relevance. As the institution is ISO 9001: 2008 certified since 2015-16, Library also is one of the areas which have number of processes and records which are systematically designed, recorded and documented. Library undergoes through audit process. Library works with the following objectives-

1. To increase the number of volumes in the Library 2. To increase the number of Book Circulation every year.


3. To calculate Utilization Ratio 4. To reduce the loss of books

Library has a Library Advisory Committee. Committee deals with planning for the development of the library and purchasing the books.

Table 4.6 Composition of Library Committee

Sr. No. Details

1. Principal A.I.C.E.S.R- Dr. Vidyagauri Joshi 2. Prof. Mohan Nikumbh- Librarian 3. Prof. Priti Sonar 4. Prof. Sarita Verma 5. Prof. Savita Shinde 6. Prof. Naresh Sawant 7. Prof. Dnyaneshwar Darade 8. Prof. Samruddhi Chepe 9. Prof. Ashish Gurav 10. Prof. Ganesh Wagh

Functioning of Library Committee-

Once in the beginning of a semester Committee Meeting is organized.

Discussion about the syllabus, books requirement is done. Requisition for new books is placed with the librarian.

Discussion about Library related activities is done. Faculty members perform the task of recommending books and journals

to be purchased, replaced and added to the available stock. The committee further reviews the various improvements in the library. The committee meets at least twice a year to discuss latest acquisitions and to decide on further requirements for quality enhancement of the Library.

A suggestion box is kept in the college to get feedback of the users, which is also taken into consideration for improvement in the system.

Once every Semester student Feedback regarding Library services is taken through Google Form (Since 2015-16). From 2016-17, the feedback is taken monthly.

Access to online resources such as SSRN (online database for research). 4. Is your library computerized? If yes, give details. Yes, the institutional library is computerized. Software is deployed to store Accession number of books, individual book ID, etc. There is a facility of storing information about the author and title of the book and the book can be identified on the basis of same.


The institution library has computer to record the books, journals, magazines, and newspapers. There is facility of OPAC to search the books. Book issues are made with computer programme. ERP is also in process for library. 5. Does the institution library have computer, internet and reprographic facilities? If yes, give details on the access to the staff and students and the frequency of use. Yes, the institute‟s library has computers with internet facilities. It enables the staff and the students to browse through e-journals and e-books and various other learning resources. Students and staff have open access to the library and they have the freedom to use the library liberally. Library is equipped with scanner and printer which are used by the student teachers and faculty members. Computers: 05 Internet Facility: Yes Reprographic Facility: Reprographic facility is available. 6. Does the institution make use of Inflibnet / Delnet/ IUC facilities? If yes, give details. Institution does not have IUC provision. 7. Give details on the working days of the library? (Days the library is open in an academic year, hours the library remains open per day etc,)

Working days of library: 6 days a week. Timings of the library: 9.00 a.m. to 6.00 p.m. - library is open every day (except

holidays and Sundays). Library is kept open even on Sundays and Holidays if students demand around

the time of Examination. 8. How do the staff and students come to know of the new arrivals?

Information is given by the librarian to the staff about arrival of new books through email.

Information is given by the librarian to students about arrival of new books through Notice displayed on the Library Notice Board.

Display rack is placed in the Library that indicates new arrivals of current journals.

9. Does the institution‟s library have a book bank? If yes, how is the book bank

facility utilized by the students? Institution is in the process of arranging book bank facility.


10. What are the special facilities offered by the library to the visually and physically challenged persons?

Lift is available for their convenience. Library assistant can help the visually and physically challenged persons in making arrangement for seating and helping to collect desirable books. Books in Braille Script can be provided, however, no such admissions have taken place in the Institution yet. 4.4. ICT as learning Resource 1. Give details of ICT facilities available in the institution (Computer lab, hardware, software, internet connectivity, access, audio visual, other media and materials) and how the institutions ensure the optimum use of the facility.

Table 4.7 Optimum Usage of the ICT Facility

Sr. No. ICT Facilities

Available The Optimum Use

1 Computer Lab with 30 computers having Internet connectivity -Institution has established the computer lab; where 30 computer systems are available for student teachers. 30 students could take advantage in one session.

The basic and advanced uses of Word, Excel, PowerPoint and Database are explained and hands on experience are given to the students by dividing them into groups.

Training for Basic computer skills is given for the benefit of the students.

Students prepare lesson plans for their practice teaching by using these basic skills and present in their respective classes.

Computer lab is also used by the student teachers to complete their projects and other assignments. Online information is accessed for projects and other assignments.

Online information is accessed regarding university circulars, notices, examination and other college work.

It is also used for accessing online and offline resources.

Self study, by browsing through sites recommended by the staff.

Student teachers are encouraged to prepare lesson plans using technology.

Students use it to access notes, ppts sent by staff on common e mail id.

Students use it to write 5 year plans during the exercise of „goal setting‟ in the process of Mentoring,

Student teachers use lab to prepare for Assemblies


To give Faculty Feedback using google document

Lab is used to prepare for Seminar Presentations

2 Computers in Staff Room, Classrooms, Library, Admin Office and Principal‟s Cabin.

Principal‟s Office: Administration Purpose. Communication with the faculty, University

and management. CCTV Monitoring. Downloading online question papers from the

University for University examinations. Administration: Computers are used effectively for all the administrative work such as: Admission work MKCL based online system for online

admission Checking CET notification, rules and

regulations and results Uploading and downloading merit list Enrolment Procedure Salary and Budget Preparing salary bills and slips Budgeting Access and Dissemination of Information Referring and Downloading circulars form the

website of Govt. of Maharashtra, Govt. of India, SNDT University

Preparing staff notices and circulars Connecting with the staff and the students Networking with other bodies and institutions For analysis / collation of Feedback given by

students regarding faculty teaching, infrastructure through the use of Google Forms.

Library: The Library is having 5 PCs for students‟

reference and 2 PCs assigned for functioning of the Librarian.

The computer is used for maintaining record of books, ordering new books, communication with the various University heads and other institutions.

Teaching Learning: Computers are an integral part of the teaching

learning process in the institute. Multimedia and audio-visual aids are

optimally used in preparation and presentation


of lectures. Every classroom is equipped with computer

and LCD, so as to enhance the lessons and make it multi-sensory as video clippings, films, audio and presentation can be employed,

Even student teachers are trained to present their seminar topics through computers.

Computers are used for effective preparation of lectures, planning activities for the student teachers, doing reference for knowing various innovations in teaching and dissemination of knowledge during the lecture.

Faculty members also use computers and internet facility for the purpose of planning various curricular and co-curricular activities, preparing records.

3 Hardware- Photo copier Handy cam Digital camera LCD Projectors Biometric

system

The institute‟s hardware resources are used

optimally in the following area: Purpose of planning various curricular and co-

curricular activities, preparing records and accessing online and offline resources.

Cultural activities Conference, seminars and workshops For storing images during various events and

functions are used during panel discussion sessions

and group discussion and presentations For printing University examination on line

question papers. To instil the culture of punctuality and smooth

functioning, biometric system was initiated in the institution from the Year 2012.

4 Software Library software SOUL Tally 9 for the administrative and financial purpose

Various software are used in the institution to make administration, library functioning, conduct university examination, online certificate program, and access open learning resources. Following are some of the software- Library Software SOUL to access the

information about library resources. Library computers are for online references

and online resources. Tally is applied for accounts related working.

5 Access (LAN and Wi-Fi)

Computers in the college are connected with the LAN connection and utilized effectively for the academic and administrative purposes.

Printers are connected with LAN. There is a system of sharing where the

resources can be used by the Faculty and Students if the files are put on sharing.


6 Audio Visual CD DVD DVD Player

Used during various curricular and co-curricular activities in the institution.

7 Other Media And Materials Microphone and Speakers

For conducting the following purpose; Daily assemblies Workshops, conferences, seminar and

workshops During annual sports day and outdoor

activities Indoor games Teaching and learning process

8 E.R.P. The parent body- Ashoka Education Foundation has purchased the ERP recently. Academia Enterprise Resource Planning (ERP) has been implemented and utilised for managing day to day administration and academics.

2. Is there a provision in the curriculum for imparting computer skills to all students? If yes give details on the major skills included.

Yes. There is a provision for imparting computer skills to all students. Till the year 2014, a compulsory computer practical was prescribed in the syllabus. Since the 2015 revised syllabus, „Critical Understanding of I.C.T.‟ is a compulsory subject covered in

Semester III. The institution encourages both staff and students to effectively integrate the technology and use of computer and online resources provided by the college. Computers in education:

Institute provides the use of computers through the computer lab

Student teachers work in the computer lab for their projects and assignments. Student teachers use them to develop the computation and presentation skills in

them. Training program:

The training program for the student teachers in basic and advanced uses of Word, Excel, PowerPoint and Database were conducted and hands on experience were given to the students by dividing them into groups. Training for Basic Software was done for the benefit of the students.

They are also trained in preparation of Computer Assisted Presentation. In order to enhance the knowledge of staff in research, the institution organized

a one week workshop on Research Methodology and SPSS Applications with Dr. Sansanwal as the resource person. In this workshop, the faculty received hands on experience to use SPSS packages for analysis (2014-15).


The Institution also arranged for 2 day workshop on the application of Excel in practise (2014-15) for the staff so that they would be better equipped to help students.

Integration of technology in curriculum transaction

Power Point Presentations are used by faculty in their teaching learning process.

Training was given to the students about the preparation of PPTs. Student teachers were also encouraged and trained to use PPTs in their practice

teaching lessons.

Flipped Class rooms were introduced in year 2016. 3. How and to what extent does the institution incorporate and make use of the new technologies / ICT in curriculum transactional processes? The institute believes in exploring avenues where technology can be incorporated in order to improve the efficiency of the program. Every classroom has CPU and LCD Projector. Following are the areas where technology was incorporated.

Students are trained to prepare power point presentations, word documents, and excel sheets.

Digitization of library is done with SOUL software.

In the revised syllabus, ICT subject is studied in Semester III. In the previous syllabus, there was a sub point on ICT.

Students are provided with deep insights into role and significance of technology in such endeavours.

Computers and printers with LAN are made available to the faculty members.

Training in SPSS for research methodology (2014-15) Workshop on application of Excel in Teaching in 2014 was given to staff so that

they would be better equipped to guide students.

The Institution hosted a State Level Seminar in year 2012-13 with a central theme of „Creating a Learning Society‟. Prof. Manoj Killedar, Key Note Speaker gave the importance of ICT and Cloud Technology.

Students give faculty feedback through Google Forms. Students make use of Google Forms to give their preference for Training under

Student Development Programme.

The website of the institute is used for accessing the information regarding academic plan, library and online open educational resources.

The institute uses a common email-id for disseminating the reference materials.

The new technologies are used by the teachers in the classroom. Student teachers use ICT to conduct assembly, seminars, etc.

ICT is deployed in meetings and conferences. CCTV is used to control any anti-element in the campus. Library is connected with broad band.

The institution has introduced the ERP recently.


4. What are major areas and initiatives for which student teachers use/adopt technology in practice teaching? (Developing lesson plans, classroom transactions, evaluation, preparation of teaching aids)

Table 4.8 Areas where Students use Technology in Practise Teaching

Sr. No.

Use of Technology Details

1. Developing lessons plans

In the preparation of the quality teachers the academic and professional training play significant role.

The institute takes initiative and deliberate measures to motivate student teachers to use and adopt technology during practice teaching.

Student teachers were provided guidance in integrating videos and technology in their practice teaching lesson.

Also list of websites useful for teaching learning resources were given to the student teachers.

Each practice teaching school is informed and requested about giving student teachers an opportunity to use technology during practice teaching.

Student teachers are trained to use videos, films, OER in their practice teaching lessons. The institute provides facilities like internet in the premises to help student teachers perform better in their practice teaching lessons.

2. Internship Arrangements for the internship like preparation of time table, student question paper, mark list, etc. can be done effectively with the help of Computers.

3. Evaluation Evaluation can be done with the help of ICT. Student teachers are appraised to the various

online resources from where they can access teaching learning evaluation and strategies to enhance their practice lessons.

4. Preparation of teaching aids

Workshops on instructional materials to train student teachers to access and use online information effectively in teaching learning process.

Using educationally related videos in lesson plan


4.5. Other Facilities 1. How is the instructional infrastructure optimally used? Does the institution share its facilities with others for e.g.: serve as information technology resource in education to the institution (beyond the program), to other institutions and to the community?

B. Ed CET appearing students are allowed to use the Computer Lab for filling the CET form and Option form filing process.

Class rooms were used by Baha‟i Academy and YCMOU – for Value Education Contact Sessions.

Institution has offered computer facility to the school students of the parent institution.

The institution has allowed the M.Ed. interns to use the infrastructure during their internship in the institution.

2. What are the various audio-visual facilities/ materials (CDs, audio and video cassettes and other materials related to the program) available with the institution? How are the student teachers encouraged to optimally use them for learning including practice teaching? There are various audio-visual facilities/ materials in the library. The CDs can be categorised as below-

English Communication CDs Psychology related CDs

Marathi Vishvakosh This A/V material is issued to the students. Students use the material to prepare for Practise Lessons. Students enrich their content with the help of these materials. 3. What are the various general and methods laboratories available with the institution? How does the institution enhance the facilities and ensure maintenance of the equipment and other facilities? The following are the methods laboratories:

1. Computer /Language Lab 2. Botany /Zoology Lab 3. Chemistry Lab 4. Physics Lab 5. Mathematics Lab 6. Geography Lab 7. Psychology Lab 8. Curriculum Lab


These labs are available in the institution. Apparatus are added and budget is set for enhancement. Maintenance is usually handled by in house Maintenance Department. In some cases, the task is assigned to professionals from outside. 4. Give details on the facilities like multipurpose hall, workshop, music and sports, transports etc. available with the institution.

Facilities in the institution: Multipurpose hall

Air Conditioned Sound Proof Equipped with sound system. Sufficient Lights. Seating arrangement for about 350 students. Laptop and LCD Projector with screen.

The following are shared with the school-

Music Room: The institution shares music room with parent institution. It is equipped with Keyboard, and other musical instruments such as Congo, Harmonium, Tabla, Triangle, Drum, etc.

Sports Room: Nets for hockey, volley ball, football, volleyball, badminton net, Bats, cricket kit etc.

Transport: Four wheeler vehicles and buses are owned by parent institution and are hired for different purposes like educational visits and picnics.

5. Are the classrooms equipped for the use of latest technologies for teaching? If yes, give details. If no, indicate the institution‟s future plans to modernize the

classrooms. Yes. The classrooms are equipped with CPU and LCD Projectors. The B. Ed Seminar Hall is also equipped with CPU and LCD Projector, Sound System, Microphone and Speakers. 4.6. Best Practices in Infrastructure and Learning Resources 1. How does the faculty seek to model and reflect on the best practice in the diversity of instruction, including the use of technology? The faculty seeks to modernize their approach in the classrooms. Perceiving the several of needs of the trainees, faculty uses electronic gadgets.

Considering the individual differences of the students, the faculty makes use of PPT, videos and other internet resources for enabling the students to grasp the content effectively.

Cooperative Strategy is applied in the classroom. In the Academic Year 2012-13, 13-14 integration of ICT was directly related to the

course work of the student teachers. The students prepared Lesson Notes, PPT, Excel sheet Mark List and Brochure under that Practical.


2. List innovative practices related to the use of ICT, which contributed to quality enhancement.

At the beginning of the academic year of the students in the college, their computer skills are assessed by administering a Diagnostic Test in Computer Literacy. On the basis of the scores, the students are categorised. The computer practicals throughout the year ensure that the students become techno savvy in the use of MS Word, PPT, use of Internet and handling e-mail account.

Lessons are presented with the use of PPTs. Videos related to subject matter are shown.

Personal Computers are used by the teachers. Every classroom is equipped with LCD.

Online feedback about the teaching effectiveness of the faculty is taken from the students.

Library is upgraded with installation of software SOUL.

3. What innovations/ best practices in „Infrastructure and Learning Resources‟ are

in vogue or adapted / adopted by the institution? Innovations in „Infrastructure and Learning Resources‟ adopted by the institution

are: Library is computerized. The extremely important library work i.e. cataloguing

and circulation is done through computers. Up to date maintenance of classroom. Library is added with more books and journals every year.

Reading rooms are renewed and updated as year passes. To encourage faculty members and student teachers make optimum use of

integrating technology with teaching, faculty members were encouraged to use innovations like flipped classroom method of teaching and learning.


CRITERION V: STUDENT SUPPORT AND PROGRESSION

5.1 Student Progression 1. How does the institution assess the students‟ preparedness for the programme and ensure that they receive appropriate academic and professional advice through the commencement of their professional education programme (student‟s

pre-requisite knowledge and skill to advance) to completion? The student‟s preparedness for the programme begins right from the beginning when students visit the college to inquire for their B.Ed. admission. The college staff first makes them familiar with ASHOKA; informs them about the Common Entrance Test (CET) for these courses and conducts free of cost classes for CET. Academic Advice: A.I.C.E.S.R. guide for CET and conducts free of cost CET and ELCET classes for students. These classes are started with orientation program where an eminent personality from the field of education is called. Detailed lecture on mental ability, Teacher‟s Aptitude, Teachers‟ Attitude and General Awareness is conducted. This

guidance also includes Mock test. After the assessment of the mock test, feedback is given to all the students. Counseling for student teachers of B.Ed. course and are counseled about the possible methods that they could choose. Students are given an aptitude test to judge their aptitude for teaching. After admission of the students in the college, a welcome and induction programme is organized where the college staff and the fresh students get acquainted with each other. A general orientation is provided to the student teachers regarding teaching as a profession, an insight into the institutional SOP, philosophy, vision and mission, introduction to the faculty members and the administrative staff. The Principal gives introduction of the course (B.Ed.) in her address. Students are given general orientation about the curricular and co-curricular activities conducted. A library orientation session is provided by the librarian in the beginning of the year. Orientation programs in all the subjects of the courses are arranged where the students are informed about the university syllabus - each course and teaching method adopted in each. Computer test and Personal Bio-data is given to the students to collect information regarding computer competency and personal information. The proper commencement of curriculum implementation begins after this orientation. Professional Advice: During the implementation of syllabus the students are: (a) taught the theory papers, (b) Assessed through tests/ tutorials and (c) instructed to plan and practice lessons by the college teachers under the guidance of teacher educators.


Mentor groups are formed where equal numbers of students are assigned to each teacher educator who is the mentor of these students throughout the academic year. The mentor teacher regularly assesses the growth and improvement in the students‟ preparedness, counsels and guides them for achieving educational excellence. There is gradual exposure to well planned workshops by faculty members of the institute. Microteaching skills workshop, Lesson planning workshop, Integrated Pedagogical Model (IPM) workshop, Instructional Aids Workshop, Orientation to Practice Teaching, Orientation to Student Council – its activities and importance, Demonstration lessons in each method, Simulated Lesson workshops, Workshop on Unit Test Planning and administration, Input on Action Research Project, Campus Placement preparation workshop, Workshop on Internal Assessment procedure, Orientation to Community Work, Providing rationale to student teachers before guest lectures, Orientation to cooperative Learning, flipped class, Orientation to Book Review, Workshop on SUPW and orientation to other curricular and co-curricular activities are conducted.

For micro/simulated lessons, practice teaching and internship, students are assigned guides; given guidance, encouragement so that the students will be well –prepared for these important academic activities. College has placement cell which conducts various sessions on C.V. preparation, effective communication, Interview Technique etc. Most of the students are placed under placement cell in different schools (except those who go for further education). College arranges Student Development Program (S.D.P) for students‟ overall

development. S.D.P includes sessions in various skills like Life skills, Personality Development Program, Stress management, Classroom management, Time management, S.W.O.T. analysis etc. College is concerned about students performance in university exam and so guest lectures are arranged which give exam related guidance. Even after their passing out, the college students (now the valued Alumni) are given all possible help and guidance. Once in a year Alumni Meet is planned by the college where relevant activities are conducted for the benefit of alumni. In the year 2013-14 a session on self empowerment was conducted and in the year 2014-15 a movie called „

To Sir With Love‟ was shown which depicted practical difficulties faced by teacher in

dealing with teen age students. In 15-16, session on „Innovative Methods‟ was taken by

the Head mistress of an experimental school. Regular feedback sessions (group and individual) are also conducted to help the student teachers restructure, refine and enhance their personal and teaching abilities towards becoming teachers.


