CBSE | Central Board of Secondary Education : Academics...Table of Contents 9 CHAPTER 7 : MAKING...

Acknowledgements 5

Patrons:• Shri Ramesh Pokhriyal ’Nishankh’, Minister of Human Resource Development,

GovernmentofIndia• Shri Sanjay Dhotre,MinisterofStateforHumanResourceDevelopment,Government

ofIndia• Ms. Anita Karwal, IAS, Secretary, Department of School Education and Literacy,

MinistryofHumanResourceDevelopment,GovernmentofIndia

Advisory and Creative Inputs: • OurgratitudetoMs. Anita Karwal,IAS,forheradvisoryandcreativeinputsforthis

HandbookduringhertenureasChairperson,CentralBoardofSecondaryEducation

Guidance and Support:• Sh. Anurag Tripathi,IRPS,Secretary,CentralBoardofSecondaryEducation• Dr. Antriksh Johri,Director(IT),CentralBoardofSecondaryEducation• Dr. Biswajit Saha,Director(SkillEducation&Training),CentralBoardofSecondary

Education

Editorial Inputs and Advisory:• Dr. Joseph Emmanuel,Director(Academics),CentralBoardofSecondaryEducation

Value adder, Curator and Co-ordinator: • Dr. Praggya M. Singh,JointSecretary,Academicsunit,CentralBoardofSecondary

Education

Inputs on Disaster Management:• NationalDisasterManagementAuthority• NationalDisasterResponseForce

Initial Draft Preparation Team:• Dr. Praggya M. Singh,JointSecretary,Academicsunit,CentralBoardofSecondary

Education• Sh. Pramod Kumar TK,JointSecretary,Academicsunit,CentralBoardofSecondary

Education• Dr. Sweta Singh,JointSecretary,Academicsunit,CentralBoardofSecondaryEducation• Sh. Al Hilal Ahmed, Joint Secretary, Academics unit, Central Board of Secondary

Education• Mrs. Ramandeep Kaur,DeputySecretary,Academicsunit,CentralBoardofSecondary

Education• Ms. Monali Bhattacharya,AssociateProfessior,JIIT,Noida• Ms. Kriti Guleria,Asst.Professor,ArmyInstituteofEducation,GreaterNoida• Ms. Meenakshi Sahani,Principal,ModernSchool,VasantVihar,N.Delhi• Ms. Shayma Vinod,Principal,BloomPublicSchool,NewDelhi• Ms. Sunita Gupta,Principal,AirforceBalBhartiSchool,NewDelhi• Ms. Sudha Acharya, Principal, ITLPublicSchool,Dwarka,NewDelhi• Ms. Sunila Aithley, Principal, AmityInternationalSchool,Vasundhara,Ghaziabad

Acknowledgements

In Pursuit of Excellence : A Handbook for Principals6

Table of Contents

ACKNOWLEDGEMENTS...................................................................................................5ABOUTTHISHANDBOOK..............................................................................................12

CHAPTER 1 : HOW IT ALL STARTED? ............................................................................13 1.1. TheBeginning...........................................................................................14 1.2. VariousRolesofaPrincipal.........................................................................15

CHAPTER 2 : CAPACITY ENHANCEMENT .....................................................................20 2.1. CBSETrainingPolicy...................................................................................22 2.2. Stipulationsforin-serviceTraininginCBSEAffiliationBye-Laws.....................22 2.3. CBSECentresofExcellence(CBSECOEs)....................................................24 2.4. CapacityBuildingProgrammesbyCBSE......................................................24 2.5. YearlyTrainingTheme................................................................................26 2.6. InspectionforAffiliation/Upgradation/ExtensiontoInclude InspectionofMandatoryTrainingsCompleted..............................................26 2.7. OnlineApplicationforParticipationintheBoard’sTrainingProgrammes.......27 2.8. ShikshaVani-TheAllNewCBSEPodcastApp...............................................28 2.9. DIKSHA.....................................................................................................28 2.10.Vidya-Daan...............................................................................................30

CHAPTER 3 : TO BE AND TO DO LIST ..........................................................................32 3.1. LeadershipCompetencies...........................................................................33 3.1.1.AreyouaLeaderoraBoss?.............................................................33 3.1.2.SuggestiveLeadershipCompetencies................................................35 3.1.3.Self-EvaluationFrameworkforPrincipal-StaffRelationship..................40 3.2. AdministrativeLeadershipAspect................................................................40 3.2.1.ListofPossibleWorkstobeDone......................................................40 3.2.1.1.LearnaboutRighttoEducation...................................................41 3.2.1.2.LearnaboutRighttoInformation................................................41 3.2.1.3. Learn about Code of Conduct for teaching and non-teaching Staff........................................................................................41 3.2.1.4.LearnaboutCodeofConductforStudents..................................41 3.2.1.5.LearnaboutSupremeCourtGuidelinesforSchoolTransport........41 3.2.1.6.LearnaboutSchoolManagementCommittee..............................41 3.2.1.7.LearnaboutProvidentFund/ESI.................................................41 3.2.1.8.LearnaboutAudits&Surveillance...............................................41

Table of Contents 7

3.2.1.9.LearnaboutEvacuationProcedures.............................................41 3.2.1.10.LearnaboutStudentsDossiers..................................................42 3.2.1.11.LearnaboutStaffFiles..............................................................42 3.2.1.12.LearnaboutDocumentspertainingtoInfrastructure...................42 3.2.1.13.LearnaboutSafety&Security...................................................42 3.2.1.14.LearnaboutSchoolFinances&Accounting...............................42 3.2.1.15.LearnaboutProcurementProcedures........................................43 3.2.1.16.LearnaboutCondemnationGuidelines.....................................43 3.2.1.17.LearnaboutInteractingwithCBSE,LocalOfficials forofficialpurposes.................................................................43 3.2.1.18.LearnaboutTeacher’squalifications.........................................43 3.2.1.19.LearnaboutuseofTechnologyforeducationalplanning, governanceandteachingandlearning....................................43 3.2.1.20.LearnaboutTextbooksManagementAsPerCBSE AffiliationByelaws...................................................................43 3.2.1.21.LearnaboutPromotionofEnvironmentalConservation AndAwareness.......................................................................43

CHAPTER 4 : TRANSFORMING THE LEARNING ENVIRONMENT ...................................45 4.1. RecentQualitativeInitiativesbyCBSE..........................................................46 4.2. MakingSchoolsJoyfulPlaces......................................................................49 4.2.1.MakingSchoolsAnger-Free/No-AngerZones...................................50 4.2.2.ExperientialLearning........................................................................51 4.2.2.1.Meaning...................................................................................51 4.2.2.2.ExperientialLearning:KeyComponents......................................52 4.2.2.3.ExperientialLearningCycle.........................................................52 4.2.2.4.StagesofExperientialLearning...................................................53 4.3. Art-IntegratedLearning..............................................................................53 4.3.1.NecessityofArt-IntegratedLearning..................................................54 4.4. JoyfulClassrooms......................................................................................55 4.5. IntegratingLifeSkills...................................................................................56 4.5.1.KeyGrowthandHumanDevelopmentPeriods...................................57 4.5.2.LifeSkillsforEarlyChildhood............................................................57 4.5.3.TheMostImportantLifeSkillsforChildrentoLearn............................58 4.5.4.LifeSkillsforAdolescence.................................................................58 4.6. The21stCenturySkills................................................................................59 4.6.1.CriticalThinking...............................................................................60 4.6.2.ProblemSolving...............................................................................60 4.6.3.CreativityandInnovation..................................................................60 4.6.4.CommunicationandCollaboration...................................................60 4.6.5.CareerandLife-skills........................................................................60


4.6.6.DigitalandMediaLiteracy................................................................61

4.6.7.LeadershipandResponsibility...........................................................61

CHAPTER 5 : FOCUSSING UPON THE COMPETENCIES ................................................62

5.1. MeaningofCompetency............................................................................63

5.2. Competency-BasedLearning(CBL)..............................................................63

5.3. ComponentsofCompetency-BasedLearning...............................................64

5.3.1.ConceptsAdjoiningCBL...................................................................65

5.4. CBL:FeaturesandProcesses.......................................................................65

5.5. CompetencyanditsElements.....................................................................66

5.5.1.StudentsadvanceuponDemonstratedMastery..................................66

5.5.1.1.PersonalisedLearningPathwaysforDevelopingStudents’ Competency..............................................................................66

5.5.1.1.1.WhatarePersonalisedLearningPathways(PLPs)?..................66

5.5.1.1.2.FeaturesofPersonalisedLearningPathways..........................67

5.5.1.1.3.PLPasaFeedbackMechanism.............................................67

5.5.1.1.4.PLPCycle............................................................................68

5.5.2.Competenciesincludeexplicit,measurable,transferable learningobjectivesthatempowerstudents.........................................68

5.5.3.AssessmentismeaningfulandapositivelearningexperienceforStudents........................................................69

5.5.4.StudentsdevelopandapplyabroadsetofskillsandDispositions.......69

5.5.5.Learningoutcomesemphasizecompetenciesofapplicationand creationofknowledge,alongwithothernecessaryskillsand behaviours.......................................................................................69

5.5.6.HolisticApproach.............................................................................69

5.5.7.SustainableLearning........................................................................70

5.6. Competency-basedEducationandLearningOutcomes................................70

5.6.1.DifferencebetweenaCompetencyandaLearningObjective..............70

5.7. ImplementationofCBE...............................................................................71

5.7.1.SomePointstoRemember................................................................72

5.8. SuggestiveactionsforPrincipalstoensureimplementationofCBEinschools.75

5.9. CBSEandCBE...........................................................................................76

CHAPTER 6 : PEDAGOGICAL PLANNING .....................................................................78

6.1. NCFonHowChildrenLearn.......................................................................79

6.2. NCFonEffectiveLearningEnvironment.......................................................79

6.3. DesigningLearningExperiences..................................................................81

6.4. PedagogicalPlans......................................................................................81

6.5. PlanningaPedagogicalPlan.......................................................................82

Table of Contents 9

CHAPTER 7 : MAKING SCHOOLS INCLUSIVE ...............................................................89 7.1. Integrationinvisionandmissionoftheschool.............................................91 7.2. Orientation,Interaction&liaisingwithallStakeholders................................91 7.3. EmpoweringTeachers.................................................................................92 7.3.1.SomestrategiesandtechniquesforPrincipalsforInclusionare...........92 7.3.2.SuggestiveChecklistforInclusiveSchools..........................................92 7.4. ModificationinCurriculumPlanning,TeachingMethodology&Assessment...94 7.4.1.CurriculumPlanning.........................................................................94 7.4.1.1.Indicators...............................................................................94 7.4.2.TeachingMethodology......................................................................95 7.4.2.1.ClassroomPractices&InstructionalPractices............................95 7.4.3.BehaviourModification.....................................................................96 7.4.3.1.ManagingCommonlyobservedbehaviourProblems................96 7.5. DifferentwaysofAssessment......................................................................98 7.6. HighFiveLearningStrategy........................................................................98 7.6.1.SportsandChildrenwithSpecialNeeds............................................99 7.6.1.1.BenefitsofSports....................................................................99 7.6.2.RoleofVisualArt..............................................................................99 7.6.3.StorytellingusingpuppetswillbemoreinterestingandInteractive....100 7.6.4.RoleofMusic.................................................................................100 7.6.5.RoleofDramatics...........................................................................100 7.7. Accommodationinclassroom,playground,SubjectEnrichmentProgram....101 7.7.1.RoomAccommodations..................................................................102 7.7.2.TeacherAccommodations...............................................................102 7.8. AShadowTeacher:fortifyinglivesfrombehind.........................................102 7.8.1.Thestudentbenefitsfromtheshadowteacherbecause....................102 7.9. ParentasPartner:helpsstudentstoemergeasConfidentIndividuals...........103

CHAPTER 8 : COLLABORATION COUNTS: HUBS OF LEARNING ................................105 8.1. WhatareHubsofLearning?.....................................................................106 8.2. MissionofHubs.......................................................................................106 8.3. WhatistheneedforcollaborationthroughHubs?......................................106 8.4. NeedforHubsofLearning.......................................................................107 8.5. ObjectivesofHubs...................................................................................108 8.6. HubsofLearningviz-a-vizSahodayas.......................................................108 8.7. IfyouareaLeadCollaborator..................................................................109 8.8. AsaHubMember,youwill.......................................................................109 8.9. HowtoknowyourHub?..........................................................................110 8.10.Howtoinjectenergyforthisinitiativeinyourschool?.................................111 8.10.1.AtyourSchools............................................................................111 8.10.2.AttheHubLevel...........................................................................111


CHAPTER 9 : WHAT CBSE EXPECTS FROM US ............................................................114 9.1. Academicexpectations.............................................................................115 9.1.1.SubjectsatSecondaryLevel.............................................................115 9.1.2.SubjectsatSeniorSecondaryLevel..................................................117 9.1.3.Books............................................................................................121 9.1.4.ExpectationsofCBSE......................................................................122 9.2. Examinations...........................................................................................124 9.2.1.SamplePapers...............................................................................124 9.2.1.1.MarkingScheme..................................................................124 9.2.2.ConductofBoardExamination.......................................................124 9.2.3.ExpectationsofCBSE......................................................................125 9.3. SkillEducation.........................................................................................127 9.4. CBSECompetitions..................................................................................128 9.5. CapacityBuildingProgrammes.................................................................129 9.6. EnvironmentConservation........................................................................132 9.7. Affiliation.................................................................................................132 9.8. SchoolWebsite.........................................................................................133

CHAPTER 10 : IF YOU FAIL TO PREPARE, BE PREPARED TO FAIL ..................................136 10.1.Creatinga“SchoolDisasterManagementPlan”?......................................137 10.1.1.Schoolshouldhavethefollowing..................................................137 10.2.SchoolDisasterManagementTeams/Committees......................................138 10.2.1.Members.....................................................................................139 10.2.2.BeforeandDuringtheDisaster.....................................................139 10.2.2.1.AfterDisaster.....................................................................139 10.3.CreatingaDisasterResponseGroup.........................................................139 10.3.1.EvacuationTeammembers...........................................................139 10.3.1.1.BeforeaDisaster................................................................139 10.3.1.2.DuringaDisaster...............................................................139 10.3.1.3.AfteraDisaster..................................................................139 10.4.SearchandRescueTeam..........................................................................140 10.4.1.Members.....................................................................................140 10.4.2.BeforeaDisaster..........................................................................140 10.4.3.DuringaDisaster.........................................................................140 10.4.4.AfteraDisaster............................................................................140 10.5.FirstAidTeam..........................................................................................140 10.5.1.Members.....................................................................................140 10.5.2.BeforeaDisaster..........................................................................140 10.5.3.DuringaDisaster.........................................................................140 10.5.4.AfteraDisaster............................................................................141

Table of Contents 11

10.6.FireSafetyTeam.......................................................................................141 10.6.1.Members.....................................................................................141 10.6.2.BeforeaDisaster..........................................................................141 10.6.3.DuringaDisaster.........................................................................141 10.6.4.AfteraDisaster............................................................................141 10.7.SiteSecurityTeam.....................................................................................141 10.7.1.Members.....................................................................................141 10.7.2.BeforeaDisaster..........................................................................141 10.7.3.DuringaDisaster.........................................................................142 10.7.4.AfteraDisaster............................................................................142 10.8.BusSafetyTeam(FOREACHBUS)............................................................142 10.8.1.Members.....................................................................................142 10.8.2.BeforeaDisaster..........................................................................142 10.8.3.DuringaDisaster.........................................................................142 10.8.4.AfteraDisaster............................................................................142 10.9.Honbl’eSupremeCourtGuidelines..........................................................142 10.10.DirectionsoftheSupremeCourtforSchoolBus.........................................143

CHAPTER 11 : IT INITIATIVES BY CBSE ........................................................................145

CHAPTER 12 : CBSE SCHOOL QUALITY ASSESSMENT AND ASSURANCE (SQAA) .......152 12.1. Introduction.............................................................................................153 12.2.VisionofSQAA........................................................................................153 12.3. BenefitsofSQAA.....................................................................................153 12.4. EligibilityforSQAAProcess.......................................................................153 12.5. FrameworkofSQAA................................................................................153 12.6. ProcessofSchoolQualityAssessmentandAssurance.................................154 12.7. Self-assessment.......................................................................................155 12.8.DomainsandSubDomainsofSQAA........................................................155 12.9. ActiontobeTakenbySchools..................................................................158

CHAPTER 13 : SELF EVALUATION FRAMEWORK .........................................................159


About this HandbookAftergettingaffiliatedtoCBSE,itisthePrincipalofaschoolwhotakesleadinallmatterspertaining to his/her school. Principalswho are new toCBSE are sure to have severalqueriesaboutthesystem.Weshallunraveltheday-to-dayareasofworkandanswermanyqueriesrelatedtotheprofessionallivesofCBSESchoolPrincipalsinthisHandbook,throughthefascinatingjourneyoflearningandabsorbingofShriSambhavSinghRathore.*

ThisHandbookhasbeenpreparedinamannerunlikethestyleofusualHandbooks.Thereisareasonbehindthat.Wewanttogenerateyourcuriosityateverystep,sothatyoutoolearnandabsorbfromendtoend,likeShriRathore.Hopeyouenjoyyourjourney,justasmuchashedid!Fromthefollowingillustration,youwillhaveanideawhataPrincipal,thatisyou,meansforastudent:

HOW IT ALL STARTED?

CHAPTER-1


Whenaparentofacutekiddemandsthathe wants to see you immediately, it maynot always be good news. Especially, ifyouare the Principal of the schoolwherethecutekidisastudent.Butitsurelyisanexercise in understanding, patience andproblem-solving. If youare a Principal ofa school and are reading thisHandbookwiththesameapproach,goahead.Butifyou believe that all good things come insmall packages that are unwrappable in2-minutes,thenletmealertyou–thisistheexceptiontoyourrule.

MynameisSambhavSinghRathore1.Forthe last three years, I have beenworkingas the Principalof TheNewAcademy* inBhilwara,Rajasthan.Ishalltakeyoudowntheseveraltwistsandturnsofmymemorylane,bysharingmyjourneyasaPrincipalofaCBSEschool.

InthisHandbook,Ihaveusedafewboxeswhicharetitledasbelow:

1. We the Principals:ThesearetipsandlearningsonlyforPrincipals

2. All in the Family:LearningsandtipsforEveryoneelseinaSchool

3. All aboard: LearningsandtipsforallPrincipalsandEveryoneinaSchool.

4. Six Honest Men: These are myqueries based on Rudyard Kipling’spoem“IKeepsixhonestservingMen”.

Ikeepsixhonestservingmen

TheytaughtmeallIknew

TheirnamesareWhatandWhyandWhen

AndHowandWhereandWho

1 The nameandplace of the personand school are fictitious. Any similarity is purelycoincidental.

SIX HONEST MEN:

“What” is the knowledge that I must be “armed” with on being appointed as a Principal?

5. Answering the bell: Here I try toresolve some of your anticipatedqueriesandsometimesalsocomeoutwithsomeinterestingtidbits.

1.1. The Beginning:

IbeganmycareerasaPGT,andworkedforalongtimeinawell-establishedCBSEschool.Asateacher,Iwasfairlyawareofmyrolesandresponsibilities,andwaseverwillingtolearnmoretobeabetterteacher.After teaching for 8 years at a stretch, IgotanopportunitytobeappointedasthePrincipal of a newly-opened school. TheManagement of the school aimed to gettheschoolaffiliatedtotheCentralBoardofSecondaryEducation.

I joinedandspentmyinitialdaysgropingin the dark. I had no ideas on how toeven begin this work. I was flooded withthoughtsofregretforhavingleftthemuchmorecomfortablejobofateacher.Whileinacademics,Ididnothaveanyadministrativeandleadershipissues.Thiswassomethingverynew.

Chapter 1 : How It All Started? 15

1.2. Various Roles of a Principal:

Aschoolthatisknownforitsquality,joyfulclassrooms and standards of educationdefinitely has a focused, committed anddynamic Principal, who knows how tohandle anticipated situations, and hasthe resilience to handle the unanticipatedtoo with the help of all resources at hercommand.Well,letmebehonest;gettinga new school affiliated was completelyunanticipatedbymeandhad it notbeenfor the Affiliation Byelaws, I would havebeenfiredbynow.

ANSWERING THE BELL

My academic experience of researchingresourcematerial formy students, gavememyfirstopeningtoanunderstandingofwhatwasrequiredofmeasaPrincipalto a school that was wanting to getaffiliatedtoCBSE.

I STARTED RESEARCHING AND SURFING THROUGH THE CBSE WEBSITE WWW.CBSE.NIC.IN. I went to the link ‘affiliation’ and came across the CBSE Affiliation Bye Laws 2018.

Chapter 9 of the CBSE Affiliation Bye-Laws states the roles and responsibilitiesoftheHeadofSchool.Letushavealookat someof the importantprovisions. (For more details you will have to do extra homework and read the Chapter 9 of Affiliation Byelaws, 2018 for yourself.)In the table below, the section entitled‘domain’istheinferenceIhavedrawnafterstudyingtheprovisions.


Head of the School -

CLAUSE PROVISION DOMAIN

9.2.1 HeadoftheSchool/Principalwillbetheex-officioMember Secretary of the School ManagementCommittee.

Administrative

9.2.2 WillfunctionastheHeadoftheofficeoftheschoolunderhischargeandcarryoutallAcademicandAdministrative duties required of a head of theeducationalinstitute.

Administrative

&

Pedagogical Leadership

9.2.3 WillensurethatallprovisionsoftheAffiliationandExaminationByelawsandalldirectionsgivenbyCBSEfromtimetotimearestrictlycompliedwith.

Administrative

9.2.4 Be the drawing and disbursing officer for theemployeesof theschoolhowever in thecaseofan unaided school, he may perform only suchfunction, as drawing and disbursing officer asmaybespecifiedintheinstructionsissuedbytheSociety

Financial Controller

9.2.5 Be responsible for the proper maintenance ofaccounts of the school, school records, servicebooks of teachers, and such other registers,returnsandstatisticsasmaybespecifiedby theSociety/Board.

Administrative

9.2.6 Handle official correspondence relating to theschool and furnish, within the specified dates,thereturnsandinformationrequiredbytheStateGovernment/Board.

Administrative

9.2.7 Make purchases of stores and other materialsrequired for the school in accordance with therulesgoverningsuchpurchasesandenterallsuchstoresinthestockregisterandshallscrutinizethebillsandmakepayments


9.2.8 Conduct physical verification of school propertyand stock at least once a year and ensurethe maintenance of stock registers neatly andaccurately.

Administrative


9.2.9 BeresponsibleforproperutilizationofthePupilsFund.


9.2.10 Makesatisfactoryarrangementsforthesupplyofgooddrinkingwaterandprovideother facilitiesforthepupilsandensurethattheschoolbuilding,its fixtures and furniture, office equipment,lavatories,playgrounds,schoolgardenandotherpropertiesareproperlyandcarefullymaintained.

Administrative

9.2.11 Supervise, guide and control the work of theteachingandnon-teachingstaffoftheschool


9.2.12 Be in-charge of admission in the school,preparation of school timetable, allocation ofdutiesandteachingloadtotheteachers,andshallprovidenecessaryfacilitiestotheteachersforthedischarge of their duties and conduct of schoolexamination in accordancewith the instructionsissued by theGovernment /Board from time totime;


9.2.13 Plan the year’s academic work in advance inconsultationwithhis/hercolleaguesandholdstaffmeetingat leastonceamonth,reviewtheworkdoneduringthemonthandassess theprogressofthepupils.


9.2.14 Help and guide the teachers to promote theirprofessionalgrowthandactivelyencouragetheirparticipation in courses designed for in-serviceeducation.


9.2.15 Promote the initiative of the teachers for self-improvementandencouragethemtoundertakepedagogical and other innovations which areeducationallysound.


9.2.16 Supervise classroom teaching and secure co-operation and coordination amongst teachersofthesamesubjectareasaswellasinter-subjectcoordination.



9.2.17 Arrange for special remedial teaching of thechildrenbelongingtotheweakersectionsofthecommunityalsoofotherchildrenwhoneedsuchremedialteaching.


9.2.18 Arrange for informal and non-class roomteaching.


9.2.19 Plan and specify a regular time-table for thescrutiny of pupil’s written work and homeassignmentandensurethat theassessmentandcorrectionsarecarriedouttimelyandeffectively.


9.2.20 Make necessary arrangements for organizingspecial instructions for the pupils according totheirneeds.


9.2.21 Organize and coordinate various co-curricularactivities through the house system or in suchothereffectivewaysashemaythinkfit.


9.2.22 Developandorganize the libraryresourcesandreading facilities in the school and ensure thatthepupilsand teachershaveaccess toanduseofbooksand journalsof established valueandusefulness.


9.2.23 Sendregularlytheprogressreportsofthestudentstotheirparentsorguardians.


9.2.24 Promote the physical well-being of the pupils,ensure a high standard of cleanliness andhealth habits, and arrange periodical medicalexaminations of the students and sendmedicalreportstoparentsorguardians.

Pedagogical Leadership & Administrative

9.2.25 Devoteatleastoneperiodperdaytoteachingofthepupils.


9.2.26 Be responsible for sending teachers for theevaluation of answer scripts in respect ofBoard’sExaminationsandotherdutiesrelatedtoacademics,trainingandconductofexaminationsas per requirements of the Board from time totime.

Pedagogical Leadership & Administrative


From the details given above, you willagreethattherolesandresponsibilitiesof

aPrincipalcanbebroadlycategorizedintothreemaindomainsasfollows:

9.2.27 ThePrincipal/HeadoftheSchoolshallnotrefuseanydutyassignedbytheBoardinconnectionwiththeconductofexaminations,evaluationofanswerscripts, result processing and other ancillaryactivities.ThePrincipal/HeadoftheSchoolshallact as a Centre Superintendent whenever andwhereverappointedby theBoardand shallnotdelegatehisauthority,dutiesandresponsibilitiesto any other person under any circumstances.

Administrative

CAPACITY ENHANCEMENT

CHAPTER-2

Chapter 2 : Capacity Enhancement 21

CBSE has its affiliated schools locatedall across the country as well as abroad.

But I realized thatwhether it isacityoratown, urban or rural school, in India orabroad,theonlythingthatcouldhelpnewPrincipals likemewas systematic capacitybuilding programmes, which I couldundertake in my school or take outsidehelp.

OnceagainCBSEcametomyhelp,intheform of its Training Policy through CBSECentres of Excellence (COEs). I could

SIX HONEST MEN:

ALL ABOARD:

The numbers of CBSE affiliated schools in India are: 22,535

• Centralgovt.schools

oKendriyaVidyalayas-1138,

oNavodayaVidyalayas-596,and

oCentralTibetanSchools-14

I had the requisite experience andacademic qualifications. I wanted to

upgradeandupdatemyselfprofessionally.But“how”toand“where”from?

Several CBSE schools are also located insmallercitieslikemine.