2. How does the institution ensure that the campus environment promote motivation, satisfaction, development and performance improvement of the students? The campus is very clean, green and spacious. This creates a conducive and peaceful environment for proper curricular transaction. The institution is situated in green and pollution free surroundings. There is adequate space for playground and parking of vehicles. Campus Environment promotes motivation through the following -

There is adequate number of classrooms available in the campus to

carry all the activities. The classrooms are spacious having comfortable sitting

arrangement with cross ventilation and plenty of light. The classrooms are well equipped with LCD, curtains, sufficient number of fans, lights and furniture.

Spacious library with reading resources is available

Computer lab with internet facility is available in the campus. Scholarship, certificate of participation are given to meritorious

student teachers for motivating them to achieve higher goals.

Ice-Breaking activity is conducted to make students comfortable with classmates.

In order to create an atmosphere of equality and equity uniforms are made compulsory.

Satisfaction of the students is ensured through the following:

Campus atmosphere is made secure and safe through the following measures:

- The campus, corridors, class rooms are well lit - I-card is compulsory for students to carry and display everyday - Security cameras are placed all over the campus area and class

rooms - Security personnel is present at the gate - Students need to take a gate pass at the time of leaving college

before time

Up to date information is provided to students about curricular and co curricular activities.

Anti ragging committee is formed to prevent uncontrolled behaviour of students in college campus. Students are also made aware of consequences of anti social behaviour in the college campus.

Grievance cell is formed in the college through which students‟


problems are addressed. Student council is formed in the college as per university rules and

regulations. Election is conducted in a democratic way. Students elect one class representative and one assistant class representative and other student council members.

Mentoring groups are formed in the college, to provide guidance and counselling to each student.

CET Guidance classes are held before CET to prepare students to pass it.

Alumni Meet is organised at least once a year to give chance to the Alumni to come back to their Alma Mater and have interaction with their teacher educators and pick up new methodology and concepts.

Lectures on current educational topics are organized. Experts and resource persons are invited to speak on current trends in the field of education.

Placement cell invites various meritorious schools for campus interview. This ultimately helps students to get job.

Development of students is guaranteed through the following:

o Various programs related to students development like Personality

Development programme, Life Skills. Classroom management, constructivism, Stress management, Emotional Intelligence, Time management, S.W.O.T. analysis etc. are organized.

o For the language development of students, Spoken English Classes are arranged to improve communication skill and English grammar.

Various Co-curricular activities are conducted like Indradhanushya (Annual Gathering), Vasantotsav (intercollegiate competition) to showcase the talents of the students.

o Guest lectures are conducted on various subjects like Women empowerment, Gender discrimination, Health issues such as obesity, Cancer, diet etc.

o Subject Clubs are formed like Science club, Social science club, Math club, Language club etc. Various activities are conducted in these clubs for eg. Science exhibition, Educational visit to planetarium, Visit to Maths lab, Quiz, Elocution competition, extempore speech etc. These clubs prepare the student teachers to handle such activities in future with confidence.

Educational Visits related to various subjects are arranged because students learn from the direct experience related to the subject and also understand valuable information related to it.

o Various Curricular and Co-Curricular activities are conducted for all-round development of students. In the Curricular activities, seminars, preparation of teaching aids, content enrichment program, projects etc.


are taken. Co-Curricular activities like elocution competition, research paper presentation competition, essay writing, sport activities, annual gathering etc. are arranged.

College promotes students for research paper presentation in National Seminars, Conferences in our college and out of college.

Performance improvement takes place as follows: Immediately after the admission, Groups are formed and a set of

students is allotted to teacher educators for mentoring throughout the year.

Remedial classes are taken for students for improvement in every subject.

The department of discipline emphasizes on punctuality and proper dress code. All activities are properly planned and carried out.

All teacher educators follow „Great teacher characteristics‟. So that an

environment is created for student teachers to follow the same. Mock interviews are taken after giving input on how to face

interviews. English conversation is compulsory in campus. This improves

proficiency and fluency in English.

3. Give gender-wise drop-out rate after admission in the last five years and list possible reasons for the drop out. Describe (if any) the mechanism adopted by the institution for controlling the drop out? As SNDT Women‟s University affiliated college, only female students are admitted.

Table No. 5.1

List of year wise drop-out no. and reason of drop-out

Year Drop-out no. Reason of drop-out

2011-12 01 Husband was transferred out of Nashik city and it was impossible for the student to continue.

2012-13 02

1. Family problems 2. Joined engineering college

2013-14 00 --- 2014-15 02

1. Service out of Nashik city 2. Family problems

2015-16 00 As seen from the above table, the dropouts in all the years are very low and negligible. The reasons for dropouts that exist include social, familial or unavoidable personal circumstances.


Mechanism for controlling drop outs- The institution tries to avoid drop outs as far as possible by adopting the following strategies-:

Investigating problems of teacher trainees and by providing counselling service

Mentor counsels and guides students to continue the studies. In case of family problems, the parents, guardians and relatives are called and

counselled so that student teachers complete the course successfully. 4. What additional services are provided to students for enabling them to compete for the jobs and progress to higher education? How many students appeared/qualified in SLET, NET, Central/State services through competitive examination in the last two years? Additional Services provided to the students are as follows:

Table No. 5.2 List of Additional services

Sr. No. Additional services provided in

2013-14 and 2014-15 1. Placement of Teacher trainees 2. CET and TET guidance 3. Access to broadband internet 4. Alumni Meet 5. Lectures on interview skills 6. Mock interviews conducted 7. Spoken English Course 8. Personality development programme 9. Orientation to Life skills 10. Goal setting exercises 11. Exposure to Great teacher characteristics

The institution provides necessary guidance for enabling the student teachers to compete for jobs and progress to higher education. The institute gives workshops to prepare teachers for the Teacher Eligibility Test (TET) which help the student teachers to get qualified. Orientation on how and when to apply for the TET is also provided. These workshops and orientations are also conducted for the benefit of alumni and kept open to the teaching fraternity to take benefit of. The placement cell of the institute provides valuable guidance for the student teachers to face interviews prepare curriculum vitae and schedule their demonstration lessons in the schools. Campus interviews are conducted to provide a platform for schools of different boards to come for interview and encourage student teachers to avail of this facility. Personal guidance is also provided on one-to-one basis. Student teachers are motivated and directed by the


faculty members to join higher education courses like M.Ed., M.Phil., Ph.D. and other PG courses. To compete for the jobs:

The placement cell provides information about job opportunities. It provides guidance about preparation of CV, giving interviews and skills that

need to be mastered to give interviews. The teacher trainees are given guidance to plan for lessons when they are

required to conduct demonstration lessons in schools A work shop is conducted for preparation of teaching aids to help teacher

trainees to prepare for the demonstration lessons. 5. What percentage of students on an average go for further studies/choose teaching as a career? Give details for the last three years. Some of the teacher trainees opt for teaching profession others continue further studies where as some of them take a break from either choice and choose to be home makers for the time being.

Table No. 5.3 Percentage of students choosing Teaching Career or Higher Education

Year Teaching career Higher education Total

Admissions Number of

students Percentage of students

Number of students

Percentage of students

2012-13 28 38% 46 62% 74 2013-14 51 60% 34 40% 85 2014-15 38 38% 41 41% 99

6. Does the institution provide training and access to library and other education related electronic information, audio/ video resources, computer hardware and software related and other resources available to the student teachers after graduating from the institution? If yes give details on the same. Library Orientation to library is given by the librarian as soon as such students appear either while doing M.Ed. or any other course. They come mostly to refer research reports. They are given access to all the resources they ask for. The institute considers all its student teachers as valuable assets. It makes resources available to the student teachers even after completing the course. Information about various online educational resources like journals, magazines, and news papers is always available on the website of the institute. The annual college magazine and other college generated resources are also freely available on the website. List of recently availed books by the library is always displayed on the notice board. Reference books in


various subjects, encyclopaedias, master‟s and doctoral dissertations as well as action

research projects can be referred to in the library of the institute. 7. Does the institution provide placement services? If yes, give details on the services provided for the last two years and the number of students who have benefited. The institution provides placement services through its placement cell from 2012 - 2013. The placement cell contacts various institutions and informs them of the day and date of the scheduled campus interview for the year. The schools respond by sending the details of their requirement and their complete school profile. This information is made available to the student teachers through display on notice boards. The student teachers carefully check the details and submit the list of schools that they would be interested in corresponding with several other schools that are unable to attend send their details which are also provided to the student teachers. The schools then schedule interviews and demonstration lessons with the student teachers. The process is monitored by the placement cell.

The placement cell also takes the initiative to arrange „Pre Campus Session‟. At these

sessions, the school representatives introduce their school to the student teachers. This helps the schools to express their requirements as also clarify student teachers‟ doubts

on a first hand basis. The student teachers benefit immensely as they can compare and select the best institute for their future.

The cell has provided the following services in the last two years: CV writing workshop to make students aware as to what should be put into CV.

And how a CV can be made appealing, effective and crisp. Interview skills sessions are taken to make students aware of the kind of

questions that could be asked during interview. Inputs are provided right from how to dress for it, prepare for it, pit falls a candidate may come across.

Mock interviews are conducted. Teacher educators provide guidance for taking a demo in case the student teacher

asks for it. Feedback from participating schools is sought continuously to improve the

placement services provided. Students placed through the placed cell in the last two years are as follows:

Table No. 5.4

List of placed students

Year Admitted no. of students Placed no. of students

2012-13 74 28 2013-14 85 51 2014-15 99 38


All students do not choose to get placed since some students complete their future education where as others decide to either get married or look after their families. 8. What are the difficulties (if any) faced by placement cell? How does the institution overcome these difficulties? Sometimes schools do not indicate if they have vacancies or no since they

themselves are not sure if any of the existing faculty may leave the school at the end of the year.

If vacancies are there, the school does not let the placement cell know the number of vacancies in different subjects or levels. The institute keeps on taking the follow up by phoning the schools about the number of vacancies.

In spite of requesting schools to call the students for demonstration lessons outside of the college timing, they ignore it and so students end up missing college when they go for demonstration lessons to different schools. We change the college timing to later to avoid students missing the classes.

Student expectations are high about salary so they are not satisfied with low salary offered in private schools.

Sometimes there are various barriers related to family in case of married students thus they may not be able to continue their service for long period.

The institution overcomes these difficulties by taking constant feedback through telephonic calls to know the subjects and the number of vacancies in each subject. The institute also counsels the students about the prevalent salary structures in different kind of schools and managing balance between family and job. 9. Does the institution have arrangements with practice teaching schools for placement of the student teachers? There is arrangement with the practice teaching schools for placement of the student teachers. Schools do place the students from the college at priority level. At the time of practice teaching and particularly during internship they identify the good candidates and approach them. Quite a number of the schools which come for campus interviews are practice teaching schools used by the college.

10. What are the resources (financial, human and ICT) provided by the institution to the placement cell? All essential resources are provided by the institution to the placement cell. One teacher educator is in-charge of the placement cell. The institution provides the following resources for the functioning of the placement cell. Infrastructural Resources

This includes rooms, bulletin and display boards Financial Recourses


Lunch and Tea to the school representatives Human Resources-

Placement in charge is appointed

Placement committee comprising of students and 1 educator and 1 in –charge is formed.

Workshop on CV Preparation.

How to face interview etc.

Mock interviews.

Admin ensures that the news is covered by prominent newspapers ICT Resources-

Soft copies of CVs are collected. Common Template is given to all the students to bring uniformity in their CV.

Computer lab is made available to the students to prepare their CV Projector etc. is made available if demo is asked for in the campus itself.

All the ICT resources in the institution are made available as per the requirements. Projector, Laptop, Printer and Internet services are easily accessible for the functioning of the placement cell. 5. 2 Student Support 1. How are the curricular (teaching- learning processes), co-curricular and extracurricular programs Planned, (developing academic calendar, communication across the institution, feedback) Evaluated and Revised to achieve the objectives and effective implementation of the curriculum? The curricular, co-curricular and extracurricular programs is planned, evaluated and revised to achieve the objectives and effective implementation of the curriculum as shown below:

Table No. 5.5 Planning, Evaluation and Revision of curricular, co-curricular and extracurricular

programs

Program Planning Evaluation Revision Curricular

Developing academic calendar

The curricular activities for a year are planned at the end of the previous year.

The activities of the previous year are

The curricular program is evaluated through the monthly report called as the academic curricular report.

The curricular, program is revised on the basis of the feedback obtained from the students and staff and experience


reviewed for consideration, modification and implementation in the curriculum for the next academic year.

Portfolios for the curricular programmes are assigned to the faculty members before the next academic year begins.

An academic calendar is prepared taking into consideration the number of holidays, non instructional days, days for examination etc.

The academic calendar is scrutinized by principal, administrator, director and approved by the chairman of the institute.

Communication across institution:

The academic calendar is put up on the notice board for everybody‟s

referral.

It is also put on common email id of the staff and the students so that every member of the institute knows about the curricular activities.

On the basis of the curricular program, the micro plans are planned.

They are checked by the course coordinator first and later by the Principal, administrator, director and manager of Chairman‟s office and

The compliance of the teaching learning process is checked against the micro plan.

obtained after implementation of the program and it is used for making next year‟s academic

calendar.


ultimately approved by the Chairman of AEF.

Suggestions made are incorporated in the plan

Co-curricular and Extra curricular

The co-curricular and extracurricular activities for a year are planned at the end of the previous year.

The activities of the previous year are reviewed for consideration, modification and implementation in the curriculum in the next academic year.

Portfolios for the co- curricular and extra-curricular programmes are assigned to the faculty members before the next academic year begins.

The dates of the major co-curricular and extracurricular program are fixed and added to the academic calendar.

Each co-curricular and extracurricular activity is planned at this stage by making a detailed proposal for it.

A plan of action for the co - curricular and extra - curricular program is prepared.

The co-curricular and extra-curricular activities are evaluated on the basis of the feedback taken from the students and their satisfaction index is judged against the expected one.

The co-curricular and extra-curricular programs are revised on the basis of the feedback obtained from the students and staff and experience obtained after implementation program and it is used for making next year‟s

academic calendar


2. How is the curricular planning done differently for physically challenged students? Institute is well equipped to plan curriculum for physical challenged students. Lift Service and ramp already exist in the institute premises. Provision can be made for:

Recording of lectures Providing Brail book

Software for hearing and visual impaired students.

3. Does the institution have mentoring arrangements? If yes, how is it organized?

The institution has mentoring arrangements. The Mentoring department plans and implements the mentoring program which is as follows:

All teacher trainees are divided into different groups called as Mentoring Groups. 8-9 teacher trainees, now called mentees and a professor in charge constitute a mentoring group.

On the basis of the marks of the last major evaluation, mentees are clubbed into A, B, C category and each mentee‟s name is put on a slip of paper with the grade

on the other side. Each teacher educator picks up a slip of a particular category in turn till all slips are exhausted. This ensures an equitable distribution of different categories of mentees among the teacher educators.

Mentoring is done on 1st and 3rd Saturday for all months and as and when required.

In SWOT analysis each mentee is asked to write down her strengths, weaknesses and asked to write down areas in which she needs guidance, help.

A target is set for each student to achieve after discussing it with her. Strategies, plan of action is laid out to achieve that target so that continuous improvement of the student takes place.

A diary is given to each teacher trainee / mentee to keep a record of mentoring sessions attended and matter discussed. An entry of marks obtained in monthly, term end examinations and participation in curricular, co curricular and extracurricular activities is made. This record is maintained in mentoring diary.

The professor-in-charge acts as the mentor during the B.Ed. course and discusses the academic performance and personal and educational problems of mentees with them. The mentor helps the students to set target/goals with respect to academic progress.

The mentors give the commitment for their mentees about academic progress in terms of growth in % compared to last year‟s percentage.

Every mentor fills up monthly report about improvement in academics as against the commitment given, about discussion that takes place during mentoring sessions and participation of mentees in different activities / programmes.


Mentor sends the report to in charge professor for mentoring department who in turn sends it to the principal, administrator, director and so on.

4. What are the various provisions in the institution, which support and enhance the effectiveness of the faculty in teaching and mentoring of students? Following are the provisions which support and enhance the effectiveness of the faculty:

The institution has a fully qualified and experienced faculty which is always ready to enhance the effectiveness in teaching, research and mentoring.

The faculty members keep themselves updated with the latest development in the field of education to enhance their style and effectiveness of teaching.

Teaching:

Workshops are organised in the institution on new trends, new syllabus for the faculty of the institution.

The faculty members are encouraged to attend workshops, seminars and conferences elsewhere also for their professional development. These experiences are shared with other faculty members also.

They are motivated to publish thematic and research papers in various educational journals of repute. The Principal urges the faculty members to engage in projects and action researches.

Faculty meetings are regularly conducted for planning, implementation and feedback on curriculum transaction. Meetings are also conducted to discuss the changes in the new syllabus or for orienting about a new topic/concept introduced by the university.

The faculty‟s classes are observed to find out if the teaching learning process is

going on as planned in the micro plan. Their observations are carried out by the coordinator, Principal and occasionally even by the Chairman. Peer evaluation is also carried out.

LCD projector is made available for the faculty to make power point presentations in the classroom. This makes the teaching learning process effective.

There is provision of unlimited internet access to the faculty members for updating knowledge. The institution‟s rich library resources are also useful for

effective teaching and mentoring.

Feedback from student teachers was earlier taken at the end of every term and now is taken at the end of the month for judging the effectiveness of the faculty in teaching.


Peer evaluation is useful as it assists in getting inputs about the quality of faculty‟s teaching and provides an insight to teacher educators own strengths and weaknesses.

Flipped classes are very much encouraged where students are expected to read the matter to be taught, at home and come prepared for discussion.

Mentoring

The institution has a very strong mentoring programme. It is implemented as follows: - All student teachers are divided into different groups called as Mentoring

Groups. 8-9 teacher trainees and a professor in charge constitute a mentoring group.

- On the basis of the marks of the last major evaluation, students are clubbed into A, B, C category and according the groups of mentees is formed.

- Mentoring sessions are conducted twice in a month. - SWOT analysis of each mentee is done in the beginning of the year.

Throughout the year mentor puts efforts to reduce the weaknesses of their mentees.

- Mentors take efforts to shift the academic category of their mentees in an upward direction throughout the year.

- Mentor also takes efforts to increase the co-curricular activities participation of their mentees.

- Mentoring diary is given to each student teacher (mentee) in which interactions, SWOT analysis and marks obtained; participation in curricular, co-curricular and extracurricular activities is recorded. 2014-15 onwards mentoring diary is in practice and before that the data is maintained in file.

- The professor-in-charge acts as the mentor for the academic year and discusses the academic performance, personal and educational problems of mentees with them. The mentor helps the students to set target/goals with respect to academic progress.

- From 2015 onwards mentors prepare monthly mentoring report. 5. Does the institution have its website‟? If yes, what is the information posted on

the site and how often is it updated?

The institute has its website www.aef.edu.in/aicesr which is updated from time to time. The website displays information about the history, vision, mission, and the details of the management, faculty members, course offered and its unique facilities, activities of the placement cell, student council, contact details of the institute. The website www.aef.edu.in/aicesr gives the idea related to the following:


Table No. 5.6 List of Website Documents

Sr. No. Criteria Information Posted on the Website

1. Home Page The SOP of the Institution is give on the website.

News and Announcements are scrolled on the home page.

Useful Links given on the Home Page are as- SNDT Women's University Pravesh Niyantran and Shikshan shulka Samittee Social Justice E scholarship Minority E scholarship E-Tribal Scholarship B.Ed. admissions (DHE) All India Higher Education Survey (HRD) NCTE

2. About AEF Information about the Ashoka Education Foundation

Vision Mission

Values

3. About AICESR Information about the educational Principles of A.I.C.E.S.R.

Objectives for Teacher Education course Placement

Scholarship

4. B.Ed. Course Intake capacity Objectives of B.Ed. course

General Rules and Regulations Duration

List of Practice Teaching Schools

List of Internship Schools

B.Ed Course Structure

5. Staff Profile Qualifications and details of the staff

6. Committee Anti Ragging Cell

Student Council

Grievance Cell


Women's Cell

Placement Committee

7. Alumni Association

Alumni Association named Kshitij

Few photographs showing its activities. 8. Mandatory

Disclosures All the information about the Institution

Land Details,

Staff -Teaching and Non- teaching Details,

Postal Address,

Management Details of the Institution 9. Infrastructure Infrastructure of the Institution and various

snaps showing Complete building, Computer Lab, Classroom, Library

10. Enquiry Auto generated enquiry form 11. Contact us The detailed Address, Contact number and the

email address of the Institution. 12. Site Map Google site map is posted. 13. Faculty and

Pedagogy How Do We Construct Our Teachers?

Constructivist Approach Subject Tutorials

Assessment of Learning through various activities

14. Student Activities Details of the activities Conducted in 2015-16- 1. CET classes for Private CET

2. Faculty Development Program (How to develop cases)

3. Teacher‟s Life Skill Enhancement Program

4. Teacher‟s Day Picnic

5. ISO Awareness Program

6. F.D.P (How to develop positive body language)

7. ISO Awareness Program

8. Ice breaking Activity

9. B.Ed Orientation

10. Elocution Competition

11. Visit to Planetarium

12. Screening and Reflecting on Educational Movie- I AM KALAM

13. Vaachan Katta – Reading a book and writing its review


14. Guest Lecture on Health Issues in Women

15. Guest Lecture on Skill of facing interview

16. Faculty Development Program- Spiritual Development

17. Institutional Project- Questionnaire, Group Discussion, Happy Hippo show.

18. Election and Investiture Ceremony

19. Extension Activity

20. Research Competition

21. Faculty Development Program- Constructivism

22. Indian Constitution Day

23. Spoken English Competency Diagnostic Test

24. Women Cell (Guest Lecture)

25. Vasantotsav- Intercollegiate competition

26. Sports Day

27. SDP on Communication Skills

28. Extension Activity

29. Picnic

Guest Lectures Conducted

15. Admission Admission Procedure for B.Ed.

16. Staff Profile Staff profile is posted.

17. Photo Gallery Life Skills Orientation

Inter Collegiate Sports Competition

Activities of Various Method Subject Clubs

Founder's Day Celebrations

Teacher's Day Celebrations

Ramzan Eid Celebrations

Student Council Elections Investiture Ceremony Maths Club Activity

Swachcha Bharat Abhiyaan Oath Taking Ceremony STEM Workshop by IBM + INTEL

Ice Breaking Activity

International Yoga Day

Faculty Development Programme

18. Visionaries Mr. Ashok M Katariya, Chairman, AEF

http://www.aef.edu.in/aicesr/photo-gallery.html?id=1


















Dr. Rajendra Takle, Director, Higher Education, AEF

Dr. Wasudeo Bhende, Administrator, AEF Dr. Vidyagauri Joshi, Principal AICESR Hon‟ble Chairman Sir‟s idea about the

achievement of Goal 20:20 and revolutionizing the whole education system as per inspiration from Dr. Abdul Kalam is expressed.

19. News and

Announcements Latest News about the events which have

taken place

The announcement of the imminent activities is also put on the website.

The Institutional Website is updated whenever there is news and announcement to be posted. 6. Does the institution have a remedial programme for academically low achievers? If yes, give details. Yes. Remedial teaching is done for the students who have low scores. Low achievers are identified on the basis of marks obtained at the graduation level. Students are categorized into different group such as A, B and C. Remedial program was carried out in the year 2014-15. Students are also trained through peer teaching.

Remedial Programme is carried for the under achievers.

Extra personalized teaching, problem solving of queries. Extra Assignments

Additional examination Peer learning

Low achievement in teaching skills

Low achievers in teaching skills are first identified through micro teaching. The respective teacher educator of micro teaching group guides the student for the preparation of the lesson plan.

A report from the observer after observation of micro lessons is given to the method in- charge professor regarding the unsatisfactory performance of a teacher trainee. Thereafter, the method in charge guides the weak teacher trainee and interacts with the observer teacher educator for the further progress of the student teacher.

Micro teaching cycles are repeated for such students.


Low achievement in theory course

Low achievers in tutorials, internal tests and content enrichment program are identified. Student teachers are encouraged to solve previous exam papers that are checked so as to diagnose their problems.

They are given suggestions and guided for further improvement so as to ensure that they achieve the expected levels.

7. What specific teaching strategies are adopted for teaching advanced learners and Slow Learners? The advanced learners are identified in the beginning of the year when students are categorized into A, B, C on the basis of their entry level marks. The teaching strategies adopted for advanced learners are:

Interactive lectures are conducted. Co-operative learning plays a significant role in curricular activities as it has well

defined roles for all the participants. Encourage them to participate in competitive exam like TET and CET. Appointed as group leaders for peer learning in the class and also as practice

teaching school group leader. Tejasvini contest- Bright students are sent to participate in the Tejasvini contest

(2011-12) in SNDT University.

The student‟s council gives a platform to the students to groom their leadership

skills. Research aptitude is developed through Research based competitions which are

organized in the college and advanced students are encouraged to participate so that the students become researchers.

Teaching strategies used for Slow Learners are:

Remedial Teaching Contact sessions to solve difficulties Peer instructions

More and easier assignments

Orientation, guidance and counselling are given to student teachers whose overall performance is below the expected level.

Repetition of course contents with slightly limited quantum is the technique adopted in case of slow learners.

Opportunity is given to student teachers to improve their performance in the form of more practice in written assignments.

Extra time for counselling is devoted through mentoring.

Extra home work is given which could be simpler in nature.


8. What are the various guidance and counseling services available to the students? Give details. The institution provides guidance and counselling services to teacher trainees through mentoring and also through a counsellor who is available on the permission.

In guidance services, educational and career development are the two major areas where guidance is provided to the teacher trainees.

Teacher trainees are guided to set goals for themselves. A seminar, Goal setting workshop is specially taken for them and they are guided to set short term and Long term (5 Year) goals for themselves.

Guidance is provided to them to make them aware of career opportunities at different levels.

Information is given to the teacher trainees regarding the need and benefits of further education.

The institution also informs the teacher trainees about various competitive examinations conducted by the state government for filling in various teaching and administrative posts in the state education departments.

Guidance is given about job opportunities, application procedures, and interview preparation to the teacher trainees.

Every student has a mentor who guides and counsels her.

The counselling service is useful to those teacher trainees who need inputs for psychological adjustments and improvement in self image.

Personal interactions help the faculty to find out the causes of maladjustment in some teacher trainees.

The faculty is able to provide the right kind of counselling and feedback to these teacher trainees.

A trained counsellor is present on the premises every day and her services are also used sometimes.

9. What is the grievance redressal mechanism adopted by the institution for students? What are the major grievances redressed in last two years?

Student Council acts like a bridge between the students and the staff and conveys the views of the students.

Mentoring is done regularly.

Grievance Redressal Cell is set up in the institution. It consists of the Principal, two staff members and two members of student council.

A suggestion box is kept on side the lecture hall. Students are told to put their suggestions in the box. The box is usually opened in the last week of the month and the members of the Grievance redressal cell have a meeting to look in to the grievances if any. This is not only to redress the grievances but also try to find out root cause of the grievances.


Table No. 5.7 Major grievances redressed in last two years

Years Grievances Grievance Redressal

2014-15 Canteen needed more variety of eatables

It was provided

2015-16 Lift was not available for the students when needed

More fans needed in hall

Not given sufficient time to the students to read / present their paper in National conference

It was solved by keeping the lift timing for whole day.

Four more fans were fitted in the classroom

So they were given time during assembly to present their paper before peer and teachers.

10. How is the progress of the candidates at different stages of programs monitored and advised? As per the S.N.D.T. University requirements, the institution is required to conduct internal assessments during the program period. Monitored

Evaluation for theory learning is done through tutorials, internal monthly tests, term end and preliminary examinations.

Teaching competency is a vital aspect of the teacher training program. To achieve this, micro lessons, integrated lessons, school lessons are conducted from the beginning and feedback is given by self peers and teacher educators. Block teaching lessons also help to judge the progress of the teacher trainees minutely and carefully. Hence they are monitored and students are given feedback for improvement.

Unsatisfactory progress and achievement of student teachers is seriously looked into by the faculty. Intensive practice, orientation, feedback and guidance are given to low achievers for them to achieve the required level of competency.

Seminars are arranged where the student teachers are allotted small units to teach their peers. Feedback is given to them and student‟s performance is evaluated.


Students are asked to conduct assembly in pairs on different topics to improve their communication skills, general knowledge and presentation skills and build confidence. They are given immediate feedback upon their presentation.

Advised

Each mentor keeps record of the academic performance of his/her mentees and gives advice how they can progress.

Each mentor motivates and gives advice to his/her mentees to participate in co-curricular, extracurricular activities and also tries to develop self confidence to achieve her goals.

Each mentor gives advice related to exam study and how to make the plan of study and implement it.

11. How does the institution ensure the students‟ competency to begin practice

teaching (Pre-practice preparation details) and what is the follow-up support in the field (practice teaching) provided to the students during practice teaching in schools Pre-practice preparation

Before students are sent for practice teaching, the institution ensures that they are equipped with various skills related to teaching. Hence micro teaching workshops are organized.

Orientation is provided about the micro teaching and its cycle/spiral.

Students are given orientation to different skills such as chalk board writing, questioning, Illustrating with examples, stimulus variation, set induction, closure etc. Each skill is demonstrated, the model lesson plans are given and the students are guided to prepare their micro lesson plans. Teach and reteach is taken for each skill. Feedback is given by self, peers and teacher educators.

From 2015-16 micro teaching has been replaced by EPC – Enhancing Professional Capacity.

Micro teaching is followed by the practice of integrated lessons where students integrate the skills practised earlier and take lessons for 15 minutes. The same procedure of self feedback, peer feedback and teacher educator‟s feedback is

followed.

After this students undergo workshop on „Objectives and Specifications‟ where

they are made aware of Blooms taxonomy and different kinds of objectives. The workshop is continued in method lectures where they try to master how to write objectives and specification for different units.

Workshops are conducted on „Correlation‟ where they learn how to correlate

what they are teaching with other branches of same subject or with other subjects.

Workshop on planning of the lessons makes students aware of the basic skills to be mastered while planning lessons.


After this the students are made aware of pedagogical analysis where they include suitable core components.

Demonstration Lessons for student teacher by involving school students in actual setting are taken by Teacher educators.

Use of audio visual aids and proper guidance for developing lesson plans is given to the student teachers.

Lesson plans are carefully corrected and suitable modifications are suggested.

Simulated Lessons are conducted. Practice teaching The student teachers are provided with support during the practice teaching program. This includes feedback from the observers – peers as well as the supervisor / teacher educators about the lesson plan, its execution, the strategies used, core elements and values, the instructional aids used, teacher preparation, confidence and effectiveness of teaching. The oral feedback is given along with the written feedback on the evaluation sheet. The peers write their feedback in the observation diaries. The teacher educator goes through the feedback written by the student teachers and gives suggestions to improve their observation skills. The student teachers reflect on the lesson given and write reflection in the reflective diary.

5.3. Student Activities 1. Does the institution have an Alumni Association? If yes,

List the current office bearers Give the year of the last election List Alumni Association activities of last two years. Give details of the top ten alumni occupying prominent position.

Give details on the contribution of alumni to the growth and development of the institution. The institution does have Alumni Association comprising of two to three faculty members in charge of organizing an annual alumni meet every year. The alumni are informed of the updates in college and ways in which the college has improved to keep with the changing times at the time of the alumni meet. The alumni are also informed of the ways in which they could contribute to the development of the institute. They are informed of the membership they may avail to become members of the alumni body of the institute. At the meet, the alumni exchange their ideas with the faculty member and are happy to meet their colleagues of B.Ed. It also helps to keep record of all the alumni with information about their employment, nature of their present work and contact details. This information helps to send details of the upcoming conferences, workshops, campus placement activities and any other event that the alumni can become a part of during the year.


In the last three years, Annual Alumni Meet has been organized on a yearly basis. Games for the alumni, workshop by experts, opportunity to participate in campus placement events, opportunity to participate in the conferences conducted by the institute and a chance for the alumni to interact with each other and the staff were arranged.

The current office bearers are:

Table No. 5.8 List of Alumni committee members for current office bearers

Sr. No. Member of the Committee

1 Prin. Dr. Vidyagauri Joshi 2 Prof. Samruddhi Chepe 3 Prof. Priti Sonar

4 Secretary Alumni Association- Ms. Sana Shaikh Ms. Simmar Ahluwalia

Ms. Gayatri Jogi Ms. Shagupta Patel

Ms. Divya Nayar Ms. Minal Joshi

Ms. Firdos Shaikh The last election took place in 2015-16. The activities conducted in the last two years are as follows:

Table No. 5.9 List of activities for alumni association of last two year

The Institution is comparatively young; barely 7/8 batches have passed out and our alumni have yet to reach prominent positions. Some of the achievers are as shown in the table below.

Year Activities 2013-14 A session on self empowerment was conducted by Ms. Bina

Ramani.

2014-15

A movie called „To Sir With Love‟ was shown which depicted

practical difficulties faced by a teacher in dealing with teen age students. It was followed by discussion on the experiences of the alumni.

2015-16 A session on „Innovative strategies of teaching learning‟ was

conducted for students by Ms. Kanta Pathre, Headmistress of Espalier School.


Table No. 5.10

List of Top ten alumni

Sr. No.

Name of Alumni‟s Position Held Institute

1 Chinmaya Potnis Co-ordinator Teach India, Pune 2 Mrs. Minal Joshi Head mistress Ashoka Universal School - Pre

primary Section 3 Rajani Sharma North India-

Evaluation / Assessment In charge

Delhi Public School

4 Takshasheela Jadhav

Faculty K. J. Somaiyya College, Mumbai

5 Amruta Joshi Co-ordinator Indian School, Dar Es Salam, Tanzania

6 Rozmin Shaikh Researcher Saudi Arabia 7 Harini Singh Faculty Management college, Singapore 8 Simmar Ahaluvalia Faculty Ashoka Universal school,

Wadala Nashik 9 Gayatri Jogi Educators

felicitated by TCS for being 1st prize in -----

Horizon academy

10 Lily Rajput Principal Lily white school, Nashik Contribution of Alumni to the Growth and Development of the Institution:

The alumni are the goodwill ambassadors to spread the vision and mission of the institute.

The alumni have given feedback about the process of teaching – learning and practice teaching in the institution and thus helped us to strengthen our program.

This evaluation has made it possible to estimate the proficiency, teaching skills and dedication of the teacher educators.

Some of the alumni have suggested new areas for programs to be conducted outside the institution in the form of social work.

They have provided relevant information regarding the strengths, weaknesses, opportunities and threats to internal assessments of the teacher trainees.

They have been actively participating in the functions of the college and have been giving constructive suggestions for the development of the institute.

Thus, the alumni have provided the required educational feedback from time to time that is useful for management of quality control.


2. How does the institution encourage students to participate in extracurricular activities including sports and games? Give details on the achievements of students during the last two years.

The institution provides different types of extracurricular activities in order to give opportunities and nurture other talents in teacher trainees along with the training for teaching profession. Student teachers are encouraged to participate in extracurricular activities.

Celebration of special days such as Independence Day, Republic day, Gandhi Jayanti, Teachers day, etc is organized. The college celebrates all important cultural and religious festivals so as to enhance the spirit of secularism and to understand the significance of cultural pluralism.

Faculty members in charge encourage the student teachers and provide ideas for conduction as well participation in various events. Faculty members supervise practice for participation in events to develop confidence among student teachers and also to enhance their skills.

The annual /bi annual college festival „Indradhanushya‟ is a mega event that

provides ample opportunity to the student teachers for showcasing and honing their talents in areas other than academics. In 2012-13, 2013-14 and 2014-15 the Indradhanushya was integrated with social theme such as „Discovery of India‟,

„Beti Bachao Beti Padhao‟ „Freedom the Oxygen of Soul‟, „Colors of Youth‟.

This fest gives chance to the students to sing, dance, and write dialogues, mime, compere the show, perform on stage.

Field trips are arranged for the student teachers to get first-hand experience on areas related to their subjects for example geography students were taken to Gargoti museum at Sinner to show rocks and minerals. Community work and various club activities are also conducted regularly.

Sports day, talents day (2011-12, 2012-13), valedictory day and other events are also organized by the student council throughout the year. There is ample provision for indoor games like carom, chess, table tennis, etc. and outdoor games like khokho, kabbadi, badminton and other track events on sports day.

Students actively participate in organization of and participation in „Vasantotsav‟ – an intercollegiate competition for colleges of education (2011-12, 2012-13, 2013-14, and 2015-16) and since last two years for junior college students. The competitions include debates, elocution, extempore speech, quiz, Ad Mad, street play, poster making, research paper reading, creative set induction etc.

In 2013-14, the student teachers took part in inter collegiate sports competition of SNDT University and participated in track events as well as Cricket. Our college was the only college of education to participate in the competition. Two of the students Savita Solanki and Mamta Yadav were selected for training for


inclusion in Inter University competition. Unfortunately they could not proceed due to dates clashing with Internship dates.

List of extracurricular activities and achievement in these activities is as follows:

Table No. 5.11 List of extracurricular activities and achievement in these activities

Year Extracurricular activities Achievements-

2013-14

Participation in „Tejasvini‟

contest organized by the Department of Students Welfare of SNDT university to select the all round best student of the university, with leadership qualities, a good academic record, a good personality, organizational abilities, and participation in co-curricular, social service and sport activities.

Sports-100m running, shot put, tug of war, long jump, Cricket Match, Kabaddi

Vasantotsav-intercollegiate competition was won by AICESR for three consecutive years

Flower Decoration competition

Quiz competition

Picnic to Moha farm

Educational Visit to planetarium

University Student Council elections

NPG Exhibition

Junior chamber International and Nashik Municipal corporation arranged „Clean Nashik‟

Competition for college students where we had conducted various activities such as green Ganesh Visarjan, spreading awareness of need to use cloth/paper bags, keeping surroundings clean, Rally, was organized to spread message of Environment Cleanliness. Student teachers presented paper on the activities conducted and won 1st prize of Rs. 25,000/ -. Competition and Malaysia Tour for securing 1st rank in paper presentation. Another student Ms. Shruti

Chandurkar participated in Research Paper Reading competition organized by Motiwala College of Education and won 1st rank- the prize being a trip to Malaysia.

One of our student was elected the GS in SNDT University in 2013-14(Mrs. Rabab Bhagat)

2014-15


Debate and Elocution

Mamta Jadhav was elected the Sports representative at SNDT in 2014-15.


Vasantotsav- Intercollegiate competition

Flower Decoration

Quiz Competition

Picnic to Moha farm

Educational Visit

Intercollegiate competition in Research paper reading


NPG Exhibition

Subject Club Activities

Assembly

2015-16


Vasantotsav- Intercollegiate Competition

Flower Decoration competition

Mehendi competition

Quiz Competition

Picnic to Moha farm

Educational Visit- Planetarium


Subject Club Activities

Assembly

Essay writing competition

Extension activities- Visit to Rachana trust and Radhakeshav Adharashram

Research Paper Presentation in S.N.D.T. University

National Conference- Paradigm shift in Education

Mrs. Jadhav Snehal – Participated and presented paper in Student led National conference at S.N.D.T. University.