• Stategovt.schools(bothgrant-in-aidandaidedschools)-2737

• Privateschools-17818

SchoolslocatedoutsideIndia–232

The CBSE affiliated schools have 11.47 lakhs teachers and 1.97 crores students.

- Allfiguresareason15.12.19

update myself professionally not only ingeneral areas but also in subject-specificrequirements.AllowmetoshowyousomeofthedetailsoftheTrainingPolicyofCBSEandthevariousformatsthattheboardusesforitsoutreachtous.

In2018,CBSEhasformulatedaTeachers’TrainingPolicy,whichisincorporatedinitsAffiliationByelaws.

ALL IN THE FAMILY:

ThisTrainingPolicyistobefollowedbyallPrincipals,forthemselvesaswellasfortheTeachersworkingintheirschool.


2.1. CBSE Training Policy:

• The CBSE has established Centresof Excellence throughout the countryto cater to training needs of all itsaffiliated schools, particularly theindependent schools,as theyarenotable toparticipate inprogrammesofthestate/centralgovernmentinstitutes.

• Though schools run by various stateandcentralgovernmentagencieslikeStateBoard,KVS,JNV,etc.arecateredthroughSCERTs,DIETsandrespectivetraining units for organising capacitybuilding programmes, the Board isopentoofferingthemtoo,theboard’s

training programmes/modules/resources,etc.

• IncompliancetotheprovisionsofNCFandRTE-2009,CBSEhasamendeditsAffiliation Byelaws, which in additiontomakingaminimum of 5 days of in-service training programmes per year of teachers mandatory (chapter 16 of the affiliation bye-laws), stipulates further that everySchoolshallremittotheCBSEsuchfeefortrainingofteachersandPrincipalsat theCBSECentersofExcellenceasprescribedbytheBoardfromtimetotime (clause 16.4.2 of the affiliationbye-laws).

2.2. Stipulations for in-service Training in CBSE Affiliation Bye-Laws:

FormoredetailspleaseseeChapter16ofAffiliationByelaws,2018.

Clause Provisions of the Affiliation Byelaws

16.1 Annual Mandatory Training:

Every affiliated School will arrange for the following TrainingProgrammeseveryyearforallitsTeachers:

16.1.1 Everyschoolshallorganize3Days’in-housetrainingprogrammeforeveryteacherattheSchoollevel.

16.1.2 Everyschoolshouldorganizeatleast2days’trainingprogrammeforits teachers preferably in associationwith theCentres of Excellence(C.O.E.) of the Board or through any Teachers’ Training Instituterecognized by the Centre/UT/State/Regional Teachers’ TrainingInstitutions, a CBSE Sahodaya School Complex or through Centre/StateITtrainingplatformssuchasDIKSHAorSWAYAMetc.TheSchoolcanalsoarrange this trainingwith thehelpofestablishedTeachers’TrainingInstitutions.


16.1.3 Everyschoolshouldorganizeatleast2days’trainingprogrammeforits Principal preferably in associationwith theCentres of Excellence(C.O.E.) of the Board or through any Teachers’ Training Instituterecognized by the Centre/UT/State/Regional Teachers’ TrainingInstitutions, a CBSE Sahodaya School Complex or through Centre/StateITtrainingplatformssuchasDIKSHAorSWAYAMetc.TheSchoolcanalsoarrange this trainingwith thehelpofestablishedTeachers’TrainingInstitutions.

16.2 Triennial Mandatory Trainings

In addition to provisions of clause 16.1, every school for its entireteachingstaffshallorganizefulltimeTrainingProgrammeofnotlessthan5days,atleastonceinthreeyears.SuchtrainingprogrammemaybeorganizedbytheschoolpreferablyinAssociationwiththeC.O.E’softheBoardorthroughanyTeachers’TrainingInstituterecognizedbytheCentre/UT/State/RegionalTeachers’Training Institutions,aCBSESahodayaSchoolComplex.Schoolcanalsoarrangethistrainingwiththehelpofestablishedtraininginstitutions.

16.3 Documenting the training:

TheentiretrainingprogrammeasspecifiedinClauses16.1to16.2andsub-clausestheretoshallbeproperlyvideographedanddocumentedincludingTrainingparticipationCertificatesofteachersandtherecordsbepreservedandproducedduringthetimeofaffiliation,upgradation,extension etc. or during inspectionor asandwhen requiredby theBoardforverification.

16.4 Training Budget:

16.4.1 Every School shall earmark an adequate budget for Training of Teachers/Principals.

16.4.2 EverySchoolshallremittotheCBSEsuchfeefortrainingofTeachers/Principals at theCBSE TrainingCentres as prescribed by the Boardfromtimetotime.

16.5 Boardmayconsidertherequestofforeignschools,toconducttrainingintheschoolbydeputingaresourceperson,subjecttotheconditionthatthecostandexpensesofthetrainingandtrainerwillbebornebytheschool.


WE THE PRINCIPALS:

2.3. CBSE Centres of Excellence (CBSE COEs):

2.4. Capacity Building Programmes by CBSE:

ALL ABOARD:

The CBSE Centres of Excellence (COEs)lookafterthetrainingrequirementsofallitsaffiliatedschools,butprimarilytheschoolsundertheindependentorprivatecategory.

These Centres of Excellence (COEs) havebeenco-locatedwith theRegionalOfficesofCBSE.

The Board conducts the following types of training programmes for schools:

WE THE PRINCIPALS:

2.4.1. Mandatory InductionProgrammesbyCOEsforSchoolmanagement representative/sand Principals of all freshlyaffiliated schools, switch overschools,upgradedschoolsandschools obtaining extension ofaffiliation.

ItistheresponsibilityofeveryPrincipalofaschoolaffiliatedtoCBSEtoarrangeforthefollowingtrainingprogrammeseveryyearforitsteachers:

o 3 Days’ in-house trainingprogrammeattheSchoollevel.

o atleast2days’trainingprogrammepreferably in association with theCentresofExcellence(C.O.E.)oftheBoard.

o fulltimeTrainingProgrammeofnotless than 5 days, at least once inthreeyears.

Visit the following link for the contactdetails of CBSE Centres of Excellence(COE):

http://cbseacademic.nic.in/CBSE_COE_DETAILS.html

2.4.2. Mandatory trainingprogrammes by COEs for allschool Principals regardingthe stated theme of trainingfor the year to augment theirleadershipeffectiveness.


2.4.3. Mandatory workshops/moduleson conduct of Examinationand Evaluation are conductedby the Board for concernedstakeholders, before the start ofAnnualBoardExaminations.

2.4.4. The following trainingprogrammes are offered forgeneral training and can beexclusively undertaken forparticular school’s teachers, ifadequatenumberofparticipantsareavailable.

2.4.4.1. General Capacity Building Programmes (1/2 Days):

I. LifeSkills

II. GenderSensitivity

III. ValueEducation

IV. RemodeledStructureofAssessmentforSecondaryClasses

V. Health&PhysicalEducation

VI. UpholdingIntegrityandEthics

VII. InclusionandInclusiveStrategies

VIII. ClassroomManagement

IX. CareerGuidance

2.4.4.2. Subject Specific Capacity Building Programmes (2 Days):

I CompetenceBuildinginMathematicsClassX

II CompetenceBuildinginSocialScienceClassX

III. CompetenceBuildinginScienceClassX

IV. CompetenceBuildinginEnglishClassX

V. CompetenceBuildinginHindiClassX

VI. CompetenceBuildinginEnglishCoreClassXII


2.5. Yearly Training Theme:

With effect from the session 2019-20,the Board declares an annual theme fortraining.ThisthemeisapartoftheBoard’smandatorytrainingprogrammes.Itisalsoexpected from the school Principals that

ALL ABOARD:

Theme for 2019-20: InnovativePedagogy includingexperiential learningandActivelearning.

VII. CompetenceBuildinginBusinessStudiesClassXII

VIII. CompetenceBuildinginHistoryClassXII

IX. CompetenceBuildinginAccountancyClassXII

X. CompetenceBuildinginPoliticalScienceClassXII

XI. CompetenceBuildinginPhysicsClassXII

XII. CompetenceBuildinginEconomicsClassXII

theyshallalsoorganizein-servicetrainingfor their teachers on the yearly theme inthesameyear,toensurethattheteachersacquiretherequisiteexpertiseofthethemeinatimelymanner.

Theme for 2020-21:Competency-basededucationandassessment

2.6. Inspection for Affiliation/Upgradation/Extension to Include Inspection of Mandatory Trainings Completed:

• ThemandatorytrainingpolicyaslaiddownintheAffiliationByelawsoftheBoardisexpectedtobefollowedbyallschools.

• Schools are expected to maintainrecords/documentation of trainingconducted for its teachers by theschool, and training programmes

attendedbytheteachers–whetherinonline,offlineorblendedformats.

• Duringtheaforementionedinspection,these records/documents/evidenceshallalsobescrutinizedtoensurethatthere is no violationof theAffiliationByelawsasstatedabove.


ALL ABOARD:

Schoolsareexpectedtomaintainrecords/documentationoftrainingconductedforitsteachersbytheschool,andtrainingprogrammesattendedbytheteachers–whetherinonline,offlineorblendedformats.

2.7. Online Application for Participation in the Board’s Training Programmes:

CBSE has launched the CBSE TrainingPortalforsmoothparticipationbyinterested

educators and for conduct of varioustrainingprogrammesforschools.

Salient features of this portal are:

• Teachersaswellasschoolscansubmitonlineapplicationand register for attending/ organizing trainingprogrammes

• Facility of selecting programme and venue as perconvenience

• Onlinefeesubmission

• Handylistofallupcomingtrainingprogrammes

• Onlinefeedback

• OnlineCertificategeneration


2.8. Shiksha Vani- The All New CBSE Podcast App:

ALL ABOARD:

o The Central Board of SecondaryEducation has launched a podcastapp‘ShikshaVani’tobroadcastvitalinformation tostudentsandparentspromptly.

o ShikshaVani is initiated to keepstudents, parents and teachersupdated about the latest news andeventsoftheCBSE.

o The podcast is bound to boosttransparency in the system, in turn,increasingefficiency.

o The App, Shiksha Vani, is at presentavailableontheGoogleplaystorefordownloading.

ALL ABOARD:

DIKSHA'sfeaturescanbeusedtocreate:

• In-classresources

• Teachertrainingcontent

• Assessmentaids

2.9. DIKSHA:

• DIKSHA is anonline platformby the Govt. ofIndia.

• A unique initiative which leveragesexisting highly scalable and flexibledigital infrastructures, while keepingteachers at the center. It is builtconsidering the whole teacher's lifecycle-fromthetimestudentteachersenroll in Teacher Education Institutes

(TEIs)toaftertheyretireasteachers.

• In India,many teachers are creating& using innovative tech-basedsolutions in their classrooms. Somestategovernmentshavealso initiatedprograms to support their teachersdigitally. Therefore, MHRD, CBSE,NCERT, SCERTs and NCTE havecoordinatedtheseeffortsatanationallevelandhavebuiltDIKSHA.

• Teacherprofile

• Newsandannouncement

• Teachercommunity


ALL ABOARD:

o For details download App namedDIKSHA – National TeachersPlatform for India from AndroidPlaystore.

What Does The Platform Provide?

Itprovides:

• Teaching resources such as lessonplans,conceptvideos,worksheets,allmappedtocurriculum

• Student friendly resources, such asassessment items, concept maps,explanationvideos,etc

• Teacher training courses (example -trainingon learningoutcomes,CCE,etc.)

Teachers can access this material offlineon their smartphones, tablets and otherdevicesanytimeandanywhere.

How to use Diksha?

Visit Diksha Website

www.diksha.gov.in

Create login id password as per the procedure given

Select Board

Select Class

Select Medium

Select Subject

Use Resources available on Diksha


ALL ABOARD:

DIKSHA POPULARITY STATISTICS

ByJanuary2020DIKSHAhas:

• 107million+scans

• 205million+minutesplaytime

• 95million+contentplay

ALL ABOARD:

EachchapterinVidya-Daanportalcontainsthefollowingtypesofcontentresourcestoaidlearning:

1. Learning Outcomes: Tohelpyourteachersunderstandthelearningobjectivesofthelesson

2. Focus Spots:Highlightingsomeofthekeyconceptswithinachapter

3. Lesson Plans: Enableyourteacherstoplantheflowoftheirclasses

4. Explanation Content:Tohelpyouunderstandconceptsbetter

5. Question Bank: Foryou,Setsofquestionandanswerstoenablemorepracticeinschoolsandathome

6. PDFsofNCERTtextbooks

7. Marking Scheme Rubricsforallsubjects(onlyforclassX)

8. Experiential Content*:Activitybasedlearningandapplicationofconcepts

9. Curiosity Questions*:Createcuriosityamongstthestudentsbeforebeginningatopic

To know more, watch brief film at link https://www.youtube.com/watch?v=6QIFkw78JuM&feature=youtu.be

2.10. Vidya- Daan:

• CBSE conceptualized “VidyaDaan”,a program based on sourcing ofcontent from teachers and meant tosynergize countrywide developmentsin education, by providing schoolsand teachers a space to share theirbestpracticesande-contentwith theentirenation.

• As a part of “Vidya-Daan”, severalCBSE schools have prepared and“donated” their content to CBSE for

puttingonpublicdomainforthelargergoodofSchooleducation.

• Initially, the Board has curatede-content from some CBSE Schoolsand pooled it for classes VI to X forEnglish, Hindi, Maths, Science andSocial Science Subjects. The contenthasbeensystematicallyorganizedasper NCERT syllabus for the above-mentionedclassesandsubjects.