53 students read paper in National conference on „Paradigm shift in education‟


3. How does the institution involve and encourage students to publish materials like catalogues, wall magazines, college magazine, and other material. List the major publications/materials brought out by the students during the previous academic session. Every year the institution‟s annual magazine “Shabdashilp” is published towards the end of the academic year. Student teachers are motivated and encouraged to publish their written material. They are given an opportunity to present and publish papers in conferences. Their sincere efforts are appreciated and the institution felicitates them as well during the annual prize distribution ceremony. In the year 2015-16 institute arranged two days National Conference on „Paradigm shift in Education.‟ 53 Students participated and presented papers in

the conference. All teacher educators gave the guidance to student teachers for presentation of paper.

4. Does the institution have a student council or any similar body? Give details on – constitution, major activities and funding. Yes. The institute does have a student council.

The faculty member in charge of the student council acquaints the student teachers of the role and importance of student council body in the institute. Student council members are elected from among the student teachers and by the student teachers. Students wishing for contesting the election are given chance to introduce themselves and convince students why they should be elected. Nine members are elected.

Investiture ceremony is held after election. Class Representative, Assistant Class Representative and 7 others constitute the

council. They work in close association with the faculty in charge and principal. All the

activities in an academic year are conducted with the help of student council members and other students.

Table No. 5.12 Student council members

1.College Representative

Mishra Soni

2. Asst. College Representative

Sebastian Gipsy

3. Treasurer- Advani Rashi

4. Members of Student Council

Bais Prachi, Kapadia Neelam, Shaikh Saniya, Ruma Kumari, Mittal Shipra, Jadhav Snehal


Major Activities that are usually organised: Vasantotsav- Intercollegiate competition, Indradhanushya-the annual gathering, Conferences, seminars, celebration of various days such as Independence Day, Republic Day, Children‟s Day, Teachers Day, Earth Day, celebration of all major festivals, educational visits, picnics, sports, holding student Council Meetings, Grievance Cell meetings, maintaining discipline, cleanliness, identifying problems and their possible solution, forwarding grievances of the students to the relevant authorities, Publication of Annual Magazine, helping in organization of various competitions, Guest lecturers. Funding The institution provides the financial support for all the above mentioned activities. For intercollegiate competition, sponsorship is solicitated. 5. Give details of the various bodies and their activities (academic and administrative), which have student representation on it. Details of the various bodies and their activities which have student representation on it are as follows:

Table No. 5.13 List of academic committees and their activities

Sr. No.

Academic bodies/ committees

Activities

1 Practice Teaching and Internship

Along with teacher educators approaching various schools for seeking permission to conduct Practice Teaching and Internship.

Maintaining good relations with different schools.

Executing Practice Teaching and Internship successfully.

Enhancing professional development of the students.

2 Placement Profiling of students on academic and other than academic parameters

Identifying a resource person to give inputs on preparation of CV, facing interview, conducting mock interviews

Identifying schools for campus interviews & sending information about the campus placement

Asking for the number of vacancies in different subjects & levels – primary, secondary etc


Making arrangement for different schools to conduct interviews

Providing hospitality by arranging water, tea, biscuits, lunch etc

Organizing campus interviews for the students

Taking follow up from the schools

3 Alumni Association Assessing the possibilities of involving alumni for guest lectures, projects, seminars & workshops

Organizing annual alumni meet.

Planning different activities for alumni to participate to update themselves

Motivating them to organize Alumni events

4 Magazine Framing objectives

Forming the committee Deciding theme for the magazine

Collecting and scrutinizing articles Publishing the magazine

Educational Visits Framing objectives Deciding to the place of visit Organising the visit

Table No. 5.14 List of administrative committees and their activities

Sr. No.

Administrative bodies

Activities

1 Anti Ragging cell Formation of anti – ragging cell as per university‟s guidelines

Setting up grievance redressal mechanism Giving an orientation to the class about the: - concept of ragging, - which kind of behaviors/activities are called as

ragging - How ragging is considered to be an offence

punishable by law - Harmful effects of ragging on the victim Sending report of the activities to the university Maintaining relevant file

2 Grievance Formation of Grievance Cell as per the


Redressal University/UGC norms Setting up the mechanism for grievance

redressal 3 Womens cell Formation of Women‟s Cell/Vishakha Cell

(Muskan) as per the guidelines of the university

Conducting activities to sensitize students about women‟s‟ movement, Vishakha Act,

the issues related to women, what is termed as sexual harassment, domestic violence, women‟s‟ empowerment, laws protecting women

4 Student Welfare Identifying and listing the common needs of the students

Planning and implementing Personality Development Program around the year in collaboration with different personnel from sister institute or counseling department or other sources

Organizing Spoken English Classes We give maximum opportunities to the student teachers to be members of the academic and administrative bodies. Student‟s council is made up of student teachers representatives. Student council

members are involved in the planning, organization and publication of co curricular and extracurricular activities. In the social service, health program, EPC-1, 2 and 3 micro teaching and internship program the group leader assists the professor in charge. The annual gathering includes the annual prize distribution ceremony. There is variety of cultural programs. These programs are undertaken with the formation of committees for stage decoration, seating arrangement, sports, anchoring, Swagat. For various competitions like cooking, flower decoration, Mehendi and Rangoli, students participate in the planning and execution. The annual gathering is a good platform for active participation and representation of teacher trainees. 6. Does the institution have a mechanism to seek and use data and feedback from its graduates and from employers to improve the preparation of the programme and the growth and development of the institution? The institution takes feedback from the alumni and uses it to prepare next year‟s

programs. After every event feedback is collected from the participants and data is used by the institution for future planning of the events, curricular planning, implementation, growth and development. Issues related to the above are discussed with the faculty to improve the implementation of the program. The management supports the faculty as well as the non teaching faculty regarding administrative issues and gives feedback from time to time for proper planning and implementation, growth and development of the institution. Feedback about every teacher educator‟s teaching is taken at the end of


every month (2015-16). SWOT analysis of the curricular and co-curricular activities, admin etc. is done at the end of the semester / year (2013-14, 2015-16). At the conclusion of every major program a meeting is taken to find out the areas where we excelled and try to find out gaps in performance. Employers: The institute takes feedback from the employers where our graduates are working as teachers. The data are used to plan the curricular and co-curricular activities of the college. This leads to the growth and development of the institution. 5.4. Best Practices in Student Support and Progression 1. Give details of institutional best practices in Student Support and Progression? Ashoka International Centre for Educational Studies and Research believes in students‟

development and their continual improvement and for that it conducts number of activities for students‟ support and progression. The best practices for Student Support are as follows: 1. Mentoring Teacher educators are mentors and students are mentees in mentorship program. Mentoring program is conducted in the following way: All the teacher trainees are divided in equal number among the teacher educators. The teacher educators are not just teachers but also become mentor of that particular group of students and share mentor- mentee relationship.

1. Student information form is the first document that is filled by the mentees which includes brief information and academic record of the mentees.

2. Mentoring diaries are allotted to students, and their purpose and the manner of making entries in them is explained to the students in detail. Mentoring diaries include information regarding personal details, information about strengths, weaknesses, information about areas in need of improvement, academic score etc.

3. Formally meetings of mentor mentee are conducted twice in a month but informally a mentor interacts with the mentee on regular basis as the need is perceived.

4. A good mentor keeps a good rapport with the parents of the mentees also. 5. Mentor frequently discusses with the students their academic goals to motivate

them. 6. Mentor motivates mentees to participate in all the activities especially who seem

to be introvert or shy or those who lack confidence. 7. In case there is a major issue regarding any of the mentee, it is diverted

immediately to the counsellor and a follow up of the same is taken.


8. Throughout the year every teacher keeps track of students‟ progress. Every

mentor works hard for their mentees and takes them under her wings, offer them comfort, attention and love.

9. A mentor helps set academic goals for the mentees in terms of increasing the percentage of marks.

10. A plan of action is decided to help mentees achieve those goals.

2. PDP – Personality Development Programme for students

Since the year 2013-14, Personality Development Program is conducted for students‟ support which includes different sessions like self esteem,

positive attitude, ego, introspection therapy, time management, meditation etc.

In the year 2014-15 Life Skill development was the focus under which various sessions like 7 Habits of highly effective people, stress management, empathy, problem solving, Critical thinking, decision making were taken to enhance the life skills of the students.

In the year 2015-16 S.D.P. (Student Development Programme) was conducted to focus on development of Emotional Intelligence, Communication skills, Stress management and Classroom management.

3. Health Check up

Health check up is conducted since 2012-13. Health is always given the first priority and for that every year medical checkup is conducted for the students. Team of doctors is invited to conduct it. The head of the team i.e. senior doctor usually is asked to give a session on health issues and importance of good health.

After the session, a detailed health checkup is conducted and doctors have one to one interaction with the student teachers.

4. Subject Clubs One of the unique features of our institute is that we have subject clubs. Different students select different methods or subjects related to teaching in school. We train the students to handle various activities related to those subjects during B.Ed. course. For that we form Language club, Science club, Social Science club, Math‟s

club etc. Each club has President, ice- president, Treasurer etc. Various activities are conducted by students under subject clubs like quiz, elocution, exhibition etc.

5. Spoken English Classes Spoken English classes are conducted from 2012-13 for enhancing the English communication skills.


The best practices followed for students Progression are- 1. Great teacher characteristics Each teacher needs to have certain essential characteristics. Dr. Maria Orlando has introduced 9 Great teacher characteristic. Our institute has worked in details about these 9 teacher characteristics and has come out with a manual for it. These characteristics are: 1. A great teacher respects students, 2. A great teacher creates a sense of community and belonging in the classroom, 3. A great teacher is warm, accessible, enthusiastic and caring, 4. A great teacher sets high expectations for all students, 5. A great teacher has his own love of learning, 6. A great teacher is a skilled leader, 7. A great teacher can “shift-gears”, 8. A great teacher collaborates with colleagues on an ongoing basis, 9. A great teacher maintains professionalism in all areas. Since the year 2014-15, teacher educators are practicing all these characteristics and are evaluated by their peers on the acquisition of there characteristic. 2. Career Guidance and Placement

Right in the beginning of the year a session on goal setting is conducted for the students. Students are encouraged to set short term (5 year) and long term goals for themselves. Through mentoring as well students are motivated to fix their goals and to move towards them. To prepare students for good placement they are given inputs in the form of training on how to write their curriculum vitae. They are asked to do SWOT analysis of themselves and find out what skills, knowledge they need to acquire in order to reach their goals. A template is provided to them to enable them to make their curriculum vitae effective.

Next a session is conducted on how to face interview. Tips for that are given and later on mock interviews are conducted and feedback is given to them to improve their technique, body language etc.

Principals of different schools are invited for placement and students face the preliminary interview in the college itself. Later on they are asked by the schools to give demonstration lessons. Some of the schools where our students have been placed are Bhonsla Military School, Vidyaprabodhini School, Wisdom High School, Poddar International School, Delhi public school and Ashoka Universal School etc.


CRITERION VI: GOVERNANCE AND LEADERSHIP

1. Institutional Vision and Leadership- How are they made known to the various stakeholders?

Ashoka Education Foundation was started in the year 2002 and AICESR was started in 2008-09. AICESR looks upon itself as an important link in supporting the overall growth and development of society in the light of nurturing teachers who are competent intellectually, socially, morally, spiritually towards the need of the times. The vision and mission is reflected in the ethos and functioning of the institute.

AICESR is under the aegis of AEF which has the following SOP. Statement of Purpose

We are committed and determined to redefine the cause of excellence in Education and implement it through accelerated need based practical oriented process with holistic approach to empower learner for self exploration to become a responsible global citizen with deep rooted ethos of Indian culture and tradition.

Vision

Excellence in education through need based, holistic approach for self exploration and global citizenship without losing the ethos of Indian culture

Mission

The mission of AICESR is to help prepare outstanding educators through innovative teaching learning strategies, skill development and the effective use of technology in an environment that values diversity, individuality, and mutual respect for the free exchange of ideas with an emphasis on service to community.

The stakeholders of the college are students, schools, staff, alumni, parents and society.

Institutional Vision and Leadership are made known to the various stakeholders by using following ways:

Online resources: www.aef.edu.in/aicesr Print Media: Prospectus, brochure of the institution, College Magazine,

board displaying vision and mission at the entrance of the institution

Programmes conducted by college: Academic: Orientation for the student teachers, Seminars,

Workshops, Guest lectures,


Extra/Co-curricular: Alumni meet, Excursion, Parent Teachers‟ Meet,

Vasntosava – intercollegiate competitions and Indradhanushya – Annual Cultural extravanza.

2. Does the mission include the institution‟s goals and objectives in terms of addressing the needs of the society, the students it seeks to serve, the school sector, education institution‟s traditions and value orientations?

Yes, the vision and mission statements address the needs and demands of the society, students, schools, educational institution‟s traditions and value

orientations. Institution is catering to their needs. Mission includes quality issues, inculcation of virtues, fundamental values and the right attitude among the students. These are attained through various curricular & co-curricular activities organized by the college and course.

Table No.6.1 Attainment of objectives of Institution

Sr. No.

Focus Areas of

the Institution

Objectives of the Institution

Institutional Facilitations / Provisions in

Alignment with the Objectives

1. Needs of the Society

To provide innovative teacher education

Designing curriculum to have innovative teacher Education Program

2. Needs of student teachers

To provide innovative teacher education

To provide innovations in teacher education for continuous improvement

To develop thinking skills among the learners

To develop the personality of students

To make effective use of educational technology

To develop research skills

Use of innovative and reflective strategies of teaching

Technology based teaching- learning

Use of consortium for group discussions.

Self learning through flipped classroom.

Student Development Programmes

Co-curricular activities Financial support to

take part in intercollegiate competition.

Practice of Great Teacher Characteristics

Infrastructural provisions

Mentoring and Counselling

Active Grievance Cell


To be a resource centre in teacher education

Anti – Ragging Cell Educational Visits,

Workshops, Seminars Method Club activities Research paper reading

competition

3. Needs of the School Sector

1. To provide innovative teacher education

2. To prepare agents of social change

To provide value based education

To inculcate values of community service, national integrity and religious tolerance in students through various kinds of activities

To create a sense of ownership for the protection of environment.

To create awareness about empowerment of woman.

To apply knowledge of the cultures, policies and practices that need to create an inclusive school

Training students in contemporary teaching- learning and evaluation strategies through seminars, workshops, symposiums.

Value based assemblies

Celebration of all major religions‟

functions Participation in

Environment related activities

Programmes related to Women‟s issues

CET training program TET training program Feedback from Schools

and Alumni Special Reflective

Assemblies Deliberative sessions

on social Issues Social outreach

program

4. Traditions and value

To prepare agents of

Special theme based assemblies


orientations of the Institution

social change - To provide

value based education

- To inculcate values of community service, national integrity, religious tolerance, in students through various kinds of activities

- To create awareness about empowerment of woman

Mentoring Celebration of

constitutional Day, Independence Day , Birth Anniversaries of Great Leaders, Plantation Day, Women‟s Day,

Visits to Orphanages, old age homes

Guest lectures related to women‟s issues

3. Enumerate the top management‟s commitment, leadership role and

involvement for effective and efficient transaction of teaching and learning processes (functioning and composition of various committees and board of management, BOG, etc.) AICESR is an integral part of the Ashoka Education Foundation - AEF which was established in 2002. The foundation was established for educational, scientific purpose and advancement of general public welfare and for the benefit of the general public irrespective of caste, creed or community, not involving the carrying on of any activity for profit. The commitment of the top management is seen through its aims and objectives which are:

Establishing and developing state-of-art integrated educational facilities and institutions of learning and holistic human development at all levels from School to University, for learners of all age-groups, utilizing the global knowledge base, proven methodologies and latest technology at our command.

Collaborating with more advanced national and international organizations / institutions with shared vision and mission.

Undertaking and contributing to research and other developmental activities to understand, improve and innovate in the knowledge base of the areas of our operations.

Designing and providing educational programmes and courses of studies in traditional, emerging and innovative areas in AEF institutions to


develop future oriented knowledge workers, researchers, managers and technology trained manpower with commitment to excellence in order to realise their fullest potential so as to adapt to changing globalised environment.

Offering growth oriented positive environment in its institutions to inculcate ethical standards with emphasis on human dignity, team work and environmental sensitivity.

Planning and gaining active contribution of various stake-holders and the society.

Fig. No. 6.1

Composition, Functioning, Commitment of Managerial Bodies

COMPOSITIONOF

MANAGERIAL

STRUCTURE

FUNCTIONING OUTCOME

Governing

Body Role and involvement

Establishment of

educational

institutions &

facilitating &

implementing the

vision & mission of

AEF

Quality Assurance

& Guidance

Cell (QAG)

Role and involvement

Assessing and implementing plan of

action based on quality parameters for quality

sustenance in the institution

Internal Quality

Assurance Cell

(IQAC)

Role and involvement

Designing &

Implementation of

the quality

management

services & system

through research

based activities

Outcome

Outcome

Outcome

The

institutions

work towards

fulfilment of

Ashok

Philosophy for

Higher

education

Establishment

of quality

management

system

Ensuring

quality in the

functioning of

the institute

Local Management

Committee Role and involvement

Reviewing & adopting

measures for the

progress of the

institution in sync with

the Ashoka philosophy

for higher education

Outcome

Progress of the

students &

faculty due to

commitment

towards

excellence

Statement of Purpose „We are committed and determined to redefine the cause of excellence in Education and implement it through accelerated need based practical oriented process with holistic approach to empower learner for self exploration to become a responsible global citizen with deep rooted philosophy of Indian culture and tradition.‟ Vision Excellence in Education through need based Excellence in Education, holistic approach for self exploration & global citizenship without losing the ethos of Indian culture Mission The mission of AICESR is to help prepare outstanding educators, scholars, and researchers and to advance knowledge and learning through research on teaching learning and the effective use of technology in an environment that values diversity, individuality,


Table No. 6.2

Role and Involvement of Top Management

The top management

Functions / Role and Involvement

Outcome

Governing Body Composition

Chairman Vice-chairman Secretary Treasurer 7 Members /

Trustee

Policy formulations and Compliance of the rules and regulations as laid down by the Government, UGC, NCTE and University.

Reviewing the activities of the institution keeping in view the Ashoka SOP, goals and institution‟s

vision and mission Suggesting reforms Financial review

and support Overall policies for

the institution

Policy review of academic, administrative and financial aspects

Efficient and effective administration

Provision of facilities for academic endeavours

Greater collaboration with Ashoka institutions and the community

Greater social engagement

Local Management Committee Composition

3 Management representatives

Principal of the institution

3 Honorary Members

3 Staff representatives

One administrative staff representative

Reviewing Institutional policies (admission, financial, infrastructural)

Reviewing Institutional activities

Assessing the institution‟s

performance Identifying barriers

to the achievement of institutional goals

Providing constructive suggestions for enhancement of educational endeavours

Discussing major policy changes at the government level and their implications on the

Policy decision regarding admission & infrastructure

Ensuring decisions are taken regarding organization of major activities

Analysis of institution performance

Formulation of policies to encourage faculty development

Policy decision on changing norms of Government, UGC, NCTE and University


institution Assessing the

professional growth of the teacher educators

Promoting professional accountability among teacher educators

Quality Assurance & Guidance Cell (QAG) Composition

Chairman, AEF Director, AEF Administrator,

AEF Coordinator,

AEF Principal,

AICESR IQAC,

Coordinator ISO, Coordinator Placement

Officer Academic

Coordinator

Designing the quality management System

Implementing the quality management System through ISO

Policy decisions with respect to quality management system

ISO audit every quarter

Management Review Meeting (MRM)

Performance Review Meeting (PRM)

Internal Quality Assurance Cell (IQAC) Composition

Chairperson : Head of the institution

Management Representatives

External experts IQAC

Coordinators Stakeholders Alumni Teaching Staff Senior

Maintaining and upgrading standards of the institution

Facilitate greater interaction with the stakeholders in order to ensure meaningful and purposeful progression in all the mechanisms of the institution.

Improve working conditions and raise motivation level of teaching and supporting staff.

Ensure consistency

Organized activities and programmes to enhance quality of curricular transaction (workshops, seminar etc.)

Organized activities for the community

Increased consultancy & extension activities

FDP sessions conducted by management on contemporary practises in curricular activities

Professional, accountability system


Administrative Officer

Nominee from Students

and sustainability in the quality endeavours.

Emphasize the implementation of contemporary practises in curricular and co-curricular activities.

Develop progressive and developmental evaluation mechanisms.

Design the quality process, maintain records and monitor progress for greater quality assurance.

Enhance the credibility of the Institution and create greater visibility to attract best students or best stake holders.

Develop Brand Consciousness among the personnel of the Institute.

Work on using the Professional Accountability Model (PAM) for ensuring that the professional development of the teacher educators takes place by keeping the SOP, vision, mission and the objectives of the institution in view

was adopted by the staff.

Minor research projects

Mentoring Contemporary

strategies of teaching – learning and evaluation

Enhanced technological facilities and usage

Feedback from internal and external stakeholders

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 discusses, decides, assigns and allocates the roles and enumerates the key responsibilities of the staff members on the basis of their academic record, potential, aptitude and interest as well as the experience in teaching and other academic and curricular events, creative and


constructive aspects of the personality, specialization, value system, communication style and motivation level. The allocated responsibilities are communicated to the staff through staff meetings and circulars. The management and the institution define the responsibilities of the faculty and other staff. The responsibilities have been defined by the University as well. These are communicated and defined by the management at the time of new appointment. The academic responsibilities are defined by the Principal in the beginning of the new academic year to the faculty. Each member of the faculty and non-teaching staff is assigned a specific role to play to achieve the goal. The management, the head of the institution and academic coordinator are vigilant observers who evaluate their performance. Terms and conditions are issued by the head of the institution to the faculty and non-faculty members. Job descriptions are specified for the employees. At the time of appointment, the management explains the nature of the job; prevailing rules and responsibilities are defined. The members of the staff are assigned various duties of the curriculum and co-curricular and extracurricular activities by the Principal. Duties are intimated through notices and telephone calls. Duty allotment and circulars are counter signed by concerned staff members. Institute also prepares KRA (Key Responsibility Area) as per ISO 9001-2008 in which committee manual has noted the duties and responsibilities of employees. 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 institute regularly conducts the feedback session for various academic activities from different stakeholders. With regard to teaching, feedback used to be obtained from the students every term from 2012. From 2015, it is obtained from the teacher trainees every month. The principal also conducts the end of term and annual meetings. From 2015, feedback is taken from the students for each activity as well. Review meetings are conducted after every major activity and opinions of faculty are obtained through discussion. Self appraisal report of the faculty is collected towards the end of the academic year. During the academic year and at the end of every academic year, teacher trainees also fill the feedback sheets that include all aspects of the institution. This collected feedback is reflected upon and used for the quality enhancement. The management is able to review all activities of the institution through the monthly report. The activities of the institution are reviewed by the management with the Principal periodically. Quarterly Management Review Meetings - MRM and Performance Review Meetings - PRM are arranged in which Quarterly report


is presented by the Principal and information about the activities is also shared with the management. From 2015, during Management Review Meetings, feedback is taken of students‟ achievement against the commitment gives by the

faculty. Faculty Development Programs conducted, Operating Processes, Quality Policy, Services of Suppliers are other areas which are looked into.

Management carries out discussion, provides suggestions for effective functioning of the institution. 6. How does the institution identify and address the barriers (if any) in achieving the vision, mission and goals? The institution identifies and addresses the barriers in achieving the vision, mission and goals in the following manners: Various committees are constituted for smooth functioning of the institution. The barriers in achieving the vision, mission and goals are identified by the concerned committees. The reasons for the barriers are mutually discussed by the various committees, head of the institution and during the staff meetings. Remedial measures are identified by taking into consideration the suggestions provided by the faculty members. The concerned committees look into various quality related issues pertaining to teacher education being imparted by the institution. Feedback is given by the students about the staff members, events carried out. A suggestion box is kept outside the classroom. The students drop their suggestions, grievances in the box. Two representatives of student Council along with two staff members and the principal go through the suggestions put in the box and try to find solution to the problems, grievances of the students. Sometimes students share their views personally with the mentor or the coordinator as the urgency demands. For achieving goals and as per requirement of the students, the institute has started following activities:

English speaking classes Value based activities like assemblies

Training is given for Classroom management since many students face difficulties in maintaining a disciplined class

Identification of barriers & their addressing is shown below diagrammatically.


Fig. No. 6.2

Identifying and addressing the barriers

7. How does the management encourage and support involvement of the staff for Improvement of the effectiveness and efficiency of the institutional processes?

Management representative is usually present in the premises to iron out any difficulties. Three of the staff members and one admin staff are members of LMC whereas all are members of IQAC. Their suggestions are sought and valued for promoting quality initiatives. All the staff members are consulted before making provision in the budget. During the Management Review Meeting (MRM) from 2015 the management considers the suggestions of the staff members, encourages, appreciates and supports involvement of the staff for improvement of the effectiveness and efficiency of the institutional processes. The management has gone for and received ISO 9001:2008 in 2015. It seeks feedback about the institutional functioning from the principal and staff. It encourages a formal feedback mechanism in the institute 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 Principal of the college provides requisite leadership to the system. The principal maintains a professional and participatory approach in governance and management of the curriculum, administration, allocation and utilization of resources for the preparation of students. The head acts as a bridge between the management and the staff in developing the students.

For the smooth transaction of the curriculum, the Principal constitutes various committees after discussing among the staff and assigns key responsibility areas


to each of these committees. The work of each committee is coordinated by the Course Coordinator. The recommendations and feedback from these committees are considered and approved in the staff meeting. The Principal encourages staff to attend the orientation meetings for the transaction of the syllabus. The Principal provides administrative and academic leadership to the faculty members. Strategies are evolved for academic growth of the students. Individual appreciation, personal care & concern for the student teachers and institution are provided by the head of the institution and the management. The leadership role of the head of the institution is reflected in the following areas:

Guidance rendered to prepare the academic calendar for whole year/ semester

Motivation provided to use innovative strategies for teaching and learning Involvement of the faculty members and students to carry out curricular &

co-curricular activities Supervision of the programmes.

Creating conducive educational environment Having a clear vision of total quality in the institution Academic planning for the whole year

Conducting regular staff meetings of various committees and monitoring the introduction of innovative educational practices in the institution

Ensuring that organizational structures clearly define the authority and the responsibilities and provide for required accountability

Developing appropriate mechanisms for monitoring and evaluating success

Developing skills in conflict resolution, problem solving and decision making

Educating teacher educators in quality concepts, team building, communication and leadership skills

Evaluating the implemented innovation and making modifications and refinement in the light of experience.

For the governance and management of the administration, the principal strictly follows the norms and conditions of service as laid down by the Government, UGC, NCTE and University. She puts the needs and difficulties of the staff in front of the LMC and IQAC. The head of the institution plays an important role in management of the resources for the preparation of students. The principal encourages the staff and the students to take up mini research projects, keep a professional, harmonious relationship with all the University bodies and schools. The principal is responsible for preparing a budget and allocating resources for academic and development related activities.


Organizational Arrangements 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 management, finance, infrastructure, research, extension and linkage and examination during last year. In the beginning of the year, for the management of different activities, various committees have been formed that work with clear and definite objectives and functions . The college encourages participatory management practices and team work between the different components of the college. These committees plan, execute and coordinate the activities in their respective areas of the college.

Table no. 6.3 Academic committees 2015-2016

Sr. No.

Committee Sub Committee

Schedule of Meeting

Plan of Action

Quality Enhancement Committee

ISO, IQAC Twice in year

1. Adoption of ISO 9001: 2008.

2. Organising S.D.P/ P.D.P. for students

3. Organizing a National Conference

4. Development of mechanism to handle student grievances, absenteeism and discipline

5. Analysis of feedback given by the students with respect to teaching – learning, Administration, infrastructure, library, housekeeping, IT services, repairs & maintenance

6. Mentoring to be done more diligently and commitment with respect to improvement in performance to be given by each faculty.

1

Core academic committee

Academic Twice in year

1. Preparation of Academic

Activity calendar along with event list.

2. Initiation of Subject allocation.


3. Preparing Committee list for the year.

4. Preparation of Workload distribution.

5. Monitoring Logbook. 6. Daily Monitoring of Class

Timetable wise. 7. Monitoring of academic

activity. 8. Preparation of monthly

report and submitting it.

Library Twice in year

1. Maintaining adequate copies of text books/reference books in the library

2. Increasing the number of books in the library

3. Including Compact discs 4. Increasing the circulation of

books 5. Holding book review

competitions

Practice Teaching and Internship

Once every semester

1. Approaching various schools for seeking permission to conduct Practice Teaching and Internship.

2. Maintaining good relations with different schools.

3. Executing Practice Teaching and Internship successfully.

4. Enhance professional development of the students.

2 Evaluation committee

Exam Committee

Twice in year

1. Planning of tutorials, Seminars, term exams & prelim exam

2. Coding of answer paper to be continued for Term end Exam & Prelim Exam.

3. Conducting test on monthly basis (2015 onwards).

4. Result analysis subject wise to be done to find out areas


that need to be concentrated upon.

3 Event management & co-curricular activities committee

Event Management

Vasantotsav – Intercollegiate Competition

Once a year

1. Have collaboration with other college to conduct the event.

2. Disseminate information about the competition to other colleges.

3. Giving exposure to various students studying in B.Ed. Course to hone their skills in organizing an event

4. Providing platform to take part in various competitions.

Cultural Committee

Twice in year

1. Organizing Gathering – Indradhanushya (Annual / bi-annual)

2. Encouraging students to participate in the events and competitions organized by other colleges, University.

3. Identifying the cultural talents like in vocal/instrumental .music/dance/debate/skit/mimicry/One act play/drama and creating opportunities for their enhancement.

4 Training and Placement

Placement committee

Once a year/ Once in 2 years from 2015

1. Profiling of students on academic and other than academic parameters

2. Identifying a resource person to give inputs on preparation of CV, facing interview, conducting mock interviews

3. Identifying schools for campus interviews & sending information about the campus placement

4. Asking for the number of vacancies in different subjects & levels – primary,


secondary etc 5. Making arrangement for

different schools to conduct interviews

6. Providing hospitality by arranging water, tea, biscuits, lunch etc

7. Organizing campus interviews for the students

8. Taking follow up from the schools

Training

Personality/ Student Development Program

Twice in year

1.Identifying and listing the common needs of the students

2.Planning and implementing Personality Development Program around the year in collaboration with different personnel from sister institute or counselling department or other sources

3. Organizing Spoken English Classes

5 Admission committee

Admission committee

Once a year

1. Conveying the admission procedure as per norms

2. Setting up the space for admission process

3.Guidelines for completion of admission process 4..Counseling for checking of admission forms & selection of methods

6 Alumni committee

Once a year 1. Assessing the possibilities of involving alumni for guest lectures, projects, seminars & workshops

2. Organizing annual alumni meet.

3. Planning different activities for alumni to participate to update themselves

4. Motivating them to organise


Alumni events

7

Administration & Accounts committee

Administration committee

Twice in year

1. Confirming the adequacy of infrastructure for smooth functioning of core academic activities

2. Maintaining various registers

3. Issuing of certificates 4. „Front desk‟ - face of the

college – giving relevant information to the visitors

5. Keeping documents ready for LIC, Academic audit committees etc

6. Preparing & Sending different reports asked by the various bodies in time

7. Scholarship related work for the students

8. Helping in the admission process

9. Ensuring that the equipment are in working condition, getting them repaired if needed

10. Getting furniture repaired / replaced

11. Filling up Material Requisition Slip for new requirements

12. Helping in the conduction of examinations

13. Safe keeping various records/files

14. Helping in carrying out various events, workshops, seminars by providing support

15. Maintain record of admission, examination & university correspondence

Accounts committee

Twice in year

1. Preparing Budget and forwarding to appropriate authorities


2. Preparing and forwarding annual budget to appropriate authorities in time

3. Keeping record of the major expenses

4. Preparing vouchers for committee members, resource persons etc

5. Ensuring maintenance of all written communication as a record in respective files

Quality Enhancement

Twice in year

1. Providing quality infrastructure

2. Maintaining it through timely repair & maintenance

3. Providing pleasant ambience

4. Providing prompt service to the students/customers

8 Anti-ragging Cell

Once a year 1. Formation of anti – ragging cell as per university‟s

guidelines 2. Setting up grievance

redressal mechanism 3. Giving an orientation to the

class about the: - concept of ragging, -which kind of behaviours/activities are called as ragging -How ragging is considered to be an offence punishable by law -Harmful effects of ragging on the victim.

4. Sending report of the activities to the university

5. Maintaining relevant fil

9

Women‟s

cell/ Sexual harassment/ Vishakha Cell

Once a year 1. Formation of Women‟s

Cell/Vishakha Cell (Muskan) as per the guidelines of the university

2. Conducting activities to sensitise students about


womens‟ movement,

Vishakha Act, the issues related to women, what is termed as sexual harassment, domestic violence, womens‟

empowerment, laws protecting women

10

Grievance cell

- Monthly

1. Formation of Grievance Cell as per the University/UGC norms

2. Setting up the mechanism for grievance redressal

11

RTI Cell - Once a year 1. Informing stakeholders about the cell and its members

12

Magazine Committee

Twice in year

1. Framing objectives 2. Forming the committee 3. Deciding theme for the

magazine 4. Collecting and scrutinizing

articles 5. Publishing the magazine

13 RTI Committee

Once a year

Give the organizational structure and the details of the academic and administrative bodies of the institution.


Fig. No. 6.3 Organisational Structure of Academic and Administrative Bodies

Ashoka Education Foundation

Director

Higher Education

Local Magagement Committee

Principal

Course Coordinator

Educators

Librarian

Assistsnt Librarian

Student Council

office Superintendant

Sr.Clerk

Jr. Clerk

Peon

IT OfficerH/K &

Maintenance Incharge

House

keeping Super

visor

Maintenancesuperviser

Security Supervisor

Security Guard

HR Executive

Administrator


3. To what extent is the administration decentralized? Give the structure and details of its functioning. Administration of the institution is totally decentralized. The institution has constituted different committees to execute different functions like admissions, academic activities, examination, management of library etc. There is constant interaction among the functional units of all the committees. Various committees and bodies constituted for smooth educational and administration work have been mentioned in 6.2.1 and 6.2.2. Committees comprise of the in - charge and other staff members and students. They design and work out the academic programs. They are given freedom to chalk and plan their activity in a creative way for conducting the curricular and co-curricular activities.

Due to this decentralization work is distributed equitably and effectively completed. The flow chart shows the decentralization of the administration. The departments function in the following manner.

Fig. No. 6. 4

Decentralization Process

Principal

Participatory consultation

Formation of Committees

Deciding objectives,

activities, action plan

Implementation & feedback

Overview


4. How does the institution collaborate with other sections / departments and school personnel to improve and plan the quality of educational provisions? Ashoka International Centre for Educational Studies and Research collaborates with its sister institutions: Ashoka Centre for Business & Computer Studies (ACBCS): The Annual Day is celebrated in collaboration with ACBCS from 2011 onwards Ashoka College of Education (ACE) : The inter-collegiate competition – Vasantotsav is conducted in collaboration with ACE from 2011-12. Collaboration with: Junior Chamber International (JCI) and Nashik Municipal Corporation (NMC): The institution participated in „Clean Nashik Project‟ advocated by JCI

and NMC to spread awareness of environmental cleanliness and protection and won the 1st prize of Rs. 25000/- in the competition conducted by these organizations. Yashawantrao Chavhan Maharashtra Open University (YCMOU) & Baha‟i

Academy: The institution provided premises and infrastructure for conducting „Value Education‟ certificate course conducted by YCMOU and Baha‟i academy. Collaboration with Educational institutions: Practice Teaching: Every year at the start of the B.Ed. programme the Faculty members of the institute visit the practice teaching schools for collaborative planning of the practice teaching program to ensure its smooth functioning. The Principal of the school and the supervisor apprise the student teachers and teacher educators of the requirements of the school syllabus based on their context.

Internship: The internship is conducted for 15 days (Now 4 months since 2015) in practice teaching schools. After taking the requisite permission, the institution conveys through written correspondence to the different schools, the various activities that the student teachers would engage in during this period. The schools welcome the internship activities that include action research projects and Unit test administration and assistance in other routine programmes of the school as per the requirement of the school. Consultancy: In order to establish and strengthen bonds with the practice teaching schools, the college offers to share the expertise of the teacher educators on contemporary trends in education. The schools identify their requirements and accordingly avail of this facility.


Placement: The practice teaching schools are informed about campus recruitment well in advance and invited for the same. This service is provided to schools without monetary considerations. Besides practice teaching schools, other schools of various boards avail this facility. Schools are invited to conduct their pre campus presentation for the students. Thus the institution works together with the schools to prepare the students for the campus interview.

Competitions: Schools and colleges are encouraged to participate in the inter collegiate competition – Vasantotsav during which various competitions are organized. Training for CET: The institute conducts CET training for B.Ed. aspirants free of charge every year. Training for TET: The institute conducted TET training for teachers in 2013-14.

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 feedback for decision making and performance improvement. The concerned data for feedback is obtained from various sources – Internal and external. Internal: Local Management Committee (LMC): LMC gives feedback about various Academic and Administrative activities conducted which is implemented. Feedback from Management Review Meeting (MRM): From 2015, audit of the institute is done every quarter and feedback is received about different processes. This is implemented immediately and a compliance report is prepared. Feedback from the faculty:

Feedback from staff is obtained in the term end meetings. All the suggestions and feedback are considered. The problems are discussed and the solutions are drawn out for smooth and better academic work. The feedback is also used for the appointment of the faculty on different committees and bodies constituted in the institution.

Great teacher characteristic is practised in the college for the better development of the teacher educators from 2014 in which peer feedback is taken and conveyed to each teacher educator.


Feedback from the students: Permanent suggestion box is kept for teacher trainees‟ feedback. The institution

uses the feedback in decision-making and performance improvement. Data are discussed in grievance redressal meetings and the best decisions are incorporated and recommended for adaptation.

Evaluation of the institution and faculty by teacher trainees is done at the end of the academic year. The institution takes the written feedback from the teacher trainees. This is used to improve the quality of the academic programs. Online feedback is taken from the teacher trainees from 2015 onwards and monthly from 2015-16.

After every activity feedback is taken from the students. This is considered for the future activities. External:

Local Inquiry Committee (LIC): The feedback received from LIC is implemented for betterment of decision making

and performance improvement. Practice Teaching Schools: Feedback is obtained regarding the practice teaching sessions by the student

teachers in their respective schools.(2014-15)

Parents:

Feedback was obtained about the transaction of the B.Ed. program through a parent interact program in 2015-16 and the suggestions were considered for implementation.

Alumni: During the alumni meet feedback about curriculum and its transaction is sought

from the alumni and taken into consideration.

Campus Placement Schools: Feedback about the campus recruitment procedure adopted by the institute is

obtained from participating schools 2013 onwards.

Participants in Various Events: The suggestions provided by the participants help the institute to organize seminars

and workshops on the different themes suggested.

Following Diagram shows the feedback mechanism followed by the institute


Fig. No. 6.5

Feedback Mechanism

6. What are the institution‟s initiatives in promoting cooperation, sharing of

knowledge, innovations and empowerment of the faculty? (Skill sharing across departments‟ creating / providing conducive environment). Institution‟s initiatives are in promoting co-operation, sharing of knowledge, innovations and empowerment of the faculty. The following diagram depicts the institutions initiatives:

feedback

Internal

LMC

MRM

Faculty

Students

External

LIC

Practice Teaching Schools

Parents

Alumni

Campus Placement

Schools

Participants in Various Events


Fig. No.6.6

Institution initiatives

The institution takes initiatives in promoting co-operation, sharing of knowledge, innovations and empowerment of the faculty by following ways:

Equitable work distribution policy. Organization of seminars, workshops and conferences for sharing of knowledge

and innovations. Participation in National and International Seminars and Conferences. Appreciation of faculty members for paper presentations, article writing Sharing of experiences and special contribution through staff meetings. Faculty development programme organised for the academic and professional

development of the faculty.