And for thosewhowalkamongus in thebeliefthattrainingsareawasteoftime,here

isasumtotalofwhatourpeergrouphavetosay:

CBSETRAININGS

KEEPUSUPDATED

HONEOURSKILLSTOHANDLEREALLIFE

SITUATIONS

ENABLEPEERINTERACTIONAND

LEARNINGFROMEACHOTHER

EXPANDTHEHORIZONSOFOURTHINKING

TO BE AND TO DO LIST

CHAPTER-3

Chapter 3 : To Be And To Do List 33

Now that I was secure in the knowledgethatprofessionaldevelopmentandcapacity

SIX HONEST MEN:

AmIaGoodLeader?

“HOW”DOIKNOWIFIHAVETHEDESIREDCOMPETENCIESOFAGOODLEADER?“HOW”DOIACQUIRETHEM,IFIDON’T?

buildingisasmoothtaskinCBSE,Imovedontomynexttask:thatofbuildingateam.

3.1. Leadership Competencies:

Simplyspeaking,Leadershipmeansleadingagroupofpeopleoranorganization.Itisoftensaidthatonemaybeabornleader,but Leadership is a skill that is acquired,developedandhonedovertime.

3.1.1. Are you a Leader or a Boss?

Principals are also termed as School

leaders. School Principals can be soakedinPower,Bossism,My-way-is-the-only-waystyleoffunctioning,ortheycanbeSchoolleaders.

The following images demarcate thedifferencesbetweena leaderandaboss:Identifywhoyouare? (https://in.pinterest.comaccessedon22.11.2019)


In a nutshell,


I decided that I would prefer to be aleader than a boss. However, due to theoverwhelmingloadofwork,playingvariousroles - as an administrator, pedagogicalleader,leadingbyexample,etc.-wasnoteasy initially. Once again, research andtraininghelpedme.

Preparing a list of competencies thatare desirable in a leader in the form ofa checklist and adopting the same inmy

real-lifehelpedme. I trainedmyself tobepositiveand Ibegan tobuildamotivatedteam to work with. The team comprisedtheVice-principal,Teachers,Administrativestaff,SupportStaffandTransportstaff.

Iamsharingherethelist2thatIhavetriedtocrowd-sourceandcompileinthisentiresection, only as a gentle suggestion andreferenceforyou:3

3.1.2. Suggestive Leadership Competencies:

2alertlogic.qa.hbr.org3talentfactor.nl

Connectingwiththeworldotherthanthe

school

Aleader:

• Hasbroadmindset

• Developsstrategies

• IsEffectiveininterpersonalCommunication

• Gathersandassimilatesinformation

• Initiatestaskswithplanning

• ChampionsChange

Inspiringandmotivating

Aleader:

• Connectsandempathiseswithothers

• SetsGoals

• Haslucidvision

• Communicateseffectively

• Developsothers

• Collaborates

• Believesinandpracticesteamwork

• Nurturesinnovation

• Isastrongrolemodel


TECHNICAL/PROFESSIONALEXPERTISE

Aleader:

• Resolvesissues

• Developsrelationships

• Communicateseffectively

• Strivesforexcellence

• Takesinitiative

• Buildscompetenciesinothers

• Ishonestandfullofintegrity

• Putsteam’sinterestfirst

SELF-DEVELOPMENT

Aleader:

• Listensintently

• Isopentoideas

• Respectsothers

• Givesfeedbackfordevelopment

• Isreadytotakechallenge


ESTABLISHGOALS

Aleader:

• Readytotakerisks

• Developsstrategy

• Planseffectively

• Gainsthesupportofothers

• Isdecisive

• Hastechnicalandbusinessexpertise

• Targetsresults

COLLABORATION

Aleader:

• Istrustworthy

• Developsrelationships

• Believesinandcarriesoninclusionandvaluesdiversity

• Adaptstochange

• Inspiresandmotivatesothers

• Developsothers


RESOLVESISSUES

Aleader:

• Isorganizedandgoodatplanning

• Isdecisive

• Innovates

• Isalwaysreadytotacklechallenges

• Actsindependentlyaswellasjointly

• Hastechnicalexpertise

• Communicatespowerfullyandbroadly

COMMUNICATESPOWERFULLYAND

POSITIVELY

Aleader:

• Inspiresandmotivatesothers

• Developsstrategicperspective

• Establishesgoals

• Dealseffectivelywithchallenges

• Involvesothers

• Translatesmessagesforclarity

• Solvesproblemsandanalyzesissues


CHAMPIONSCHANGE

Aleader:

• Innovates

• Focusesonresults

• Iswillingtotakerisksandchallengethestatusquo

INNOVATES

Aleader:

• Takesinitiativesandplannedrisks

• Supportsothersintakingplannedrisksandacceptingchallenges

• Solvesproblems

• Bringsconducivechanges

• Learnsfromsuccessandfailure


WE THE PRINCIPALS:

AsIanalysedtheMULTIPLErolesofaPrincipalasstatedintheCBSEAffiliationBye-Laws,andcategorizedthemintothreedomains,itledmetowardsfurtherresearchoneachofthesedomains.Ialsoundertookself-evaluationonthesedomainsaswellasfewotherconnectedones.

Do I :

• Haveawarenessoftheirneeds?

• Know the requirements of trainingofthestaff?

• Ensure they build their self-esteem&confidence?

• Provideavenuesofgrowth?

• Fulfillreasonableneedsofstaff?

• Make for a comfortable workingspace?

• Implementschemesandpoliciesfortheirwelfare?

• Implements policies to promotegrowthanddevelopment?

• Createahappypoolofteachers?

• Have awareness ofmedical andpersonalissuesofthestaff?

• Createasafeandjoyfulworkingspace?

• Buildrespectforthenon-teachingstaff and create an empoweredgroup?

3.2. Administrative Leadership Aspect:

3.2.1. List of Possible Works to be Done:

IhavealsopreparedaTo-do-list.Accordingto me, a Principal/ School leader mustbe aware of the following administrativeresponsibilities. It’s possible that your list

maybesmallerorlongerthanthis,orcouldevenbecompletelydifferent.Whateverbethe case, do indulgeme here, as I haveprepared this list in consultationwith veryexperiencedPrincipals.

3.1.3. Self-Evaluation Framework for Principal-Staff Relationship:


3.2.1.1. Learn about Right to Education:

• RTEActandappropriategovernmentsRTERules

• Prevalent National CurriculumFramework

• NationalEducationPolicy

• Admission & Promotion Policies forstudents

• DisciplinaryProcedures

• FeeStructures

• EWSGuidelines

• Safeenvironmentforlearners

• Inclusion

3.2.1.2. Learn about Right to Information:

• AdherencetoRTIActandguidelines

3.2.1.3. Learn about Code of Conduct for teaching and non-teaching Staff:

• RecruitmentPolicy

• RightsandResponsibilities

• LeaveandPromotionProcedures

• Information regarding InclusiveEducation

• Do’s&Don’tswithinschool

• Safetyofstudents

• AnnualAppraisalsandDocumentation

3.2.1.4. Learn about Code of Conduct for Students:

• Adherence to Discipline Policy ofSchool

• Respect for Uniform, School Rules,Staff,SchoolProperty,etc.

• Submission of Assignments, HomeWork

• PenaltiesforMis-conduct

• RegularityandPunctuality

3.2.1.5. Learn about Supreme Court Guidelines for School Transport:

• TransportProtocol

• Ensuring Vendors adhere to RTOGuidelines

• Police Verification & POCSO ofTransportDepartment

• Documentationrelatedtovendoring/taxes/insurance

• BusFitmentCertificate

3.2.1.6. Learn about School Management Committee:

• Constitution of SMC as per CBSEAffiliationByelaws

• RolesandResponsibilitiesofMembers

• ElectionandNominationProcess

• RecordingMinutesoftheMeeting

3.2.1.7. Learn about Provident Fund/ ESI:

• Ensuringremittanceaspernorms

• WithdrawalandTransferProcedureofPF

3.2.1.8. Learn about Audits & Surveillance:

• Conductof Internal&ExternalAudits(ISO / CBSE / Accounts Deptt.)pertaining to finances. pedagogydocumentation, safety, vigilance,salaries,etc.

3.2.1.9. Learn about Evacuation Procedures:

• Devising evacuation plan andconductingdrillsregularly.

• Ensuringentry&exitsinbuildingsarefreeandflowing.

• Emergency protocol for all Headspertaining to medical, earthquake,


fire,terrorists,etc.

• Importantcontactsincaseofdisaster

3.2.1.10. Learn about Students Dossiers:

• Allrecordsinhard&softcopyforeachstudentseparately

• Documents to be filed in dossiers– Admission Form, Date of BirthCertificate, Parents Residence Proof,Undertakings,VaccinationChart,SC,ST,EWSproof,everyyear’sreportcardcopy

• Transfercertificates

• Achievementsrecordofstudents

• Indiscipline records (Absenteeism /bullying / cheating / bringing costlygadgets or cash to school, improperuniform, disrespect to teachers orschoolproperty,etc.)

• Annual health check-ups and fitnessrecordsasperpara14.6ofAffiliationByelawsandotherCBSEcirculars

3.2.1.11. Learn about Staff Files:

• Recruitmentform

• Copies of Aadhar card, ResidenceProof, Date of Birth, Qualifications,Experience Certificates, NOC,ReferenceLetters,MedicalFitness

• Copiesofparticipationinworkshops,Seminars,Conferences

• Police Verification Proof & POCSOaffidavit

• Annual leave record of EL, CL,MaternityorPaternityleaveorondutyleave

• AnnualAppraisalform

• Classroom teaching observationreportsbyHeads

• Advisory /Memo/Warning /OfficeOrdercopy

3.2.1.12. Learn about Documents pertaining to Infrastructure:

• Procuringandmaintainingdocumentspertaining to Land Deeds, BuildingPlan,NOCfromStateGovt.

• Regular updating of water potability,Health,Fire,Sanitationcertificates

• 24x7Electricsupply

• Compliancewithpara14.15regardingfacilitationofdisabledstudents

3.2.1.13. Learn about Safety & Security:

• Maintenanceofpakkaboundarywall

• Maintenance of CCTV camera &surveillanceroom

• Ensuring construction work is notsafetyhazardsforstudents

• Policeverificationofallemployees intheschool

• Maintenance of firefighting systemsand replacement of fire cylindersannually.

• Vectorcontrolmanagementsystems–Fogging,PestControl

• Ensuring clean and regular drinkingwateratalltimesandannualcleaningofoverheadstoragetanks+AMCofwatercoolers

• Cybersafetyguidelines

3.2.1.14. Learn about School Finances & Accounting:

• Fee structure as per State & Centralguidelines

• Income Expenditure budgetingannually

• Vendoringandtenderingprocess

• Reconciliationwithbank

• Planned and unplanned expendituredetails


3.2.1.15. Learn about Procurement Procedures:

• Furniture&fixtures

• Sportsequipment&goods

• Electrical,CarpentryandPlumbing

• Computersoftware&hardware

• Stationery,Art&Craft

• Books,Journals&Magazines

• SanitationItems

• MaintenanceofStockRegisters&EntryLedgers

• Maintaining stocks – Consumable &Non-consumable

3.2.1.16. Learn about Condemnation Guidelines:

• Constituting Annual CondemnationBoardofeachdepartment

• Disposing & repair of items as perSOP

3.2.1.17. Learn about Interacting with CBSE, Local Officials for official purposes:

• Submitting online annually UDISE &OASISdata

• RenewalofCBSEaffiliationontime

• Attending meetings, conferences,workshops

• Providing information&dataasandwhen required regarding LOC, staffdata

• Participationinsociallyrelevantevents,competitions,etc.

• Documentation regarding relaxationsforCWSN

• ConductofBoard&PublicExams

• submission of online report of self-assessmentonSQAA,SEWAProjects,AnnualPedagogicalPlans

• SubmissionofAE&AILReport

3.2.1.18. Learn about Teacher’s qualifications:

• NCTEActandrules

• Para2.4.12regardingappointmentofCounsellorandWellnessTeacher.

3.2.1.19. Learn about use of Technology for educational planning, governance and teaching and learning:

• How to maintain student/teacher/staff/schooldata

• Website maintenance as per para2.4.9ofCBSEAffiliationByelaws

• DIKSHA

• ShikshaVani

• VidyaDaan

• PreparingAnnualReportinaccordancewith Para 14.5 of Affiliation Byelawsanduploadingonwebsite

3.2.1.20. Learn about Textbooks Management As Per CBSE Affiliation Byelaws:

• Listoftextbooksonwebsite

• If private author textbooks are beingused,thencertificationinaccordancewithparas2.4.7(a)and2.4.7(b)ofAffiliationByelaws

3.2.1.21. Learn about Promotion of Environmental Conservation And Awareness:

The school must strive to promoteconservation of the environment on theircampus through rainwater harvesting,segregation of waste at source, recyclingoforganicwaste,properdisposalofwasteincluding electronicwaste, use of energy-saving and energy-efficient electricalequipment, greening of campus, use of


solar energy, education and awarenessamongst children on environmentalconservationandcleanliness,etc.

The annual report of the school mustcontain awrite up on all effortsmade inthisregardeveryyear.

ANSWERING THE BELL:

I remember an amazing deed of theprincipal ofmyprevious school.Oneofmyteachercolleagueshadbeenblessedwithababyandafteravailingmaternityleave,shehadjoinedbackherduties.Asanewmother,shewasfindingitdifficulttobalancebetweenbeingamotherandateacher.

When my Principal came to know of this, what he did next was touching indeed.

He allowed her to take all her classes at one-go and leave immediately thereafter for home to look after her child.