6.3 Strategy Development and Deployment

Has the institution an MIS in place, to select, collect align and integrate data and information on academic and administrative aspects of the institution? The Institution has MIS in place to collect data on academic and administrative aspects that play an active role in the proper functioning of the institute and quality assurance for benchmarking of the institute.

The institute went for ISO 9001:2008 in 2015. All the admin and academic processes are well defined, documented and audited. Even before ISO, description

Committees

Common sharing folder among staff

Common whatsapp

between staff and

students

Common whatsapp among staff

Inter - disciplinary sharing of expertise

Sharing of micro plans with students

Common quality objectives

Common mentoring activity group

Sharing of Knoweldge

Constructivism

Flipped Classroom (2015-16)

Induction Program of three weeks ( 2016-17)

Innovations

Reflective Assembly

Practice of great teacher Characterstics

Mentoring

Constructivism

Professional Accountability Model (PAM) adopted by Faculty

Induction program of three weeks

Empowerment of Faculty

Faculty Development

Programm

Incentive given for

attending Seminars /

Workshops /

Conferences

Induction Programme of three weeks

(2016-17).

Goal Setting.

Reserch Project


of all the activities of the Institution and their mechanisms are provided. Information about student teachers profile, staff profile, infrastructure and administrative processes are maintained and regularly updated. Attendance records and academic records of the students are maintained and analyzed.

The attendance records provide insights about student teachers regularity that reflects on their performance. The performance of the student teachers is monitored regularly and analysed to diagnose their problems. Mentoring sessions provide valuable data regarding the academic aspects, part taken in co-curricular activities and also of the development of student teachers personality. Feedback obtained from LIC, Alumni and practice teaching schools also help to keep the institute update with the dynamics of the society.

SWOT analysis of various practices of the college is carried out in order to understand and improve the processes.

The areas of feedback obtained from the various target groups are as follows:

Table No. 6.4

Areas of feedback obtained from the various target groups

Sr. No. Target group that provides feedback

Area of feedback Activities

1 Local Management Committee (LMC)

Major Academic and Administrative areas

LMC Meetings

2 Management Review Meeting (MRM)

Academic, Library and Administrative Processes

Audit, MRM presentation

3 Feedback from the faculty

Training, Academic calendar, formation of committees, practice teaching, internship, Examination, promotion, admissions,

Faculty Development Program, Induction, Staff meetings

4 Feedback from the students

Teaching - Learning process, practice teaching, internship, infrastructure, grievances, activities, guest lectures

SWOT analysis, feedback forms

5 Local Inquiry Committee (LIC)


LIC visit

6 Practice Teaching Schools Performance of the students in Practice teaching & internship

Practice Teaching

7 Parents (2015 Onwards)


Parent Teachers Meet


8 Alumni Alumni program, curricular activities

Alumni Meet

9 Principals of Campus Placement Schools

Organization & effectiveness of Placement

Placement Interviews

10 Participants in Various Events

Organization of event,

Intercollegiate competition – Vasantotsav, co-curricular activities, competitions

11 Participants (Professors, research scholars from other organizations) in Seminars/ workshops /conferences

Relevance of the theme, Organization of the event, effectiveness for the professional growth

Seminars, workshops, conferences

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. The financial, material and non – material needs of the institute are identified through the meetings at the managerial and institutional levels. Based on the feedback, the strength, expertise and research interest of the faculty is identified and in a common meeting portfolios are allocated. As the academic session moves on, as and when the need arises and on voluntary basis faculty is allocated work.

Various committees assess and recommend the resources needed for carrying out the academic and co-curricular activities. The concerned committees forward the Plan of Action to the Course Coordinator and the Principal and provide the tentative amount needed to carry out the activity. Principal and the management members consider the recommendations for allocation of the human and financial resources. The institution makes financial provisions in annual budget regarding human and resource development. There is special financial provision in the budget for library resources every year. Requirement of Human Resource is obtained through recruitment process and financial resource is drawn from fees received and funds provided by Ashoka Education Foundation.


3. How are the resources needed (human and financial) to support the implementation of the mission and goals, planned and obtained? To support the implementation of mission and goals a need analysis is done by the institute. An institutional academic plan for the whole session is prepared by the academic body 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 (regular in house and outside experts) resources are planned, and the required tentative amount is budgeted. The regular human resources are obtained through the process of recruitment and selection. The material, financial resources are provided by the management on the basis of the budget prepared before the commencement of academic calendar.

4. Describe the procedure of developing academic plan. How are the practice teaching school teachers, faculty and administrators involved in the planning process? Academic Plan of the previous year is scrutinized for its success and shortcomings. Planning meetings are conducted comprising of the head and faculty at the end of the preceding academic session.

Taking in to consideration the university calendar, requirement of NCTE the academic committee coordinator prepares academic calendar at institute level. Before finalizing the Academic Calendar the practice teaching school teachers are also consulted regarding tentative schedule for the availability of schools for practice teaching and organizing extension activities. The recommended academic plan is discussed during staff meeting among staff members and the principal of the college. The principal distributes the responsibilities of academic programs to all the faculty members through the course coordinator. Faculty is asked to submit the plan of action for each activity.

The IQAC reviews the academic plan of the institution for the forthcoming academic session and provides quality suggestions for improvement wherever possible. It is then sent to the management for approval.

After the preparation of „Academic Calendar‟ as per the requirement of University

syllabus every faculty is asked to prepare Micro Plan (Annual Plan) for the subject which he/she is allocated. 5. How are the objectives communicated and deployed at all levels to assure individual employee‟s contribution for institutional development? The SOP, vision and mission & and objectives of the institution are conveyed to all to assure their contribution for institutional development in the following manner:


Table No. 6.5

Mode of conveying SOP, vision, mission of the institution

Faculty – Teaching and non - teaching

Orientation meeting, Induction program, Display Boards, staff meetings, IQAC meetings, notice boards, website – www.aef.edu.in/aicesr

Students Orientation program, Display Boards, handbook/prospectus, notice boards, website –www.aef.adu.in/aicesr

The communication and deployment approach of the institutional objectives is individualized. It adopts a hierarchic process from teachers to students. The management and the Principal deploy the faculty and student teachers to achieve the objectives by organizing meaningful events, along with its academic activities and co-curricular venture. The feedback and participation of schools and community are deployed in action by sharing the objectives with them. 6. How and with what frequency is the vision, mission implementation plans monitored, evaluated and revised? Since its establishment the institution is adding an extra milestone to i1s achievements towards the cited vision and mission. The frequency of monitoring, evaluating and revising the implementation plans of vision and mission depends on the emergent needs though it is confined to a specific number.

Table No. 6.6

Frequency of Monitoring Monitoring Body Frequency of Monitoring &

Evaluation LMC Twice a year IQAC Twice a year Staff / Committee meetings Throughout the year

The institution meets for the evaluation of objectives in the beginning of the session with a determination to reach the expected quality. Every academic year begins with a review of what has been attained and what is to be achieved. Every aspect of the institutional work is evaluated. A comprehensive and continuous monitoring of the entire scheduled academic, cultural, co- curricular and social activities is done by staff through feedback from the students and stakeholders, alumni meetings, academic and administrative committee meetings with the management.


The institution monitors and evaluates its implementation plan at different stages. The principal conducts term end meetings. The plan which was discussed in the beginning of the academic year is evaluated in this meeting. The principal takes feedback about the academic program from the students as well. The faculty does the needful for revision and adopts measures that are required at a specific stage. From 2015, after every three months institution arranges MRM where discussion goes on about extent to which the quality objectives are attained. 7. How does the institution plan and deploy the new technology? Planning and deployment of new technology is done as shown below:

Fig. No. 6.7 Deployment of the new technology

6.4 Human Resource Management 1. How do you identify the faculty development needs & career progression of the staff? The faculty development needs are identified by the Principal of the institution by evaluating their:

Competencies

Career Progression so far Faculty Development Programmes attended earlier Students‟ feedback about their teaching learning process,

Proposal from Staff/ Head

Discussionof Heads with Management

Primary Approval from Chairman

Asking for details and quotation by

Purchase Department

Scrutiny of proposals by IT

Department

Shortlisting of vendors by IT department

Demonstration of products by

shortlited vendors for quality check

Final Demonstration of selected vendor

with trust officials

Purchase

Demonstration for all the staff

Training of Staff

Implementation/ Deployment


Five year goals set by them

The Principal guides the faculty for career progression from time to time. Faculty is encouraged to attend development programmes arranged from time to time to familiarize the faculty on the new trends, content, technological competencies. The faculty is motivated to attend seminars, conferences and present papers. The faculty is encouraged to try out innovative methods of classroom interaction & management. Performance of the staff member is shared in the management review meetings.

2. What are the mechanisms in place for performance assessment (teaching, research, service) of faculty and staff? (Self appraisal method, comprehensive evaluations by student and peers). Does the institution use the evaluations to improve teaching, research and service of the faculty and other staff? Faculty

Self Appraisal

At the end of the academic year (From 2012 -2013) each faculty member reflects on the strengths, weaknesses, opportunities and threats by filling a self- appraisal form devised by the institute. The faculty members work on their areas of weakness and the same are evaluated at the time of the appraisal.

Each faculty member was asked to set goals for five years and submit those. They were goals for self, students, and institute. The faculty evaluation is done also taking into consideration the achievement of the goals. Comprehensive evaluation by Students For performance assessment of faculty, at the end of academic year, (at the end of each term, at the end of each month – 2015 onwards) evaluation by student teachers is taken in the written form (in online Google form from 2015 onwards). It includes performance in Teaching–learning, interaction, update knowledge, guidance given, and assessment work and personality traits. Peer evaluation The course co coordinator observes the teaching learning process going on in the classroom every month and gives the feedback. The peers also give feedback with respect to the practice of „Great Teacher Characteristics‟ practised by each teacher

educator every month.


Management Principal, Director, Management Representative also make it point to observe the classroom teaching of the faculty and give feedback for improvement. From 2015 every quarter, performance of the staff is reviewed in Management Review Meetings. After the analysis of the feedback and interpretation, it is conveyed to the faculty members in private by the Principal. The institution uses the evaluation to improve teaching, research and service of the faculty. Staff From 2014-15 the performance appraisal of the non-teaching staff is also done. The efficiency of the non-teaching staff is monitored by the Principal. Comprehensive evaluation by the student-teachers is done from 2015 initially at the end of each term and later every month. The institution uses this evaluation to improve teaching, research and service of the faculty and other staff. 3. What are the welfare measures for the staff and faculty? (Mention only those which affect and improve staff well-being, satisfaction and motivation) Timely salary and increments are provided for the staff and faculty. Seminars, workshops are organized by the institution for improving teaching learning process. Regular staff meetings and deliberations on issues, new trends or programs, are conducted. Democratic management and appreciation for good work are few of the measures adopted. Welfare measures for the staff and faculty includes:

Financial assistance to the faculty for paper presentation and participation in conferences.

For research activities, facilities like photocopying, stationery are made available by the institution. Flexibility in timing whenever needed by the staff to conduct research work is considered.

The Employer Provident Fund (EPF) provision is made available as per rules and regulations of the Maharashtra State Government.

Wards of staff are given fees concession in school education.

Lunch and tea facility is provided by organisation with no cost. 4. Has the institution conducted any staff development programme for skill up-gradation and training of the teaching and non-teaching staff? If yes, give details. Institution has organized following programs / workshops on skill up-gradation and providing training to the staff.


Table No. 6.7 Staff development programme for the Teaching Faculty

Sr. No. Year Programmes

1

2016-17

Three weeks of Orientation / Induction programme for new faculty.

One day orientation program on „Use of ICT in teaching

learning process‟ by Dr. Rajendra Takale. One day orientation program on „Learning Management

System‟ by Dr. Rajendra Takale. 2. 2015-

16 6 Days faculty Development Workshops- Time Management, Work-Life Balance, Inter-Personal Skills, Team Building, Class Room and Conflict Management, Building a Positive Approach by Mr. Sandeep Khedkar and Mr. Uday Yadkikar. A session on „Use of Case Studies in Teaching‟ by Mr.

Abhay Kumar. A session on „Positive Body Language‟ by Dr. K. Ganjre. A session on ISO by Mr. S. Shukla. 2 days of Internal Auditor Training by Mr. Parkhi. A session on Spiritual Development by Swami Kanthanand. Session on Meditation by Mr. Mahendra Gaikwad. Constructivist teaching- Flipped classroom by Dr. Vidyagauri Joshi & Prof .Priti Sonar. Follow up on Flipped Classroom by Dr. .Vidyagauri Joshi & Prof. Priti Sonar. A session on classroom management by Mrs. Neeta Nigam.

3. 2014-15

A session on how to write a research paper by Dr. K. Ganjre. 2 half day session on Excel by Mr. Swapnil Dixit 1 day session on „Cooperative Strategy‟ by Dr. Vidyagauri

Joshi. A session on Effective use of PPT by Dr. Nilesh Berad. A session on Mentoring by Dr. N. Telrandhe. A session on Attitude Development-„Who Moved my

Cheese?‟ by Dr. Nilesh Berad and Miss. Sheetal Chhangrani. A session on Stress Management by Dr. N. Telrandhe. A workshop on „Use of Technology in Science‟ for Science

Teacher Educators by Science, Technology, Engineering, Mathematics-STEM organized by SPPU and IBM-Intel.

4. 2013-14

6 days workshop on Research Methodology by Dr. Dayanand Sansanwal

5. 2012-13

A four day workshop on Co-operative learning and constructivism by Dr. Vidyagauri Joshi, Dr. Chitra Sohani and Dr. Lalita Agashe.

Half day workshop on Co-operative learning by Dr. Yael Sharan from Israel.

Half day workshop on „Wow factor in education‟ by Father

Magi Murzello.


Table No. 6.8

Staff development programme for the Non - Teaching Faculty 5. What are the strategies and implementation plans of the institution to recruit and retain diverse faculty and other staff who have the desired qualifications, knowledge and skills (Recruitment policy, salary structure, service conditions) and how does the institution align these with the requirements of the statutory and regulatory bodies (NCTE, UGC, University etc.)? The institute follows the strategy given below for recruitment Strategy

Institution follows the rules and regulations established by NCTE, UGC, and Government of Maharashtra for recruitment policy.

All the norms and guidelines provided by the affiliating university are followed.

Implementation The vacant posts are advertised in leading newspapers of repute. Applications are invited and then interviews are conducted by the experts

of selection panel. A candidate who has suitable professional and personal qualities and is

NET/SET qualified, is proficient in English with the knowledge of Marathi language and is techno savvy is recruited.

Retaining the Faculty Keeping in view the long term development of the institution the

increments are provided by the management to retain the qualified faculty. Diverse faculty are retained by providing plenty of opportunities for

professional and career growth. Personal and professional problems of the staff are addressed.

The institute maintains democratic organizational climate and transparency in communication.

The staff is appreciated and recognized for the efforts taken in performing the responsibilities handed to them.

FDP programs has been arranged for faculty development

Sr. No. Year Programmes 1. 2015-16 ISO Training


6. What are the criteria for employing part-time/Ad-hoc faculty? How is the part-time, Ad-hoc faculty different from the regular faculty? (E.g. salary structure, workload, specializations).

If the institution does not have sufficient workload for a full time person or does not have a person with the required specialization, a person can be employed in an ad – hoc manner on clock hour basis. The qualification of such a person is expected to be the same as that of a regular faculty. The person is paid on clock hour basis under such circumstances. No part time /Ad-hoc faculty is appointed for B. Ed. Course.

7. What are the policies, resources and practices of the institution that support and ensure the professional development of the faculty? (e.g. budget allocation for staff development, sponsoring for advanced study, research, participation in seminars, conferences, workshops, etc. and supporting membership and active involvement in local, state, national and international professional associations). The institution has policies, resources and practices to support and ensure the professional development of the faculty. Policy

Institution makes budgetary provisions for supporting professional development of the faculty. For each faculty, Rs. 2000/- (From 2013) / Rs. 3000/- (From 2015 onwards) is kept in the budget for attending conferences or seminars.

Institution organizes lectures, seminars and workshops for the professional development of the faculty on regular basis.

It provides support, motivation and leave for Examination to any faculty desirous of improving, adding any qualification. Every faculty including non teaching can avail 6 days of paid leave for appearing for examination.

The faculty members are asked to upgrade their knowledge continuously by joining relevant courses which would help their professional and institutional growth.

The head encourages faculty for advanced study leading to M.Phil. and/or Ph.D.

Paper presentation in conferences, participation in seminars as experts and resource persons is always encouraged.

The staff members are encouraged to present and publish research papers within India or Abroad.

The faculty members are motivated by the head of the institution to undertake minor/major research projects.

The institution‟s experienced and well qualified faculty is encouraged to go as resource person to other educational institutions to orient and guide them on several topics related to the contemporary educational issues.

The faculty‟s participation in seminars, workshops and presentation of papers is

considered in performance appraisal.


Library resources with internet facility are available for academic enrichment. On duty leave given for faculty for attending seminars or for examinations is shown in the table given below

Table No. 6.9

On duty Leave for Seminars / Examination

Year Faculty Name Event/Reason 2014-15 Prin. Dr. Vidyagauri Joshi Workshop Prof. Priti Sonar Seminar Nov. 14 Prof. Priti Sonar

Seminar Prof. Samruddhi Chepe Prof. Sunita Ahire Dec. 14 Prof. Sunita Ahire Workshop Prof. Eknath Pable Workshop Prof. Sarita Verma

Workshop Prof. Sunita Ahire Prof. Mohan Nikhumbh Workshop 2015-16 June 15 Prof.Priti Sonar Exam Leave Aug.15 Prof. Samruddhi Chepe Seminar Sept.15 Prin. Dr. Vidyagauri Joshi Workshop Prof.Priti Sonar Oct.15 Prin. Dr. Vidyagauri Joshi Exam Leave Prof. Samruddhi Chepe Prof.Savita Shinde Prof.Priti Sonar Oct.15 Prof. Samruddhi Chepe Conference Prof.Savita Shinde Prof. Sarita Verma Oct.15 Prof. Sarita Verma Workshop

Prof. Samruddhi Chepe Nov.15 Prin. Dr. Vidyagauri Joshi Seminar

Prof. Priti Sonar Prof.Naresh Sawant Prof Dnyaneshwar Darade

Jan.16 Prof. Priti Sonar Seminar Prof.Naresh Sawant Prof.Eknath Pable Prof Dnyaneshwar Darade

Feb.16 Prof Dnyaneshwar Darade Exam Leave Feb.16 Prof.Mohan Nikumbh (Librarian ) Seminar 2016-17 July16 Prof.Priti Sonar For Paper Checking Prof.Sarita Verma Prof.Naresh Sawant Sept.16 Prof.Priti Sonar Resource Person


Prof. Samruddhi Chepe Sept.16 Prof.Priti Sonar Seminar

8. What are the physical facilities provided to faculty? (Well maintained and functional office, instructional and other space to carry out their work effectively).

Institution has well ventilated, furnished staff room with proper seating arrangement, work table with computers as well as internet connection, well equipped laboratories, classrooms with LCD projectors and well stocked library.

Seminar room with all the facilities for organizing seminars, conferences is there. The institution provides physical facilities to each faculty member to carry out the

academic and instructional work effectively. Separate method rooms are provided for all methods.

For research activities, facilities like photocopying, stationery are made available by the institution. Flexibility in timing whenever needed by the staff to conduct research work is considered.

Administration staff has well equipped office with computers, printers and scanner.

Lunch and tea facility is provided by organisation with no cost. Safe drinking water facility is provided to the staff

9. What are the major mechanisms in place for faculty and other stakeholders to seek information and/or make complaints? There is a well established mechanism in place for faculty and other stakeholders to seek information and/or make complaints.

Faculty members get information from the Principal through circulars, notices. Notices on various programmes are put up on notice boards, fliers are circulated and the institute website is updated with such initiatives.

Information regarding outcome of meetings is made available to faculty members through circulation of the meeting minutes.