There are so many such inspiringexamples. Iwant toshare justonemorewith you. In the picture below, policepersonnelarehelpingmothersappearingfor TET examination, by taking care oftheirlittleones.

TRANSFORMING THE LEARNING ENVIRONMENT

CHAPTER-4


• Acad-11/2019• StrengtheningAssessmentandEvaluationPractices• Assessment 'of, As and For' LearningMarch 6, 2019

AsImentionedearlier,IwaskeepingtrackofalllatestcircularsofCBSEonitswebsitewww.cbse.nic.in and www.cbseacademic.nic.in. In this chapter, I will share myfindings (based onmy research on these

ANSWERING THE BELL:

ONOCTOBER18,2018,CBSErevamped itsAffiliationBye-Laws, linking themwithAcademics, Pedagogy,Assessment Practices, Training, etc. thereby initiatingamajorshifttowardsqualitativeoutcomesforschools.

• D.O.no.CBSE/AFF-B.L./SECY/2018• Revamped Affiliation Bye-Laws with focus on Outcome Based

education. • Foundationofallqualitativeimprovements

October 18, 2018

• CBSE/Dir(Acad)/Mathematics/2019• Introduction of Two-Level Mathematics at Secondary Level

January 10, 2019

• F.1028/CBSE/Dir(Acad)/2019• AdoptingLearningOutcomebasedEducation• Focus on Education based on attainment of pre-defined

competencies by Students January 18,

2019

websites) about the several initiatives ofthe Board which can lead to a completetransformationofthelearningenvironment,providedschoolsfollowthemsincerely.

4.1. Recent Qualitative Initiatives by CBSE:

To make it easier for you to discern thechanges brought about since then, achronologicaldescriptionofeachimportantcircular is given below. Each circular is

interlinked,withtheultimategoalofqualityenhancement and future readiness. Inter-relationof thesecirculars ishighlighted in

boldfont:

Chapter 4 : Transforming the Learning Environment 47

• Circularno.14/2019• Artificial Intelligence, early ChildhoodCare Education and Yogaintroducedassubjects

• For Future ReadinessMarch 9, 2019

• IntegratingArtwithEducation• circularno.Acad-12/2019• Focus on Experiential and Joyful Learning March 8, 2019

• Acad-16/2019• Reserve one period per day for sports and outdoor activities March 9, 2019

• CBSE/Dir.(Training&SkillEdu)/2019• LayingdownofAimsandAnnualThemeofTraining• THEMEfor2019wasExperientialLearning• THEME for 2020 is Competency Based Education And Assessment

March 9, 2019

• CircularNo.-Aff-12• FormationofHubsofLearning• Collaboration among Affiliated Schools for self-improvement

and quality enhancement March 9, 2019

• Acad-15/2019• PrincipalsasPedagogicalLeaders• Principals declared as pedagogical leaders and mandated to

prepare innovative annual pedagogical plans for the transaction of curriculum

March 9, 2019

• Acad-42/2019• CBSE Policy on School Eco-Clubs and Conservation of Water • SaveOneLitreperchild• OneChildOnePlant

August 23, 2019


• Acad-52/2019• Launch of Vidya Daan• AprogramtoenableteachingandlearningforclassesVIto

X anytime and anywhere through digital resources. September 13,

2019

• CircularNo.Aff.17• ReleaseofHandbooksonVariousQualitativeMeasuresbyCBSE• 12HandboooksReleased.October 1,

2019

ALL ABOARD:

Gotothelinkhttp://cbseacademic.nic.in/manual.htmltoseethe12HandbooksandCBSEActivityCalendar:

1.GuidelinesonArtIntegration,2.GuidelinesonEco-Club,3.AICurriculumHandbook,4.IntegratingAI,5.HandbookonExperientialLearning,6.JoyfulTeachingandLearningof Mathematics, 7. Handbook on Hubs of Learning, 8. SQAA 9. Outcome BasedInspection,10.HandbookforTeachers,11.HandbookforStudents,12.CompendiumofCourses

• CircularNo.07/2020• SchoolQualityAssessmentandAssuranceJanuary 20,

2020

• CircularNo.31/2020• IntroductionofOnlineTeacherTraningByCBSE-CoeMay 5,

2020

• CircularNo.33/2020• MandatoryArt-IntegratedProjectforClassItoX• Reporting of Implementation of Art Education & art-IntegratedlearningbySchools

May 14, 2020

• CircularNo.34/2020• Implementation of Competency Based Education to achieve learningOutcomeMay 14,

2020


4.2. Making Schools Joyful Places:

Let us have a deep look at the followingalarmingreport:

https://timesofindia.indiatimes.com/city/delhi/one-in-every-seven-people-suffers-from-mental-disorder-finds-study/articleshow/72946044.cms

The study states that Bullying affects the mental health of children the most. Naturally, our schools must be bullying-free.


CBSE has already issued guidelines to schools on anti-bullying measures. These guidelines can be accessed at: http://cbseacademic.nic.in/web_material/Circulars/2015/17_Prevention%20of%20Bullying%20&%20Ragging%20in%20Schools.pdf

Learningoccursbestinapositivelychargedenvironment. Students have better self-esteem and learn to be positive towardstheir peer group and their ecosystem. Ina world where pressures and stresses ofeveryday life are increasingly affectingthemental statusof notonly studentsbutalso the teachers, traditional methods toaddressthemmaysometimesprovetobeinadequate.

I find that CBSE has taken quite a fewinitiativesformakingschoolshappyplaceswhichenableimplementationoflearninginajoyfulmanner.

4.2.1. Making Schools Anger-Free/ No-Anger Zones:

A joyful learning environment and happyschool ecosystem candowonders for theholistic development of our children. Alearningabodelikeaschoolmustbedevoidof any kind of negativity. Government ofIndiahasrecently launchedthe“Fit India”programme.Fitnessofbodyiscloselylinkedto fitnessofmind.A fitmind isacreativemind and is capable of contributing tosociety.Angerisdetrimentaltofitness.Longtermeffectsofuncontrolledanger includeincreasedanxiety,highbloodpressureandheadache.TheBoardhasdecidedtotakeupthisareaofholistichealthandfitnessinaninnovativemanner.

Therefore, vide circular no. CBSE/SECY/2019-20 dated 23rd December 2019, the Central Board of Secondary

Education,asapartofitsthruston‘JoyfulEducationandHolisticFitness’,hasurgedallitsaffiliatedSchoolsandSchoolLeaderstomakeeffortstoconvertallCBSESchoolsinto a No-Anger Zone or Anger-Free Zone.

In this Anger-Free Zone, all players,whetheritistheSchoolEducators,Parents,Schoolpersonnelorotherstakeholders,areexpected towork towardsmanaging theirangerissues.Thebestwaytoteachchildrenthe value of “freedom from anger” is bysetting examples ourselves. Some of thesimplestchangesthatcouldbeundertakenfor making school an anger free zoneinclude genuinely smiling at students andteachers, talkingtostudentsandeveryonearound them calmly, not looking at cell-phones all the time, practising breathingexercises, practising mindfulness, giving20minutestoself,laughandmakeotherslaugh with you but not at others, teachcoping skills, etc. There can be severalotherwaystocreateanAnger-Free Zone.

MakingourschoolsAnger-Free Zoneswillhelp our students in developing AffectiveSkills and in eradicating emotions likeFear, Disrespect, Humiliation, and Hurt,which are the by-products of anger. Thischangeintheschoolenvironmentwillhelpour children become mentally active andemotionally wealthy. They shall go backhomemorechargedandhappier,andwilldefinitelywanttoreturntotheirschoolsthenextday.

Children are the harbingers of change.What they learn in the school, they willteachthattotheirparents.Imaginechildrengoinghomeandtellingtheirparents,“youare not allowed to be angry.” This wayboth schoolandhomewill haveahappyenvironmentforthem.


Therefore,asapartofthisinitiative,schoolsmustalsotakeupexerciseswithchildrentohelpthemovercometheirownangerissues

andalsoempowerthemwithtoolssothattheycanhelpothersovercometheirangerissues.

Various suggestive measures have beengiveninthecircular.

ALL ABOARD:

The circular on Making Schools Anger-FreeZonescanbeaccessedat:

http://cbse.nic.in/newsite/attach/No%20anger%20School%20Final.pdf

4.2.2. Experiential Learning:

4.2.2.1. Meaning:

Experiential learning involves a hands-onlearning approach. It breaks away fromtheroutineoftheteacherstandinginfrontof thelearnersgivinglectures,andmovestowards the learner taking responsibilityfor her own learning, with the help of

ALL ABOARD:

Some Facts about Experiential Learning:

• Gurukul system of ancient andmedievalIndiaistheclassicalformatofexperientiallearning.

• The interplay between the learnerand his/her environment triggerslearning.

• In thedigitalworld–blended formof learning includes field trips, DIY

experiments,simplevideos,roboticsetc.

• Ithasbeeninvoguesinceearly20thcentury;popularizedbyeducationalphilosopher David Kolb, whodevelopedthetheoryofexperientiallearningin1984togetherwithRogerFry, based on the works of PiagetandDewey.

activitiesbasedonreal-lifeexperiencesthatthe teacher facilitates. It makes learninga technical knowledge that goes muchbeyond the classroomand seeks tobringamoreengagingwayoflearningtomakelearningoutcomesdeeper.


4.2.2.2. Experiential Learning: Key Components:

ALL ABOARD:

Experiential Learning includes all these:

• JoyfulLearning! • Artintegratedlearning!

• ActivityBasedLearning! • Fun,gamesandstudies!

• SportIntegratedLearning! • Inquirybasedlearning!

• Collaborativelearning! • Assessmentaslearning!

• Learningbydoing!

• isbasedontheprincipleof‘learningbydoing’.

• focuses on developing skills in thestudents through learning based onreal-lifeexperiences.

• is the way of learning in which it isthe learner who guides the learningprocess, and experiences, observes,reflectsandimplementsit?

• doesn’tbelieveincompartmentalizingeach subject. All the subjects areinterlinked, and it depends upon thelearnerwhathe takesaway fromhisexperience. Each learner will have adifferent learning experience. Thelearnerplaysapivotalroleinassessinghimself.

• gives a multisensory experience oflearningbyusingallsenses,auditory,visual,tactileandkinesthetic.

4.2.2.3. Experiential Learning Cycle:

(Adapted from https://carleton.ca/experientialeducation/what-is-experiential-education/experiential-learning-cycle-model/ accessed on 09.08.2019)


4.2.2.4. Stages of Experiential Learning:

The learner can enter a learning cycle atanystage,butmustgothroughallthefour

stagestocompletehislearningcycle.

Stage 1 - Concrete Experience: Thelearnercannotlearnmerelybyreadingorobserving.Heneedstoactivelyparticipateintheexperiencebyfeelingitwithallthefivesenses.Theideaistoimmerseintheexperienceandlearn.

Stage 2 - Reflective observation: Thisis the second stage where the learnerreflects at the situation before formingany opinion. The learner must reflectupon the present by connecting it to hispast experiences. Reflective observation

focusesonobservingandperceiving.

Stage 3 - Abstract Conceptualization:The learner creates theories to explainhis experiences. In this stage the learnergathers and analyses the informationanddrawsconclusions.Sometimesitmaychallenge the pre-existing concept. Thisfocusesonlearningbythinking.

Stage 4 - Active Experimentation:Thisisthefinalstagewherethelearnerapplieswhathehaslearntwhilelearningbydoing.

4.3. Art- Integrated Learning:

WE THE PRINCIPALS:

• Documentation of all activities/experiences undertaken during theExperiential Learning process mustbe recorded in Student Portfolio forinternalassessmentatsecondarylevel.

• Teachersareencouraged touse the

tool of Portfolios for self-directedlearningatalllevels,forallsubjects.

• For learningmore about why, whatand how of experiential learning,pleaserefer toCBSE’sHANDBOOKONEXPERIENTIALLEARNING

Art-IntegratedLearningisyetanotherstepbyCBSEformakingclassroomsjoyful.

The NCF 2005 has recommended asfollows:

“Artasasubjectatall stagescoveringallfourmajorspheres,i.e.music,dance,visualartsandtheatre…Wemustbring theartssquarelyintothedomainofthecurricular,

infusingtheminallareasoflearningwhilegiving them an identity of their own atrelevantstages.”

TheNCFalsostatesthat:

“TheimportanceofIndia’sheritagecrafts,both in terms of their economic andaesthetic values, should be recognizedasbeingrelevanttoschooleducation.”


Keepingtheaboveinmind,theBoardhashelddiscussionswithseveralstakeholders,including schools, principals, teachers,NCERT, art professionals, etc., andaccordinglyithasemergedthatintegrationof Art with education will lead to thebettermentoflearningandtheclassroomswillbecomemorejoyful.

Art-IntegratedLearningisacross-curricularapproach to teachingand learningbasedon collaboration between the teaching ofthesubjectwiththeteachingofArt(Visual/performing etc.), where Art, in any ofits multiple forms, becomes the primarypathwaytolearnthesubject/topicandalsofor assessment. The integration is meantnotonly tomake the learningprocess (ofthe chosen subject area for integration)joyful,butitalsolendsitselftoimbibingagreaterappreciationandunderstandingoftheartformbeingutilizedforthispurpose.

4.3.1. Necessity of Art-Integrated Learning:

Firstly, when Art is integrated witheducation,ithelpsthechildapplyart-basedenquiry, investigation and exploration,criticalthinkingandcreativityforadeeperunderstanding of the concepts/topics. Alldisciplines being pursued by students at

4HindiwordforaStreetPlay

all stages require creative thinking andproblem-solvingabilities.Forexample,theroutinemethodwouldbeinvolvingstudyingmetallurgy in Chemistry, or mitosis andmeiosisinBiology.Butartintegrationwouldprovokethestudenttoaskquestionssuchas–If I were a metal, how would I artistically depict my journey of combination with other metals or how can I use a Nukkad Natak4 to depict mitosis/meiosis?

Secondly, Art Integrated learning is astrongcontenderforexperiential learning,asitenablesthestudenttoderivemeaningand understanding, directly from thelearningexperience.

Thirdly, this kind of integration not onlymakes the teaching and learning processjoyful, italsohasapositiveimpactonthedevelopment of certain life skills, suchas, communication skills, reflection andenquiryskills,un-conditioningofthemindleading to higher confidence levels andself-esteem,appreciationforaestheticsandcreativity,etc.

Fourthly, this integration broadens themindofthestudentandenableshertoseetheinter-disciplinarylinksbetweensubjects/topics/reallife.

Therefore, it is possible to teach:

a) Theplanetsintheuniverseorforests,oceans,etc.throughArt,byeachchild

WE THE PRINCIPALS:

o CBSE has made Art Educationmandatory forclasses1 to10 fromtheacademicsession2019-20.

o Two periods of Art education aremandatoryperweek.

o In classes 6 to 8, schools areencouraged to take up culinary artalso.

o MoreandmoreintegrationofArtineducationistobeplannedbyprincipalswhilepreparingAnnualpedagogical Plans for teachingallclassesandallsubjects.


choosing a planet/forest/ocean andmakingatravelbrochureonit.

b) ReactionsandcompoundsinChemistrybyeachchildbecomingtheelement/compoundofhis/herchoiceandthentryingtomingleornottominglewithothers in the class. A lot of humour

couldbethehallmarkofthisexercise.

c) Learning themeaningand linesofadifficult poem by breaking each lineinto a dialogue spoken by AmitabhBachchan or James Bond or set tomusicbasedonBollywoodsongs,etc.

ALL ABOARD:

Formoredetailspleasereferto:

h t tp : / /cbseacademic .n i c . in/web_m a t e r i a l / C i r c u l a r s / 2 0 1 9 / 1 2 _Circular_2019.pdf

ANSWERING THE BELL:

To implement Art-Integrated Education in our schools, we need to:

and Guidelines on Art-IntegratedLearning Circular no. Acad 22/2019dated18.04.2019

a. befamiliarwiththeconceptofArt-Integratedlearninganditsbenefitsforthelearner.

b. provideopportunitiestothestafftobetrainedinimplementingit.

c. direct theArt teachersandsubjectteachers together to plan well inadvance how different subject’stopicscanbeseamlesslyintegratedwithArts.

d. facilitate its implementation bywayoflogisticandmoralsupport.

e. take staff and parents intoconfidence viz-a-viz the goalskeptinmindandalignthemwiththeglobalapproach.

f. create opportunities for suchlearning to become a regulartool for teaching and a way oflearning.

g. direct the Head of respectivedepartmentstohaveafollowupmeetingeveryfortnighttoseeitsimplementation and streamlinefurther.

4.4. Joyful Classrooms:

WE THE PRINCIPALS:

TO MAKE CLASSROOMS JOYFUL…

Guide your teachers to start lessons

with the following questions tothemselves:

4 What outcomes should thelessonseektoachieve?


• WaystoLearningcanbemany(asidefromabove),rangingfromintegratingsports in educational activities tointegrating story-telling in classroomtransactions.

• Joycomeswhenachildfeelsasenseofachievementas if shehascreatedsomethingnew,allonherown.Itcouldoccuraftercompletionofalessonon

realisingthatshehasunderstoodtheconcept clearly and can see how itlinks to real life; it couldoccurwhenthe given task is done independentlyby the students; it could occur whiledoing an activity in or outside theclassroom. To help students to attainthe‘AHA!moment,activity-basedandjoyfullearningmustbepracticedinallclassrooms.

• Joyful Saturday Initiative has been taken up by several state governments in India. In this initiative, the whole day is spent in learning through joyful mode only, mostly through games, sports and outdoor activities. You could think of something on the same lines too!

ALL ABOARD:

Pleasealsorefertothefollowing:

4 http://unicef.in/Story/356/Nali-Kali-initiative-Karnataka

ALL ABOARD:

• Life skills have been definedas “the abilities for adaptiveand positive behaviour thatenable individuals to dealeffectively with the demandsand challenges of everydaylife”(WHO).

4.5. Integrating Life Skills:

• Adaptive’meansthatapersonisflexibleinapproachandisabletoadjustindifferentcircumstances.

• Positivebehaviour implies thatapersonisforwardlookingevenindifficultandchallengingtimes.

4 Whatjoyfulexperiencescanbe provided that are likelytoachievethesepurposes?

4 How can these joyfulexperiencesbemeaningfullyorganised?

4 How do we ensurethat these educationaloutcomesareindeedbeingaccomplished?Howdowemeasurethem?


ANSWERING A BELL:

STORYTELLING PEDAGOGY

The excerpt below is extracted from the book Pollyanna by EleanorPorter. This is a beautiful story of how a 11-year old orphan girl teaches joy and gratefulness to an entire village. Do read the whole story and use this story in your pedagogy for imbibing life skills.

‘Chocolate fudgeand figcake, indeed!’scornedMissPolly.‘Ithinkwecanremedythatverysoon.‘Shepausedinthoughtforaminute, then went on slowly: ‘At nineo’clockeverymorningyouwillreadaloudonehalf-hourtome.Beforethatyouwilluse the time to put this room in order.Wednesday and Saturday forenoons,after half past nine, youwill spendwithNancy in the kitchen, learning to cook.Othermorningsyouwillsewwithme.Thatwillleavetheafternoonsforyourmusic.Ishall,ofcourse,procureateacheratoncefor you,’ she finished decisively, as she

arosefromherchair.

Pollyannacriedoutindismay.

‘Oh,butAuntPolly,AuntPolly,youhaven’tleftmeanytimeatalljustto—tolive.’

'To live,child!Whatdoyoumean?As ifyouweren’tlivingallthetime!’

‘Oh,ofcourseI’dbeBREATHINGallthetimeIwasdoingthosethings,AuntPolly,but Iwouldn’t be living. Youbreatheallthe time you’re asleep, but you aren’tliving.Imeanliving—doingthethingsyouwanttodo:playingoutdoors,reading(tomyself,of course), climbinghills, talkingto Mr. Tom in the garden, and Nancy,andfindingoutallaboutthehousesandthepeopleandeverythingeverywhereallthroughtheperfectlylovelystreetsIcamethroughyesterday.That’swhatIcallliving,AuntPolly.Justbreathingisn’tliving!’

4.5.1. Key Growth and Human Development Periods:

• infancy(birthto2yearsofage)

• earlychildhood(3to8yearsofage)

• middle childhood (9 to 11 years ofage)

• adolescence(12to18yearsofage)

4.5.2. Life Skills for Early Childhood:

Inearlychildhood,theskillsandexperiencesacquiredarevital.TheLifeSkillsEducationProgram (LSE) aims to provide practicalday-to-daylivingskillstochildren.Throughtheseprograms,thechildrenaremotivatedto cultivate regard, ability and autonomythrough activities and develop skills thatwill impact positively on themall throughlife,suchascollaboration,communication,conflictresolution,etc.


4.5.3. The Most Important Life Skills for Kids to Learn:

Below,weuncoverthesevenlifeskillsthatareindispensable:

• FocusandSelfControl

• Perspective-Taking

• Communication

• MakingConnections

• CriticalThinking

• TakingonChallenges

• Self-Directed,EngagedLearning

• Resilience

FOR ALL :

CBSE conducts Capacity Building Programme on Life Skills which are essential tounderstandwaystointegrateLifeSkillsineducation.Youmayalsorefertothefollowing:

http://www.cbse.nic.in/cce/life_skills_cce.pdf

ALL ABOARD:

Fordetailsreferto:

http://www.cfel.ca/education-curriculum/life-skills-program

https://www.brighthorizons.com/family-resources/teaching-kids-life-skills-seven-essential-life-skills-to-succeed

http://unicef.in/Story/762/Empowering-teachers-and-children-through-life-skills-training

4.5.4. Life Skills for Adolescence:

Adolescence, a key developmental andgrowthstage, traces the transitionalphasefromchildhood toadulthood. It isdefinedby rapid changes in physiology andpsychosocial development. Adolescence isalso thephasewhen youngpeoplewidentheirrelationshipsfurtherthanparentsandfamily and are heavily influenced by theirpeergroupandtheoutsideworldasawhole.Cognitively speaking, adolescents becomemore analytical in their thought process.

Now they are able to think abstractly,to formulate better and to establish anindependent belief system. These are theyearsofcreativity, idealism,buoyancyandan adventurous spirit5. But these are alsothe years of innovation and risk-taking,giving in to detrimental peer pressure,takingirrationaldecisionsoncrucialissues,particularlywithregardtotheirbodiesandsexual orientation. Therefore, adolescenceisadefiningmomentinone'slife,aphaseofgreaterpotential aswell asaphaseofincreasedfrailty.

5adaptedfromserc.carleton.edu


ALL ABOARD:

Formoredetailsreferto:

http://www.cbse.nic.in/cce/life_skills_cce.pdf

4.6. The 21st Century Skills:

4 This is an oft spoken and discussedarea now, particularly in the context

ofmakingourstudentsreadyforwhatthefutureholdsforthem.

4 Thefollowingfiguretakenfromhttps://pin.it/ugarlhksartssf represents theseskills in a comprehensible mannerandclearlystatesthattheseskillsarecrucial forourstudents tobeable tocompeteglobally.

4 Theseskillshavetobecomethecross-cutting themes in our teaching andlearningprocess.


4.6.1. Critical Thinking: Accordingto John Butterworth and GeoffThwaites,6” Critical Thinkingconsists of making informed,evaluative judgements aboutclaims and arguments. Themain strands of critical thinkingare: analysis (interpretation),evaluation and furtherargument. Critical thinkingis characterised by being fairand open-minded; active andinformed;sceptical;independent.Scepticismmeans willingness toquestionortoentertaindoubts.

4.6.2. Problem Solving: Accordingto John Butterworth and GeoffThwaites7, “Problem Solvingasks for a solution, whichmay be a calculated value (inmathematicalsense)orawayofdoingsomething.Therearethreeclearlydefinedprocessesthatwemayusewhilesolvingproblems:

i. identifying which piecesof data are relevant whenfaced with amass of data,mostofwhichisirrelevant;

ii. combining pieces ofinformation that may notappeartoberelatedtogivenewinformation;

iii. Relating one set ofinformation to another in adifferent form-this involves

using experience, relatingnew problems to ones wehavepreviouslysolved.”

4.6.3. Creativity and Innovation: These skills prepare a child todiscover innovative approachesand make them learn to applycreativitytoreal-lifechallenges.Adiverselearningacrossfinearts,performing arts, and vocationalskillsisinculcatedinachild.

4.6.4. Communication and Collaboration: The practicesof effective communication andcollaboration help to developinterest and fun in the teachinglearningprocess.Italsoeffectivelybroadensthecultural,social,andenvironmental boundaries andhelpsachildtounderstandsocialand environmental concernsbetter.

4.6.5. Career and Life-skills: Theseskills prepare a child to lookinto a problem with respect toa broad perspective that mightgo from local to national andinternational. Through theseskills,a child learns toadapt todifferent cultures and situations,to initiate her/himself even indiversity and tries to imbibesomething productive andmeaningful for her/his life fromeachsituation.

6 Butterworth, JohnandThwaitesGeoff. ThinkingSkills:Critical ThinkingandProblemSolving.2ndeditionCambridgeUniversityPress,CambridgeCB28RU,UK).2013,pp7-12.

7 Butterworth, JohnandThwaitesGeoff. ThinkingSkills:Critical ThinkingandProblemSolving.2ndeditionCambridgeUniversityPress,CambridgeCB28RU,UK).2013,pp79-80.


4.6.6. Digital and Media Literacy: These enable a child tounderstand the computer,the world of computers andelectronics, related technologiesand Media as tools ofinformation, computation,and communication. Theyalso help a child in effectivelearning, communicating andcollaborating, aside fromlocating, evaluating andanalysinginformation.

4.6.7. Leadership and Responsibility: Theseskillsfocusontheattributesrelated to leadership, such asthe ability to lead a team andeffective team management inrelationtorealworldchallenges.It also teaches a child how tosupport the development ofkey personal qualities such asperseverance, being committedand responsible, resilience andself-confidence and how tofosteracommitmenttolife-longlearning.

ANSWERING THE BELL:

I realise, it is all getting veryoverwhelming.HereiswhatIdid:

4 I downloaded all Handbooks(fromthelinksgiven).

4 Then, I created small groups ofTeachersandallSchoolPersonnel.

4 IarrangedweeklydiscussionsoneachHandbook.

4 Every week there is a Poster/Templateinstaffroomandoutsidemyoffice,(somethingliketheoneshown below) andwemake it apoint todiscuss theHandbook indetail.

MYTAKEAWAYS:

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

FOCUSSING UPON THE COMPETENCIES

CHAPTER-5

Chapter 5 : Focussing Upon the Competencies 63

SIX HONEST MEN:

IKEEPHEARINGTHISWORD,BUT“WHAT”REALLYARECOMPETENCIES?

5.1. Meaning of Competency:

We quite often say, “A person iscompetent enough to handle agatheringof100people.”Thismeansthat the person has the skill-sets orabilitiesneeded tohandleagroupof100persons. In this case, the personhas the requisite skills of content-knowledge, communication, people-managementandleadership.Alltheseskills put together are nothing butcompetencies. Thus, a Competencyreferstodemonstrationofknowledge,skills, ability and attitude to performa task successfully and efficiently onrepeated occasions, naturally, withoutthinkingconsciously,bymeetingreallifechallenges and analysing, reasoning,communicatingideaseffectively.