Parent – teacher educators meeting is conducted once (2015) or twice ( From 2016 ) during the academic year which allows free communication between the faculty members and the student teachers‟ guardians/parents

to share academic progress, achievements and take feedback. The institute has formed cells such as RTI, Anti Ragging, Women‟s Cell/

Vishakha and Grievance Cell through which relevant information is given to the stakeholders.

College has provision of suggestion box through which students can give their suggestions from time to time and get chance to write about their grievances.


Stakeholders get information about achievements, events, functions through newspapers, Website –http://www.aef.edu.in/aicesr/ and brochure.

The faculty gets the information about academic plan from the notice board as well as common mail id or even from the course coordinator.

For procuring information about office related matters and administration, the faculty members contact the office superintendent.

The student teachers can access the academic and statutory information from the website, professor in charge of RTI cell, method in charge, course coordinator, mentors and from the principal as well.

Mechanism for launching complaints

The faculty members can launch their complaints to the course coordinator and / or the principal.

For teacher-trainees, a suggestion (complaint) box has been maintained. For counselling and solving the academic, personal and other problems, there is

the provision of counselling. For faculty members and teacher trainees, there is provision of Grievance

Redressal Cell to register their complaints. Management Review Meetings are another avenue through which suggestions;

grievances are shared with the management.

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 work load of the teaching staff is as per NCTE, UGC and State Government norms. Based on the qualifications, expertise, specialization and interest of the faculty members, the workload regarding various activities of the institute is allocated and the faculty members are engaged for not only fulfilling the required academic workload but also excelling and gaining confidence in various activities as well as developing expertise for the same. Each staff member is a member of constituted committee to look after routine functioning of the college.

11. Does the institution have any mechanism to reward and motivate staff members? If yes, give details. Provision of increments is there to motivate the staff members. Staff members are encouraged to pursue the higher studies and attend advanced programmes. This helps in the up-gradation of their skills, teaching methodology involving ICT enabled methods.


Reward and Motivation Mechanism Felicitation in the faculty and staff meeting, Local Management Committee and

annual gathering is done in recognition of the faculty‟s achievements in different

areas. The institution encourages and felicitates the teacher educators for the M. Phil.,

Ph.D. Level research and presentation or participation in state, national and international conferences.

The achievements and noteworthy performance of teacher educators are displayed on the notice-board and conveyed to management through mail

The institution forwards congratulatory letters to the concerned faculty for special achievement and contribution in the field of education.

The photos and special news is highlighted in the institutional yearly magazine- „Shabadashilp‟.

The special achievers are also felicitated in annual gathering „Indradhanushya‟ in the presence of Chairman and other honourable members of the parent institution.

Award and reward policy on the basis of monthly performance has been started from 2016-17. 6.5 Financial Management and Research Mobilization 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

No, institution does not get financial support from the government. The main Source of income is tuition fees and deficit is met by the trust. 2. What is the quantum of resources mobilized through donations? Give information for the last three years.

The institution does not mobilize financial resources through donations. 3. Is the operational budget of the institution adequate to cover the day-today expenses? If no, how is the deficit met? No. The operational budget of the institution is not adequate to cover the day-to-day expenses. In case of deficit, the Trust, Ashoka Education Foundation helps the institution to meet the deficit. 4. What are the budgetary resources to fulfil 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 budgetary resources to fulfil the missions and offer quality are as follows:


Table No.6.10 Budgetary Resources

Sr. No.

Year INCOME EXPENDITURE SURPLUS DEFICIT

1. 2011-12 5111250 8471029 - 3359779

2. 2012-13 3781400 7220225 - 3438825

3. 2013-14 4328881 6378284 - 2049403

4. 2014-15 5535450 6502028 - 966578

5. 2015-16 4189800 7975597 - 3785797

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 papers, objections raised and dropped). Yes, the accounts of the college are maintained and audited regularly by the Chartered Accountant. The accounts are audited till the current year. There are no pending accounts. Role of Accountant

The accountant keeps the records of all the receipts and payments daily.

By checking receipts and payments cent percent, monthly trial balance is checked.

After completion of the financial year, he prepares receipt and payments, income and expenditure and balance sheet with bank reconciliation statement.

Audit The institution has appointed a Chartered Accountancy firm as the internal

auditor. All heads are checked and verified by the firm. The financial documents and receipts are produced for scrutiny and all that is needful regarding the maintenance of accounts is completed within the stipulated period of time.

There is nothing pending and no objections are raised 6. Has the institution computerized its finance management systems? If yes, give details. Yes, the institution has computerized its finance management system and all the accounts are managed by the tally software. Details:- The institution has computerized its finance management system

All the financial budget allocations are made with the help of computers.


All details of income and expenditure are stored with the help of tally software. All the financial statements and pay sheets are prepared using the computer.

The accounts are regularly audited. 6.6 Best Practices in Governance and Leadership 1. What are the significant best practices in Governance and Leadership carried out by the institution? Professional Accountability Model (PAM) Each faculty member is asked to contemplate about their goals for the next five years. These goals are for personal and professional development and also for students‟ and for the institutional development. They are asked to submit the goals

and make commitment that they would try to achieve the goals. The personal and professional goals are judged vis-a-vis commitment with respect to qualifications acquired, seminars/ workshops attended, students‟ feedback. Feedback for

students‟ development is obtained through the commitment made for the result for each subject taught and mentoring records. The institutional development is judged on the basis of the result of the students and representation of students in intercollegiate competitions, events. The model is depicted below in Fig. 6.


Fig. 6.8 Professional Accountability Model

Personal

Qualifications aquired

Goal Setting for 5 years

Commitment of achieving goals

Students Feedback

Seminars, Workshops attended

Professional Students

Fullfillment of commitment given

for theresult of each subject

Institution

Representation of students & staff in various activities

University result of the student


Faculty Development Programme (FDP) The institute has a strong culture of „Faculty Development Program‟. It is evident

from Table No. 6.7

Feedback Mechanism The feedback mechanism is well established in the institute. Initially feedback of the faculty from the students used to be taken annually. Later it was taken twice a year to ensure that faculty gets the chance to implement the suggestions given by the students. From 2015, the monthly feedback is taken. Not only academic feedback but feedback related to infrastructure, library, administration, housekeeping is also taken. Democratic climate and sharing of responsibility Institution practices „Decentralized Administration‟ for democratic governance. It

creates the democratic culture in the institution. The institution has the culture of having well defined duties and responsibilities to develop organizational and managerial skills in the staff members for smooth functioning. There is transparency in administration. Decentralization of the leadership is through committee system. There is cordial interaction among stakeholders and administrative members. Welfare measures are introduced to keep the staff motivated. For providing first hand experiences about functioning and management of institutional work student-teachers are associated with the different institutional committees. Adoption of Quality Management System - ISO 9001: 2008 The institute believes in quality and excellence and hence has gone for ISO 9001:2008 and received it in 2015-16. During this process of going for ISO, staff was orientated about it and the processes, records were designed with stage outputs. Quality policy was revisited. Objectives for academic, administrative and library processes were defined and quantified. Some of the staff was trained to be internal auditors. Activities are now carried out to achieve the quality objectives. As a part of adoption of ISO every quarter internal audit is carried out to ensure conformity with the processes laid down. Result of audit, status of achievement of objectives is discussed and suggestions are given to improve the system in Management Review Meetings. Compliance with the processes ensures the effectiveness of Quality Management System.


CRITERION VII: INNOVATIVE PRACTICES 7.1 INTERNAL QUALITY ASSURANCE SYSTEM 1. Has the institution established Internal Quality Assurance Cell (IQAC)? If yes, give its year of establishment, composition and major activities undertaken. Establishment and Composition of IQAC Ashoka International Centre for Educational Studies and Research is always determined for giving excellence in education and also for holistic development of students. We always strive to do things for the development of the students and teachers. As the institution believes in Quality in its service Internal Quality Assurance Cell (IQAC) was established on 25th May 2012 under the guidance of Principal Dr. Vidyagauri Joshi with the following objectives: IQAC is functioning with the following objectives- 1. To develop a system for conscious, consistent and catalytic action to improve the

academic and administrative performance of the institution. 2. To promote measures for institutional functioning towards quality enhancement

through internalisation of quality culture and institutionalization of best practices

The composition of IQAC (2015-16) is given below: Table No. 7.1

Composition of IQAC

Designation List of Members

Chairperson Dr. Vidyagauri Joshi Principal.

Member of Management Dr. Wasudev Bhende

Coordinator Prof. Priti Sonar

Community Representative Dr. Ram Kulkarni

Teacher Educators Prof. Sarita Verma


Prof. Savita Shinde

Prof. Eknath Pable

Prof. Naresh Sawant

Prof. Dnyaneshwar Darade

Senior Administrative Officer Ms. Archana Kharote

Nominees (Employer) Ms. Shalu Sethi, Vice - Principal, AUS

Nominees (Alumni) Ms. Simar Ahluwalia

Ms. Sana Shaikh


Nominees ( Students) Ms. Soni Mishra

Ms Snehal Jadhav

Major activities undertaken under the guidance of IQAC are outlined as follows:

1. Institution has gone for ISO Certification, it is ISO 9001: 2008 certified institution.

2. IQAC has conducted Faculty Development Programs for teacher educators for improving their skills.

3. IQAC has organized seminars, workshops and conferences for inculcating research attitude, knowledge upliftment and exchange of ideas among the teacher educators.

a) A four days workshop on Cooperative Learning and Constructivism was conducted from 9th to 13th June 2012 by Dr. Chitra Sohany, Dr. Lalita Agashe and Dr. Vidyagauri Joshi. The theme of cooperative learning was carried forth from that year onwards in teaching- learning process. b) An international Expert on Cooperative learning Dr. Yael Sharan was invited to conduct a half day workshop in the academic year 2012-13. c) Fr. Magii Murzello was invited to conduct a half days workshop on Institution Building in the academic year 2012-13. d) On 1st and 2nd March 2013, we hosted a National Seminar on „Creating a Learning

Society‟. The subthemes for the seminar were lifelong learning, creating learning cooperative learning and ICT based learning. e) In the academic year 2014-15, six days workshop from 9th to 14th June was conducted on Research Methodology by Dr. Sansanwal to develop competencies in conducting research. f) In the academic year 2015-16, two days National Conference was conducted on the theme „Paradigm Shift in Education‟ in which the latest trends in the field of education were deliberated upon. 4. IQAC has also established Alumni in the year 2012-13. Following are the list of activities conducted under Alumni Association for the benefit of college alumni. a) A session on „Self- Empowerment‟ was taken by Mrs. Neena Ramani, Director of Versatile Academy. b) A movie titled „To Sir with LOVE‟ was screened and discussed with the alumni in

the year 2014- 15. The movie depicted the challenges faced by a young teacher teaching to teenager students. Lot of discussion after the movie helped to brainstorm about the challenges and solution to the problems which a teacher like them can face. c) In the academic year 2015-16, a session on „Experiential Teaching- Learning‟ was

organised where Mrs. Kanta Pathare, Principal of Espalier Experimental School was invited.


5. To improve the proficiency of students in English, the institution started with Spoken English Classes from the academic year 2012-13. Every year the classes are conducted in association with Versatile Academy. 2. Describe the mechanism used by the institutions to evaluate the achievement of goals and objectives. The institute endeavours to align all its activities with the objectives of the IQAC.

Table No.7.2 Mechanism to evaluate the achievement of goals and objectives

Sr. No. Goals and Objectives Mechanism 1 1. To develop a system for

conscious, consistent and catalytic action to improve the academic and administrative performance of the institution.

ISO 9001:2008 Local Management Committee Management Review Meetings Performance Review Meetings Grievance Cell SWOT Analysis Parent Teacher meetings Mentoring Contact sessions/Remedial classes Feedback from practice teaching and

internship Schools Feedback from students Feedback from Employers Educational Visits Various Cells Like- Women‟s cell,

RTI, Anti Ragging cell Training given for CET/TET

2 1. To promote measures for institutional functioning towards quality enhancement through internalisation of quality culture and institutionalization of best practices

ISO 9001:2008 Practice of Great Teacher

Characteristics Practice of Mentoring Practice of Student Development

Program Practice of Faculty Development

Program Organisation Seminar, Workshop

and Conferences. Local Management Committee Management Review Meeting SWOT Analysis Mentoring Educational visits Subject Club activities. Research related activities


3. How does the institution ensure the quality of its academic programs? Quality of Academic Programs The institution believes in excellence in education for which it provides quality in education. Following measures are undertaken for quality in its academic program. 1. In the beginning of every academic year a meeting is conducted wherein decisions related to subject allocation, micro plan, methodology to be used, Academic Calendar, timetable, committee distribution etc. are taken. Plans are made first and then execution takes place as per the plan. All the academic programs are well planned and well structured. 2. For the academic progress of students there is mentorship. Equal number of students is allotted to each teacher educator. Teacher Educator is the mentor and students are the mentees. On the basis of the entry marks (Graduation/ Post Graduation Marks) students are divided in categories for e.g. A category – 70% and above, B Category- 60- 69%. Each mentor tries her/ his level best for the category improvement throughout the year by motivating, helping the students to set target, goals for themselves to improve their performance. 3. Student Feedback is an effective tool for checking the quality of teaching with an aim of improving it. 4. There are classroom observations which are carried out every month by the coordinator, principal and director to ensure that the quality of academic program is ensured. 5. As the institution has gone for ISO certification and now it is ISO 9001:2008 certified it has quality policy. The academic objectives have been revised. All the activities are carried out by keeping in mind those objectives. Inter- unit cross audits are conducted to check the compliance of academic processes and if there is a scope for improvement a note in that regard is also given with an aim of improving the QMS (Quality Management System).How far are those objectives reached is also evaluated in MRM (Management Review Meeting) and PRM (Performance review meeting). Four such meetings are carried out in a year. 6. Student council is formed every year which acts as a link between students and Principal/ Coordinator. If there is some suggestion from student‟s side about academic

activity it is put forward by them and is addressed carefully.

7. Various subject related Clubs and Cells are established under which various kinds of activities are undertaken. Every subject club elects its representatives from students and conducts various activities throughout the year. We believe in excellence and to achieve the same we have formed and we are practicing various cells like: - Women Cell,


Environment Cell, Grievances Cell, Anti-Ragging Cell, etc. One of our achievements is winning 1st prize in Clean Nashik Competition in 2013-14 organized by Junior Chamber International and Nashik Municipal Corporation in which we received Rs 25,000 as a winning amount.

8. Remedial Classes, Revision of portion, Personal guidance are part and parcel of teachers teaching for the academic improvement of student. 9. Apart from the regular academic progress our college also conducts free of cost CET training for all the students who appear for B.Ed entrance test. This training helps the students to gain confidence and score good marks. TET Classes are also conducted for training the students in the content of TET test. The training helps them to get acquainted with the paper pattern and the content knowledge of different subjects. 4. How does the institution ensure the quality of its administration and financial management processes? Quality of Administration and Financial Management The institution ensures the quality of its administration and financial management processes in the following ways:

1. In the academic year 2014-15 when the institute went for ISO certification Administrative and formed and all actions are taken to achieve the set objectives.

2. Administration also follows the principle of first plan your actions and then work out your actions as per plan and for that they prepare their admin calendar.

3. The institution empowers the administrative staff with the latest trends that the institute goes for. Example- ISO related training and ERP related training was given to the administrative staff.

4. Trust has appointed an Account and Budget officer to ensure smooth financial processes.

5. Periodic financial auditing is ensured in the institution. 6. An admission committee is constituted each year to ensure the smooth

functioning of the admission process. Two level sub committees comprising of the faculty members are constituted so that the candidates‟ forms are thoroughly

scrutinized at each level. The sub-committees also guide and counsel the candidates for the choice of methods.

7. Librarian is motivated to conduct various kinds of activities for the upliftment of students.

8. The technical staff ensures the up gradation of the technological facilities in the institute. The technical staff monitors the quality of the technological devices at the institute that aid in the academic, administrative and financial processes.

9. Staff-in-charge for curricular and co-curricular portfolios/activities takes the responsibility of the correspondences and accounts of their respective portfolios/activities and then submits details to the administrative office.


Transparency is maintained in the accounting process. Administrative office helps look after the smooth functioning of the activities throughout the year.

10. The Local Managing Committee and the Governing Body review the administrative and financial processes of the institute. The Principal presents the reports and audited statements of accounts before the members. Opinions and suggestions to ensure quality standards in the administrative and financial matters are freely shared in the meetings.

11. Since 2015-16, after ISO certification, admin staff feedback is taken at term end with an objective of improving it. From 2016-17 institute takes feedback monthly.

The quality of financial management processes is maintained as follows: 1. All the financial planning and budgets are prepared. 2. All the financial dealings such as deposits into the banks, withdrawals, payments, recoveries etc. are done promptly and recorded. 3. The day-to-day financial dealings are checked and signed on daily basis. 4. Proper internal and external audits are conducted from time to time. 5. In all financial dealings, the norms, rules and regulations of the governing authorities are strictly adhered to. 5. How does the institution identify and share good practices with various constituents of the institution? Identification of Good Practices Our institute has adopted a number of good practices under the guidance of Hon‟ble

Chairman Sir and Principal. For e.g. Mentoring and practice of Great Teacher Characteristics. A number of good practices are collected by attending seminars and conferences, visits to the institutions. The feedback collected from internal and external stakeholders regarding the various activities in the institution helps to identify the good and meaningful practices. Following are some of the innovative practices that we follow:

INNOVATIVE PRACTICES

Mentoring – Every teacher is allotted with more or less equal number of students. Instead of having the usual teacher-student relationship they share a special bond as Mentor- Mentees. The mentor maintains a mentoring diary which starts with the general information of the students, family background, the strengths and weaknesses of students as perceived by them and ends with the marks obtained in the earlier exam. Throughout the year a continuous effort and follow-up is taken by the mentors for the improvement of mentees. Meetings are held twice in a month on Saturday to motivate and counsel mentees in the academic as well as personal matters (if needed). Mentees are encouraged to participate in Co-curricular activities also to develop their personality and enhance their abilities to conduct such programmes in future.


Spoken English Classes – English is an International language and that is why immediately after the admission of the students a pre- test is conducted to diagnose English Language Competency and on the basis of that Spoken English Classes are conducted. Usually it includes 40 sessions by an English Language Expert. P.D.P- Personality Development Programme is our another special feature in which we train our students in various concepts like SWOT analysis. Goal settings sessions are conducted for them. Life skills (2014-15), Soft skills (communication skills, creative writing, general reading, personal grooming, presentation skills), Value development (scriptures), Mythological Teachings, Smart goals, Time management were some of the topics covered. CET Classes- College conducts free of cost CET training for all the students who will be appearing for B.Ed. entrance test. This training helps the students to gain confidence and score good marks. TET Classes- College also conducts Teacher Eligibility Test for training the students in the content of TET test. The training helps them to get acquainted with the paper pattern and the content knowledge of different subjects. Alumni Association- We have established Alumni association in 2012-13. Every year a relevant activity is conducted by the Alumni. For ex- A guest lecture was organized about Self- empowerment to boost our students confidence, a movie titled „To Sir With Love‟ was shown which included challenges faced by young teacher with the teenager students.

Computer Literacy Test- In today‟s world you need to be techno savvy, and for that

we take pre- test for checking computer competency among the students. For those who need computer training, computer classes are organised for them through peer coaching under the supervision of the faculty from 2012-13. Vasantotsav- In order to bring together the students and staff of colleges of education in Nashik, Vasantotsav- An inter-collegiate competition has been organized by A.I.C.E.S.R from 2011-12. In this students of colleges of education participate in various competitions like Elocution, Extempore, Poster making, Set Induction Competition, Research Competition, Street play, Quiz etc. Themes relevant to the need of the hour are given for various competitions. Some of the themes have been Peace and Harmony, Human Rights, School Chale Hum, Childrens Rights, RTE- Success or Failure, Are Social Networking Sites Damaging Students etc. Indradhanushya- Annual social gathering is called an Indradhanushya in which students participate and put up a grand show including dance, drama and skit. Various practices teaching schools, other colleges of education, parents are invited for the annual gathering. Health Check- up Camp- Health is Wealth. Students can concentrate on studies only when they are physically fit and for the same we organize health checkup camps by a team of doctors. Haemoglobin, BP, Lungs capacity etc. are checked. Gynaecologist, physician is also present who counsel the students and prescribe treatment if needed. Research Related Activities- We aim to make our students thinkers, inquirers and for that we motivate our students to conduct minor action research. They are also


appreciated and rewarded for the best research done. Teacher Educators also conduct mini research projects every year. One of our students, Shruti Chandurkar, received 1st prize in intercollegiate research competition (2013-14) and in the same she won a trip to Malaysia. In 2014-15, a six day workshop by D. N. Sansanwal was organized on „Research Methodology‟ to enhance the Research related knowledge of the staff. In

2015-16, Snehal Jadhav participated and presented paper on Mentoring in Student Led Conference at SNDT University, Mumbai. Subject Clubs Related Activities- Apart from the theory teaching in methods we have started with subject Club activities from 2013-14. Different subject clubs organize and conduct different activities for developing love towards that subject among students and also the skill to organize various activities in the subjects they have chosen as methods. This prepares them for teaching the chosen subject in an interesting manner.