InthefieldofEducation,acompetencyisdefinedasapieceofknowledge,anindividualskilloranability,developedin a transparent way attuned to theacademic expectations of a particularlevel.

A competent person is capable ofapplyingorusingasetofknowledge,skills and abilities to successfullycarry out a task in a defined setting.Fore.g.asper the sectionBofCBSEclass10thEnglishcourse,a class 10th student studying English Language and Literature course will be able to analyse and interpret the information in any given Reading Comprehension passage.

Competency requires children tobemorefocusedonattainingmastery in any task.Competency needs a particular time todevelop and nourish. It requires the childtobeindependentinhis/herapproachtoperformingthetask.Thiswillhelpthechildtoworkalone in thenear futureandtakedecisionsaccordingly.

5.2. Competency-Based Learning (CBL):

More and more education systems aregravitating towards Competency-Basedlearning. It is a model of educationthat focuses on the demonstration andapplicationoflearning,ratherthanonthetimespentforacourse.

• Thismethodhas thequalityofbeingtailor-madetomeetdifferentlearningabilities. Thus, it enables achievingstudentoutcomesmoreefficiently.

• The CBL based model allows thelearnerstomovethroughcourseworkattheirownpaceandachievemasteryineachlearningoutcome.

• Teachers can maintain the samelearninggoalfortheentireclass,butthedifferencehereisthattheteacherneeds to ensure that each learner isfacilitatedinappropriatewaysorwaysuniqueforeachlearner.

• Aslearningtakesplaceatthelearner’s


paceinthismodel,schoolscanimagineandinnovatenewinstructionalformatsand methods of delivery prioritizingskills and abilities over who deliverstheinstructionorhowitisdelivered.

• This enables students to engage inthe learning exercises, activities andexperiences, thereby acquiring anddemonstrating their knowledge andskills which have predeterminedlearningobjectivesandoutcomes.

ALL ABOARD:

Thepowerofmeasurementwasfirstwrittenabout by Peter Drucker in his famousbook–The Practice of Management.Hestated that “what gets measured, getsmanaged”.LaterRobinSharmatweakedthis statement to “what gets measured,getsdone”.

Competency based learning also

advocates measuring the attainment ofskill sets or learning outcomes, throughitems/questions specifically designed todoso.Thismeasurement,ifdonethroughitemsbasedonapplicationofconceptualunderstanding to real-life situations,gives the correct indication of a child’scompetencytohandlesimilarsituationsinlife.

Three key components of competency-basedlearningare:

Skill – a task or group of tasksperformed to a specified level ofproficiencywhichtypicallyinvolvesthemanipulationoftoolsandequipment,

or expertise that is knowledge orattitude-based.

Knowledge –pre-requisitesetoffacts&information

Abilities –performancetoaspecifiedstandardunderspecificconditions.

5.3. Components of Competency-Based Learning:

SKILLS

KNOWLEGDE ABILITIES


5.3.1. Concepts Adjoining CBL:

• ActiveLearning:thinkinghard–deepandsurfacelearning

• Metacognition:learninghowtolearn

• DifferentiatedLearning:designactivityaccordingtothelevelsofthestudents:inclusivelearning(studentsmustbeexposedtoavarietyofteaching-learningstrategies)

• 21stcenturyskills

• FormativeAssessmentandFeedback:conceptofassessmentforlearning:questioning,formativefeedback,peerandself-assessment,formativeuseofsummativeassessment.

5.4. CBL: Features and Processes

Decide the Competency to be focussed upon in a particular class.

Follow Personalised learning and prepare Personalised Learning Plans PLPs.

Teachers have autonomy to plan and develop their own lesson and instructional formats and activities.

Students are aware of the learning objectives and are able to describe them.

Students are aware of what they are expected to know and are empowered to demonstrate their learning.

Assessmet is continuous and formative.

Students learn actively and apply their set of crtical-thinking and problem-solving skills.

Holistic and Sustainable Learning.


5.5. Competency and its Elements:

5.5.1. Students advance upon Demonstrated Mastery:8

• IntheCBLmodel,studentsdemonstratewhat knowledgeand skills theyhaveacquired, through performanceassessment.

• Theassessmentisparticipatory,inthesense, that students are involved byteachers in the conversations aboutwhat their learning looks like, anddecidehowandwhentodemonstratewhattheyhavelearned.Thus,theyareable toworkmoreupon thoseareasthataremoredifficultforthem.

• They may even advance beyond thedesired grade level in some areaswhiletakingmoretimeintheonesthatposechallengetothem.

• Noticeable is that Compulsive andFormal summative assessment doesnotfigureprominentlyintheevaluationofstudents.

• Teachers are also able to focusassistance on the areas which aremore challenging for students,simultaneously ensuring they learnwhatisneededtoadvancetothenextleveloflearning.

5.5.1.1. Personalised Learning Pathways9 for Developing Students’ Competency:

As discussed above, the main feature ofCompetency-Based Learning is that theStudents have mastery of their Learning.To achieve this, Personalised Learning Pathways for Students can be created.

5.5.1.1.1. What are Personalised Learning Pathways (PLPs)?

• Personalised Learning Pathways (PLPs) are an effective tool forincreasingstudentengagement.

• These pathways/plans can improvelearning outcomes and educationalaspirations of students whendeveloped in serious collaborationamongstudents,theirparentsor/andteacherstoidentify,organiseandapplypersonalapproachestolearningandengagement.Educatorscancustomizethese plans tomeet local needs andcontexts.

• The educators can target short termor long-term goals for their studentsthrough PLPs. Short term goals areactuallyspecificguidingstepstoreachlongtermgoals.

8https://files.eric.ed.gov/fulltext/ED561280.pdfCompetencyworks,AnInternationalStudyinCompetencyEducationpp.26-28accessedon22.11.2019.

9https://education.nsw.gov.au/teaching-and-learning/aec/media/documents/PersonalisedLearningPathways16.pdfaccessedon22.11.2019


5.5.1.1.2. Features of Personalised Learning Pathways:

AneffectivePLPshould:

engage studentstoknowwhattheirgoalsare

contain specific,measurable,achievable,realisticandtimebound(SMART)goalsforsupportingstudentstorealisetheirgoals

record student’s academic goals in congruence tothe student’s spiritual,emotional,socialandphysicalhealthandwellbeing

articulate learningpathrequiredtopursuethegoalsanalysedforastudent

beeasilyaccessible tostudents,families

beowned bythestudentthroughoutallstages:development,monitoringandreview

include matterforliteracyandnumeracyskillsforallstudentswhoareatriskoffallingbehind.

enable teacherstoprovidecustomisedsupportforeachstudent’slearning

shouldrecord the implementation of appropriate educational strategies anddifferentiated curricula needed to support exceptional learners tofulfilltheirpotential.

change asthestudentmovesfromlearningstagetolearningstage.

ALL ABOARD:

PLPiseffectivewhenastudentownsitrightfromitsinception.Whenstudentsareengagedin monitoring and review processes, active learning and personal empowerment isenhanced.

5.5.1.1.3. PLP as a Feedback Mechanism: For continuous assessment,PLPscanbeagoodfeedbackmechanism.Teachersmay refer to the PLP throughouttheyear,makingnotesforself,highlighting

the evidences (make it evidence as laterit is singular) of outcomes achieved by astudent. This evidence can be discussedwiththestudentandfamilyduringinformalandformalconversations.


5.5.1.1.4. PLP Cycle:

are ready.With greater transparencyin learning objectives, students havegreater ownership and opportunitiesfortheirlearningandalsoforchoicesin how they learn and how theydemonstratetheirlearning.

• Flexibilityinthemanneroflearningofstudentsisalsomaintained,basedontheinterestsandpassionsofstudents.

• Thus, in this process, teachers needto collaborate, facilitate and engagemorewithstudents.

5.5.2. Competencies include explicit, measurable, transferable learning objectives that empower students10:

• In CBL, teachers develop theirown lesson plans and assessmentmethods. This autonomy to teachersgives improved student outcomes.Thesearefine-tunedthroughfrequentdiscussionsandcollaborationamongschool colleagues and internalprocesses.

• Transparency and explicity ismaintained as students are awareof learning objectives and are ableto describe their learning objectives.Theyareempowered todemonstratelearning,intheirownway,whenthey



5.5.3. Assessment is meaningful and a positive learning experience for Students:11:

InCBL,assessmentisanintegralpartofthecycleoflearning.

• EmphasisisonFormativeassessmentssothattheteachersareabletoidentifyandunderstandthehardspotsortheareasofmisconceptionsonaconcepttogivefeedbacktostudents.

• With this, students develop anawareness of what they must knowandbe able to demonstrate throughfrequentperformanceassessments.

• If CBL is followed right from thebeginningofschoolingyears,studentsdevelopthethinkingskillofbeingableto reflect upon their own knowledgeandbeactivepartnersforperformancereviews.

• Thisself-awarenessresultsinstudents’understanding that assessment is anorganic part of the learning processandalsoanintegralpartoflearning.

Personalization of Education.

• There is flexibility in time-tableas students receive timely anddifferentiated instructional supportand misconceptions are addressedquickly. For example, when studentsdon’t complete a course, focus isdirecteduponthespecificskillsneededtobedevelopedratherthantakingtheentirecourseagain.

• This is in fact personalization of

education. This learning frameworkallowsschoolstoprovidedifferentiatedacademic support to learners. Dailyandweeklycheck-inswith teachers iscentraltopreparationofschedules.

• Rather than allow students toprogress automatically with gaps intheir learning, to fail whole courses,CBL classes are designed to provideadditional support and interventionstobringstudentstoconsistentlevelsoflearning.

5.5.4. Students develop and apply a broad set of skills and Dispositions:

• Studentslearnactivelyandareabletoapply critical-thinking and problem-solvingskillsalongwithcommunicationskills, collaborative skillsandculturalresponsiveness.

5.5.5. Learning outcomes emphasize competencies of application and creation of knowledge, along with other necessary skills and behaviours:

Toenablestrongeremphasisontheskillsofapplicationandcreationinpractical,hands-on contexts, the physical infrastructure ofschoolsismademoreflexible.21stcenturyskills are blended with subject specificknowledge for learning in a coordinatedmanner.

5.5.6. Holistic Approach:

CBLisanintegrativeandholisticapproachthat incorporates interrelated concepts ofinclusivity,integrativethinkinganddealingwithcomplexities.



5.5.7. Sustainable Learning12:

CBLensures learningamong the learnerswhich enables him/her to sustain afterlearning those skill sets or practices. Theacademic participation enables to createeconomic, social and environmentalprograms improving life standards,generating empowerment and respectinginterdependence. Few aspects involved initare-

• learningtoknow

• Learningtodo

• Learningtobe

• Learningtolivetogether

5.6. Competency VS Learning Objectives:

• Competencyisthemainideasorskill-setthatastudentisexpectedtomaster

• Learning objectives are the specificabilities necessary to accomplish thecompetency.

5.6.1. Difference between a Competency and a Learning Objective:

To understand the relationship between Competency-based Education and LearningOutcomes,pleasenotethefollowing:

o What is it that the student shouldbeable to doafterstudenthasundergonethelearningprocess

- Demonstrate theOutcomeofLearningorLearningOutcome

o Whatisitthatthestudentneedstolearn/knowinordertodemonstratethatparticularsetofLearningOutcomes

- Curriculum

o Whataretheclassroomtransactions,activities,thatwillbecome thebasis for this kindof definedoutcomeoflearning

- Pedagogy

o Howwilltheteachercheckthelearningorhowwillthestudentdemonstratethatlearning

- Assessment

o How will teacher know at what level of learning thestudentis

- Criterion ReferencedTesting

o WhatisthesumtotalofLearningOutcomes,Curriculum,pedagogy,assessmentandcriterionreferenced testingasmentionedinthebulletsabove

- Competency-basedEducation

12www.c2er.org


5.7. Implemetation of CBE:

DetailsonoperationalpartofCompetency-BasedEducation(CBE)aswellasguidelinestoPrincipalsarealsonecessary for takingnecessaryactionontheirpartforfacilitatingseamless implementation.Thus, importantCharacteristics of Competency BasedEducation Model with reference to fourpillarsofeducationsystemareillustratedashereunderfortheprincipalsandteachers:

a. Objectives

o To follow a more practical andprofessional approach wherefirst of all predefined, real lifebased, application-orientedcompetenciesaredefined.

o To ensure attainment ofcompetencies through precisemeasurable learning outcomesinbehaviouralterms.

o Togobeyondmereaccumulationof knowledge from textbooksand tests to enable students topractice acquired competenciesintheirdailylife.

b. Content

o Competency based educationfocuses on minimum requiredcorecontent.

o Itspecificallydefinescompetenciestobeattainedafteracertaintimeintervalinwhichaspecificpartofthecurriculumhasbeencovered.

o Itiscontrarytotraditionallearningapproachwhichkeepsincreasingthe content by following theinconsistentprinciple‘greaterthecontent,greatertheachievement

ofstudents.

c. Pedagogy

o Pedagogical processes are childcentric and inclusive in natureas the focus is on individualachievement.

o Interdisciplinary Instruction(includingscholasticaswellasco-scholasticareassuchasArts,StoryTelling, Sports, Work Educationand SEWA etc.), CollaborativeLearning,Cooperative Learning,ReciprocalTeaching,Discussions,Group Projects, Peer Tutoring,Blendedlearningwithintegrationof ICT (Flipped Classrooms),Computationallearningbasedonlogicalreasoning,decomposition,patterns, Experiential Learning,ProblemBasedLearning,Games,Case Studies, Simulations,Portfolios, Presentations, Projectsare the main teaching-learningprocessesunderthisapproach.

o The idea is to support student’sabilitytobecomeanindependent/self-reliant and lifelong learnerby using a variety of interactivemethods.

o Pedagogies also take care ofindividualdifferencesofstudents,issuesofsocialnatureoflearningand present challenges in agradedmannertomakelearningchild-centered.

d. Assessment

o Criterion reference assessmentsthat measure the attainment of


LearningOutcomesareessentialfeatureofCBE.

o It involves Objective as well asPerformanceAssessments.

o Objective Assessment havepredetermined,correctresponsesitemslikeMCQs,oralresponsesto questions, and short-answerwrittenresponsesbasedonwhatstudentsknowandknowhowtodo.

o In performance assessments,focus remains on what learnerscan do with their knowledgeinvolving assessments of criticalthinking, synthesis and affectiveandpsychomotorskills.

o Reporting of Assessment resultis done on the basis of rubricsand students must be able todemonstrate required level ofcompetencyinordertoprogresstohighergrades.