Reflective Assembly- Every day starts with assembly; these are theme based reflective assemblies. Teacher educators conduct a few assemblies to let the students know how these need to be conducted. Later on students conduct the assembly every day in pairs. These reflective assemblies follow a general format in which there is a prayer which is followed by exposition to a theme of student‟s choice. They are free to

use PPT, video clip, role play, discussion etc. to throw light on a particular subject. This is followed by reflection- sharing of personal experiences or ideas by staff and /or students. After sharing their experiences, high lights of the news for the day are read and the assembly ends with national anthem. The assembly presentation helps students to gain in confidence, helps them in public speaking, makes them use technology and improves English language communication. Themes can be from any field, science, arts, commerce, philosophy, psychology etc. Some of the themes are Self-belief, Be like a coffee bean, Importance of spirituality.

Placement Cell - We are proud to be associated with different schools whom we invite for placement. Most of our students are selected and placed throughout Nashik.

Coding System - Halo effect can affect examiner evaluation process. To avoid the same we have started (2013-14) with coding system for the internal exams conducted by the college.

Great Teacher Characteristics – In our college we practice Great Teacher Characteristics given by Dr. Maria Orlando. In 2013-14 these characteristics were discussed by the staff and college came out with a handbook which orients teachers for the practice of each of the characteristic and evaluation can be done by self / peers / students with the help of a specially designed tool to judge the inculcation of the characteristic. Since 2013-14 teachers are motivated to practice all Nine Characteristics one at a time for the period of one month and are evaluated for the same. Teacher educators orient students also about these Great Teacher Characteristics.

Extension Activity- To develop affective domain among the students, we have started with extension activities in which our student-teachers have gone to different places like Adharashram (Orphanage), School for the blind, Rachana Trust (Hostel for


Tribal school girls), Radhakeshav home for Elders and either organized study classes or games for them and spent time with them.

Various Cells – We believe in excellence and to achieve the same we have formed various cells like Women Cell, Environment Cell, Grievances Redressal Cell and Anti-Ragging Cell. One of our achievements was winning 1st prize in „Clean Nashik‟

Competition organized by Junior Chamber International and Nashik Municipal Corporation in 2013-14 in which we received Rs 25,000 as a part of 1st prize.

Sharing the good practices with the constituents of the institute- 1. The good practices are shared with the stakeholders through the annual magazine. 2. The good practices are shared with the stakeholders through the website of the institute. 3. A power point presentation of the institute‟s best practices is prepared and updated

each year. This presentation is displayed at the beginning of every significant gathering in order to apprise the audience – parents, prospective students, school principals etc. of the best practices of the institute. 4. The good practices of the institute are also shared with the help of annual report read by Principal in annual social gathering. 5. The good practices are also shared at the time of counselling by the counselling team to the enquirers for admission. 6. These good practices are also shared with the help of articles in different newspapers. 7. The good practices of the institute are shared with the practice teaching schools and also the schools that approach the institute for campus recruitment. 8. In the CET and TET classes conducted to help students to qualify the exams, good practices are shared with the students. 9. Papers based on the good practices are shared in Seminars, Conferences by the students and faculties. Recently (2015-16) one of the students‟ Ms. Snehal Jadhav‟s

paper about Mentoring was presented in student led conference and was appreciated by experts. 10. Good practices are shared with the parents during a meeting with them (2015-16) and shared with the management during Management Review Meetings and Performance Review Meetings. 7.2 INCLUSIVE EDUCATION 1. How does the institution sensitize teachers to issues of inclusion and the focus given to these in the national policies of the school curriculum? The institution sensitizes teachers to issues of inclusion in the following manner:

The syllabus of the University program itself comprises of topics related to Inclusion as shown in table below:


Table No. 7.3 Subject/Topic related to Inclusive Education

Sr. No.

Curriculum Subject/Topic related to Inclusive Education

1 2015-16 Subject: Creating Inclusive School 2 2014-15 Subjects: Guidance and counselling, Inclusive

Education, Topics in Subject „ Developing Learner and Facilitating

Learning‟: Individual differences, Growth and

Development, Difference between individual learner

Since 2011-12 we have visited the less privileged ones at Rachana trust, Radhakeshav the home for the elderly and Adhar Ashram. Our students entertain the inmates with songs, dances and other performances. They also spend time solving the difficulties of the students and are enriched by understanding the social reality. For academically weak students extra coaching, counselling and guidance is given in carrying out various academic activities. Use of co-operative learning technique to boost student confidence is one of the various measures put to use for catering to the needs of the academically weak students.

Gifted students who demonstrate high achievement are encouraged to participate in various competitions and programmes such as Vasantotsav, Indradhanushya, Student Conferences, Elocution Competitions and Essay Competitions. The co-operative learning technique is implemented. Gifted students are encouraged to present papers in conferences and seminars and are included in the planning of various curricular and co-curricular activities. Parent institute of institution provides scholarship for meritorious students.

Students who are economically and socially deprived are allowed to pay fees in instalments in case they are not eligible for any scholarships. The faculty members help the students who are from rural and tribal areas, to get adjusted with college atmosphere. Spoken English classes organized in the institution have proved to be beneficial in improving English language skills for the students from vernacular medium.

In the academic year 2013-14, a visit to NAB, i.e. National Association for Blinds was organized to sensitize students towards the needs for visually impaired students. Visits are organized to K. J. Mehta and Vidya Vikas Mandir special schools to sensitize our students and give them an opportunity to communicate with the children having special needs. Faculty was motivated to prepare and present papers in International Conference (2015-16) to have better insight on Inclusive Education.


2. What is the provision in the academic plan for students to learn about inclusion and exceptionalities as well as gender differences and their impact on learning? Much before the beginning of the year academic calendar is prepared for the holistic development of the student. One of the aspects reflected in the academic plan is the arrangements for understanding about inclusion and exceptionalities. There are provisions in the academic plan for students to learn about inclusion and exceptionalities as follows: 1. Visits to centres of inclusion are consciously planned. In the academic year 2013-14, a visit to NAB, i.e. National Association for Blinds was organized to sensitize students towards the needs for visually impaired students. Since 2011-12 we have visited the less privileged ones at Rachana trust, Radhakeshav Home for the elderly and Adhar Ashram. Our students entertained the inmates with songs, dances and other performances. They also spent some time solving the difficulties of the students. 2. Women‟s cell- Muskan was established in 2013-14. Various programs have been organised for the students to sensitize them about gender discrimination prevalent in our society. Our college is a Woman‟s College and hence we take special effort to empower

them. Theme based morning assemblies are conducted on gender related issues. „Beti Bachao aur Beti Padhao‟ theme based street play was prepared by the students

which received first prize in the inter-collegiate competition in 2015-16. Lectures have been organised by various experts on themes such as Aids awareness (2012-13), Laws protecting woman (2014-15), Sexual harassment at work place (2015-16), 3. An institutional research on „A study of effectiveness of the intervention program

designed to raise the level of awareness of gender discrimination of B.Ed. students of AICESR‟ is being carried out. 4. A session on Women and Self Empowerment was organized in the academic year 2013-14. 5. A workshop on Sexual Harassment at workplace was conducted in 2015-16 by inviting Ms. Anita Pagare for it. 3. Detail on the various activities envisioned in the curriculum to create learning environments that foster positive social interactions, active engagement in learning and self motivation. The curriculum of the institution is planned systematically, carefully, unanimously through academic calendar with the involvement of principal, coordinator and staff and is approved by the management. Interactive Learning Environment- 1. Teaching learning process is planned and executed in an interactive manner by using cooperative and constructivist approach. Seminars are organized in lecture slots to encourage self-motivated learning. Students are expected to teach their peers through


their seminars. Role plays, dramatizations, debates, group discussion are used to promote interest and motivation in the student teachers. Flipped classroom is encouraged. 2. Sessions on Personality Development Program in the academic year 2013-14 and Life Skills in the academic year 2014-15 were organized to encourage positive social interaction. Sessions on Personality Development Program in the academic year 2013-14 included the following topic :

Table No. 7.4 Personality Development Program in the academic year 2013-14

Sr. No. Topics 1. SELF ESTEEM

a) Positive attitude b) Behavioural science journal (10 questions) c) Self - pride

2. ATTITUDE a) Bullet proof thinking

3. EGO a) Learning styles b) NCP c) Activity

4. INTROSPECTION THEREAPY a) Life - line activities

5. TIME MANAGEMENT a) Self management b) How healthy we are! c) Purpose of time management d) Misconception about time management

6. BUILDING BLOCKS OF TIME MANAGEMENT a) Goal b) Time management tool c) Effective goals d) Priorities e) Time – management matrix f) 80/20 rule (Pareto principle) g) Activities

7. RELIGIOUS SCRIPTURES- Ex. Guru Granth Saheb a) About b) Actions, deeds, consequences c) Sikhism

8. NEGATIVITY A) meditation B) negativity C) negative thoughts, feelings, behaviour

Sessions on Life Skills conducted in 2014-15 included the following:


Table No. 7.5 Personality Development Program on Life Skills in the academic year 2014-15

Sr. No. Topics

1 Orientation of life skills 2 Self realization 3 Empathy 4 Problem Solving 5 Decision Making 6 Effective Communication 7 Creative Thinking 8 Critical Thinking 9 Coping with Emotion 10 Coping with Stress 11 Habits of highly effective people 12 Time management 13 Leadership skill

3. Subject related clubs were organized in 2013-14 and since then every year various activities are conducted under each subject clubs by the students. 4. The college has started with in- house research competition since 2013-14 which motivates the students to undertake a research project. Students are also motivated to participate in intercollegiate research competition. One of our students Shruti Chandurkar received first prize in inter-collegiate research competition where she got a trip to Malaysia as the prize in the academic year 2013-14. 5. Student teachers are allowed plenty of time for library for independent study and preparation for presentations. 6. Student teachers are expected to do computer projects for which they are provided access to computer laboratory with internet facility. Foster positive social interactions

1. In the beginning of the year various committees are formed which conduct various activities in coordination with each other. This helps to develop team spirit, cooperative and positive social interaction.

2. Student council works as a link between students and teachers. This student council works together for the smooth functioning of the activities of the college. If there is any suggestion by the students it is communicated to the principal through the student council members or teacher educators / coordinator or it is dropped in the „Suggestion box‟. The suitable suggestions are acted upon

and if there are grievances, there is Grievance Redressal Cell for that. It comprises of coordinator, staff member and representatives of student council.

3. Annual Sports day ensures the revival of sportsmanship spirit among the student teachers.

4. Celebrations of special days and theme based morning assemblies on various values and social themes develop awareness and positive attitude among student teachers.


5. Educational visits also develop positive social interactions. 6. Club Activities are given importance in each method course. Method wise

interactive activities are organized. 7. Mentoring is one of the healthy practices of the institute in which mentor-

mentee share a special bond with each other. Whatever problem a mentee faces either academic or personal is solved with the help of mentor. A counsellor is available on the premises in case a serious problem is there.

4. How does the institution ensure that student teachers develop proficiency for working with children from diverse backgrounds and exceptionalities?

1. The student community consists of pupils from diverse backgrounds and they possess exceptionalities due to their environment and individual differences. The institution provides maximum opportunities to its teacher trainees to have exposure to these diversities. 2. The practice lessons are assigned in different schools having different social strata. When the teacher trainees conduct their lessons in such schools, they get exposure to the students‟ background, learning motivation, educational facilities and achievement

levels. They can develop proficiency to work with pupils from different backgrounds. As far as possible different schools are allotted to the students for practice teaching and internship so that they get the chance to work with children having diverse background. 3. In the academic year 2013-14, a visit to NAB, i.e. National Association for Blinds was organized to sensitize students towards the needs for visually impaired students. 4. A visit was organized to K. J. Mehta and Vidya Vikas Mandir special schools to sensitize our students about children having exceptionalities and give them chance to communicate with the children having special needs. 5. How does the institution address to the special needs of the physically challenged and differently able students enrolled in the institution? Physically challenged and differently able teacher trainees generally include students who are blind, physically and orthopedically challenged and hearing impaired. If such a student takes admission, institution will be providing following facilities: 1. All the stakeholders including the non-teaching staff are ready to assist the physically challenged and differently able teacher trainees in the best possible way. 2. As per the university rules, institute is ready to provide writers to the blind teacher trainees in all internal and external assessment programs. 3. If necessary, prompt medical services will provided as there is an infirmary and a doctor is also available in the premises of the college. 4. Extra time will be allotted during the examination for completion of papers as per university norms. After the university examinations, the placement department will communicate job opportunities to them. 5. Practice lessons will be organized in the schools that are located in the campus or near the campus or in the schools close to the student teacher‟s home.


6. The building where the college is housed has lift facility as well as a ramp for people with disabilities. 7. There is a provision for flexible seating arrangement to accommodate the differently able students. Movable furniture in the classroom allows for modifications in the seating arrangement as and when required 6. How does the institution handle and respond to gender sensitive issues (Activities of women cell and other similar bodies dealing with gender sensitive issues? Gender Sensitive Issues The institution makes provisions for handling and responding to the gender sensitive issues by organizing workshops and sessions on several issues related to women empowerment and gender equality. 1. Grievance cell, Anti ragging cell, Sexual Harassment Committee of the institute promptly addresses any gender sensitive problems and ensure a safe and free environment for the women in the premises. 2. Theme based assemblies on themes related to women‟ issues serve to sensitize

students. 3. Three faculty members have attended an online refresher course on Gender studies (2013-14). 4. CCTV surveillance is provided in the institute to ensure safety of the women student teachers. 5. Women Cell „Muskan‟ was formed in the academic year 2013-14 which has organized various workshops, guest lectures for the students. 6. A session on Women and Self Empowerment was organized in the academic year 2013-14. 7. Various guest lectures are organized like lecture on „Laws Protecting Women‟ by

Adv. Prerna Deshpande in the academic year 2014-15. 8. In the academic year 2015-16 institutional research has been started on „A study of

effectiveness of the intervention program designed to raise the level of awareness about gender discrimination among the B.Ed. students of AICESR‟. A pre - test has been conducted. Various sessions on different aspect of gender discrimination are being organized as a part of intervention programme. 9. In the academic year 2015-16, guest lectures on Health issues in women by Dr. Gauri Pimpralekar, Workshop on „Sexual harassment at work place‟ by Ms. Anita Pagare was

organized.


7.3 STAKEHOLDER RELATIONSHIP 1. How does the institution ensure the access to the information on organizational performance (Academic and Administrative) to the stakeholders? The institution ensures the access to the information on organizational performance to stakeholders in the following ways: 1. The institute communicates to the student teachers about their performance in the curricular programme. They are apprised of various ways of improving their performance. 2. From the academic year 2014-15 after ISO certification, the information regarding college‟s performance - students and faculty‟s achievements and awards as well as

performance related to all aspects of college are discussed in the institution‟s MRM

and PRM meetings. 3. The college magazine „Shabdshilp‟ includes all the information about faculty‟s

academic achievements, students‟ achievements and the result of B.Ed. It also

incorporates photographs of prize winners. A copy of magazine is sent to the university and is distributed among all staff and students as well. 4. Brochure is also one of the ways to communicate the information about organization. 5. College annual gathering is one of the major events in which organizational performance is shared with the stakeholders. 6. Student Alumni Meet is one of such events where the information is shared with the past students. 7. Parent Teacher Meeting is organized and conducted to apprise the parents/guardians of the student teachers of the various activities in the institute. (2015 – 2016). 8. At the time of admission students, parents/ guardians are also provided with information about the major activities of the college at the time of counseling. 9. The website of the institute provides information of all the major activities of the institute. 2. How does the institution share and use the information / data on success and failures of various processes, satisfaction and dissatisfaction of students and stakeholders for bringing qualitative improvement? The institute analyzes the feedback given by the stakeholders (student teachers, alumni and school principals, management, and utilizes the suggestions for quality improvement and for planning the future activities. Student- Teacher 1. Towards the end of the academic year, written feedback from teacher trainees used to be collected (from 2011-12) for assessing the teaching competency of teacher educators. From the academic year 2015-16 the college has started taking monthly feedback of teaching of faculty by student – teachers. 2. The teacher trainees also express their feelings, opinions and expectations at the farewell function organized at the end of the academic year. 3. From the academic year 2015- 16, student teachers have also started evaluating administration, library, and infrastructure.


4. One more additional change that has taken place after ISO certification is that all the activities are also evaluated by students with the help of feedback form. Alumni 1. Every year during the alumni meet alumni feedback form is provided in which students not only evaluate the activity conducted but also offer their suggestion for the next meet. On the basis of the written and oral suggestion for the next time an activity is planned. (2012-13, 2013-14, 2014-15, 2015-16). 2. SWOT Analysis of the B.Ed. program is also done with the help of students. (2012-13, 2013-14, 2014-15) Parents‟ Feedback Parents‟ feedback is taken by the institution in parent teacher meetings. LIC LIC committee of SNDT University visits the college and gives the feedback. LMC 1. The institute shares information about its successes and shortcomings in the LMC. School Principal 1. Oral feedback is collected from the schools every year after the practice teaching and internship gets over. The institute has also received an appreciation letter from one of the schools of practise teaching and internship. 2. Written feedback is introduced from the academic year 2015-16, in the form of Employer Feedback Form. On the basis of that, training was conducted for the students to improve their skills. One of the students - Ms. Rashi Adwani conducted a mini research also on that and presented it in an in-house research competition. Management After ISO certification the institute has gone for internal and external audit. After the audit the reports of it are presented in PRM (Performance Review Meeting), MRM (Management Review Meeting) and are shared and discussed. Use of Information Student –Teacher Student feedback is used for improving teaching learning strategies, planning of activities, providing infrastructural facilities. Alumni On the basis of the written and oral suggestion for the next time an activity is planned. Parents According to parents‟ feedback required facilities are provided and issues are solved. LMC According LMC feedback, Institute decides short and long term objectives and tries to achieve them. School Feedback On the basis of feedback given by practice teaching and internship schools and employers feedback training is conducted for the students to improve their skills Management After the ISO audit the reports of it are presented in PRM (Performance Review Meeting), MRM (Management Review Meeting) and are shared, discussed and suggestion are accepted for improvement.


C. MAPPING OF ACADEMIC ACTIVITIES OF THE INSTITUTION


Note : A week is of six working days and a day is o f 6 clock hours. The table should cover the entire academic session and may be extended as per requirement.

Admission Monthly Test Co-curricular activities

Orientation Practical work(EPC) Working With community

Theory Practice teaching Internship University Examination

Weeks

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

3

0

31

3

2

33

34

3

5

36

3

7

38

3

9

40

4

1

42

43

44

4

5

Admission and Orientation

Theory

Monthly test /prelium exam Practicum work EPC

Practice Teaching Internship

Co-curricular activities

Working With Community / project work

End term Exam


D. Declaration by the Head of Institution


ANNEXURES


Academic Calendar


Time Table


Master Plan

Ashoka International Centre for Educational Studies & Research · Ashoka International Centre for...

Documents

Transcript of Ashoka International Centre for Educational Studies & Research · Ashoka International Centre for...