5.7.1. Some Points to Remember:

As proper framing of the Learning Outcomes and linking them with pedagogical processes is crucial to the success of CBE,attentionisdrawntothefollowingconceptsandsuggestions:

(A) Learning Outcomes (LOs)

o Theseareformalstatementsthattell uswhat a student is able todo after learning a given topic/concept.

o The learning described inoutcomes should encompassthe essential and significantknowledge and skills students

shoulddevelopinacourse.

o In this process, they generalisetheirlearningandintegrateitwithotherareasof their livesoutsideschool. This helps them learnconceptsinamorefocussedandmeaningfulway.

o LO should be a clear andconcise statement of the skillsthat the studentswill be able todemonstrateafter the instructionisover.

o LOs should be observableand measurable and clearlyunderstoodbyallstakeholders–students,parentsandteachers.

o They delineate not only thecognitive achievement but alsothevalues,lifeskillsandattitudesstudents would demonstrate attheendofaunit.

o Learning Outcomes providesopportunityforteacherstoreflecton the curriculum, context oflearning, content, applicationand assessment to be designedfor ensuring the achievementof desirable degree of LearningOutcomes.

o Thus, LOs are extremelyimportant tool for students,teachers,parents,administratorsandpolicymakers.

o Teachers need to use learningoutcomesasatoolforimprovingeducation,notasanendinitself.

(B) Writing Learning Outcomes on the basis of the framework provided by NCERT


o A complete Learning Outcome willconsistof:

i. An observable behavior or anaction verb and any specialcondition for displaying theoutcome.Actionverbdenotestheintendeddomaininthetaxonomyofcognitivedomainandfocusesoncognitiveprocessesoperatingon different kinds of knowledgedimensions like factual,procedural, conceptual andmeta-cognitive.

ii. After the action verb comessubject content for which theaction is being taken followedby explicit level of achievement(if not implicit) and condition ofperformance (if required). Theperformance level consideredsufficienttodemonstratemastery.

Simple rule of thumb for writing aLearningOutcome is an action verb/phrase+objectoftheverb+clause/phraseindicatinglevelofachievement+contextorconditionsifany.

Some examples of learning outcomesfromdifferentsubjectsareprovidedintheAnnexure-A.

o Test items prepared andmatched tothe LOs assembled before startinginstructions.

o LOs usually have the followingfeatures:

i. unambiguouslanguage

ii. behaviouralactivity

iii. measurable outcomes withdesiredperformancecriteria

iv. linked to teaching and learningmethods

v. assessment and evaluationalignedwithoverallcompetenciesmentioned in the frameworkdevelopedbyNCERT

(C) NCERT Learning Outcomes Documents:

o The Learning OutcomesDocumentsdevelopedbyNCERTdefine the learning outcomes/competenciesinallthecurricularareas, linking them with thecurricular expectations and thepedagogicalprocesses.

o Thedefined LearningOutcomescaneasilybeadoptedoradaptedby schools. In fact, CBSE verystrongly advises the adoption/adaptationofLearningOutcomesdevelopedbyNCERTforGrades1to10,toallitsaffiliatedschools.

o The links for these LearningOutcomesDocumentsofNCERTaregivenbelow:

LearningOutcomesatElementaryStage

http://www.ncert.nic.in/publication/Miscellaneous/pdf_files/tilops101.pdf

LearningOutcomesatSecondaryStage

http://www.ncert.nic.in/departments/nie/dtee/activities/pdf/learning_outcomes.pdf


(D) Suggestive Pedagogical Strategies for achievement of LOs

o KnowledgeofLOspaveswaytoself-assessment by students who wouldlearn to compare their achievementagainstthestatedoutcomesinsteadofcomparingthemwiththeirpeers.

o Thiswouldalsohelpthemtointernalisethelearningoutcomes.

o Therefore,teachersmay:

• communicate the learningoutcomes in as unambiguouswayaspossibletostudentsatthestartofalesson;

• useLOsasAdvanceOrganisersand ask students to paraphrasethem in order to get completeunderstandingoftheirmeaning;

• work out the instructionalactivities, pedagogies, andassessmentsmostlikelytoensurethat the stated outcome oflearningisachieved;

• plan lessons by selecting andarranging developmentallyappropriatecontentandprocesswhile taking care of social andemotional contexts and varyinglearning styles, aptitudes, andabilities of students; (please see suggestive lesson plan in Annexure B)

• use techniques likecollaborativelearning, problem solving andothers mentioned above underthecharacteristicsofassessment,aswellasconnecttheclassroom,lab,andexperientialactivities torequirementsofthedesiredleveloflearning

• themostimportantaspectofthewholelearningprocessisthatthelearner at every level, for everysubject,foreverytopic,shouldbeable to connect all learnings toreal-lifepractice;

• facilitate experiences thatadvancestudents’criticalthinkingandcreativity;

• use technology to relate localand global societal issues andresponsibilitieswiththecurricularcontexts;

• makeuseofresourcesavailableat DIKSHA Platform in thisreference;and

• continuouslyimproveprofessionalcapacity by researching andparticipating in various capacitybuildingprogrammes.

(E) Suggestive Assessment Practices to gauge achievement of LOs

o Performance in CBE is always seenvisavisgivencriterionorstandardofperformance.

o It can be integratedwith Assessmentfor Learning and Assessment asLearning.

o SomeofthefeaturesofassessmentofLOscouldbe:

• Assessmentmust:

be Authentic i.e. it requiresapplication of knowledgeand skills to real worldproblems and demandsdecision making todetermine optimum use ofknowledge and skills in agivensituation;


necessarily match with theLearningOutcomescited inthebeginning;

bereliable,validandbasedon critical and creativethinking;

assess ability to integrateknowledge, skills andattitudes.

o A balance between assessment ‘for’,‘as’ and ‘of’ learning should bemaintained for optimum results andminimumstressonstudents;

o Multiple methods of assessmentlike portfolios, presentations, groupprojects, open ended questions,MCQs,shortanswerandlonganswerproblems, reflective assignmentsinvolving measurement of capacityto analyse and evaluate experiencein the light of theories and researchevidence;

o Rubricsmustbesharedwith studentspriortothetest.

5.8. Suggestive actions for Principals to ensure implementation of CBE in schools:

o Must take a lead role in thedevelopment of annual pedagogicalplans 2020-21 for the entire yearfor providing meaningful and joyfullearning experiences to the students.GuidelinesaregivenincircularAcad-49/2019dated5September2019.

o Must design the pedagogical plansincoherencewithLOsandindividualrequirementofstudentswhileallowingappropriate level of autonomy toteacher.

o MustincludespecificandmeasurableLOs in all the lessonplanspreparedbyteachersandensuretheiroptimumachievement.

o Must integrate activities defined inthe alternative academic calendarsby NCERT in the lesson plans. Alsoensure continuation of integration asandwhenNCERTreleasesmoresuchcalendars.

o Download all CBSE Handbooks /Manuals from http://cbseacademic.nic.in/manual.html and arrangediscussions among teachers andstudents.

o Makeearnesteffortstouseresourcesotherthantextbooks.Hubsoflearningcan develop their own resourcesincluding mapping of LOs to thecurriculum, low cost pedagogicalactivitiesandassessments.

o Must make use of CBSE resourcesavailableatDIKSHA.Otherinitiativesof CBSE like weekly Critical andCreative Test which is also availableatDIKSHAplatformmustbeusedandintegrated with the teaching-learningprocess.

o Mayconsidermentioningperformancein terms of competencies in reportcards.

o Must ensure accomplishment ofrequired competencies / LOs bystudents by the endof the academicsession,andsupplementary remedialactiontohelpnon-achieverstoreachthedesiredminimumlevel.

o Maydisplaypostersof the ‘CompactLearningOutcomes’forclassesItoXinclassrooms.


o May sensitize parents of all studentsonthevariouscompetenciesthattheirchildisexpectedtoachieveatagivenlevel / in a class, by calling special/virtualParentTeacherMeetings.

o Mustsuitably integrateArtEducation,Health and Physical Education,Life Skills Education and ValuesEducation and Inclusive elements asper the directions provided by CBSEin the curriculum documents foraccomplishingthecompetenciesgivenin the LearningOutcomes documentofNCERT.

o Must ensure planning of lessons byintegrating Experiential Learning/Art-Integrated/ Storytelling/SportIntegrated activities, as required,without any financial burden onstudents. (Refer to CBSE Handbooksasstatedabove).

o Must ensureplanningof lessons thathave relevant subject-integration sothat daily class load is 3-4 classes.The time allotted for transaction ofeach subject in the integrated lessonplancanbecountedtowardsthetotalperiods/timerequiredforasubjectinanacademicsession.

o Post-COVID-19,asandwhenschoolsre-open (detailed guidelines on thiswillbeissued),considerhavingflexibleseating-arrangement in classroomsto facilitate experiential learningactivities.

o Implement SEWA projects to ensuremaximum student participation forreal-lifeconnect.

o Scrupulously follow the directions ofCBSEasstipulatedinexaminationbye-laws, affiliation-byelaws and various

advisoriesofCBSEissuedfromtimetotimeregardingcompulsorytrainingofteachers, activities to be undertaken,availability of facilities to students,safety, and special provisions forspecial children for ensuring holisticeducation of desirable quality in anequitablemanner.

5.9. CBSE and CBE:

Over theperiodof the last twoacademicsessions, the Board has alreadyimplemented all the above principles totransformeducationtowardsanoutcomes-based approach and more competency-oriented, by initiating many measures.Someofthemarehighlightedbelow:

1. Competency-Based Education to be the Annual Theme of Training in 2020-21:

In continuation of its training policy,the Board has decided to makeCompetency-Based Education as theannualthemeoftraininginthesession2020-21.TheBoardwillshortlycomeout with an online teacher trainingmoduleonDIKSHAonCBE.

2. Implementation of Experiential Learning/ Active Learning/ Innovative Pedagogies:

Board has mandated implementingExperiential Learning /ActiveLearning/ Innovative Pedagogies inallitsschools.Thishasalsobeentheannualthemeoftraininginthesession2019-20. Further, the Board hasreleased Handbook on ExperientialLearningwhichisavailableat:http://cbseacademic.nic.in/web_material/Manuals/ExperientialLearning.pdf


3. Creative and Critical Thinking Practice:

Vide circular no. Acad-03/2020,dated8January2020,theBoardhasstartedCreativeandCriticalThinking(CCT) Weekly Practice Programmeto enhance critical thinking skills ofthe students.CCT items on Reading,Mathematics and Science Literacyare uploaded on a weekly basis onDIKSHA for students of classes VII-X.New questions for CCT practiceare uploaded every Monday andanswers are shared by Thursday.TheCCTquestionsandsolutionscanbe accessed through the followingURL: https://diksha.gov.in/resources/play/collection/do_31290608850520473612338?contentType=TextBook.Given the successof thisprogram, itwillsoonbeextendedtoothergrades.

4. Strengthening Assessment Practices:

TheBoardhas introduced20%CaseBasedQuestions in classXand10%Case Based Questions in class XIIBoard examinations in all subjects.These Case Based Questions arenecessarily itemized with real-lifeconnect for assessing competenciesin each subject. Further reforms areon the anvil and will be announcedshortly.

AllabovemeasureswillreinforceeachotherifPrincipalsassumePedagogicalLeadership and ensure qualityeducation through implementationof competency-based educationfocussing on attainment of LearningOutcomes by every learner, to thefullestextentpossible.

• Competency-based learning is arelativelynewapproachto learningdesignwhichisprovingincreasinglypopularwithschoolgoinglearners.

• When developed and implementedcorrectly, this can be a reliable,valid indicator of learning andproficiency in regard to designatedcompetencies.

• Furthermore, itcanprovideamorelearner-centred, personalized,and efficient way of learning anddemonstratingproficiency.

• We, as Principals,must understandit thoroughly ourselves first, andthen introduce it in the school in asystematicfashion

WE THE PRINCIPALS:

PEDAGOGICAL PLANNING

CHAPTER-6

Chapter 6 : Pedagogical Planning 79

IfindthattheultimateGuideforaSchoolEducator is the National CurriculumFramework 2005. Before beginning tomake a Pedagogical Plan, I referred to itandfoundthatasidefromtheframeworkitalsotellsusaboutthewayschildrenlearnandhowtodesignaLearningExperience:

6.1. NCF on How Children Learn:-

• Children learn in a variety of ways,bothindividuallyandwithothers:

o throughexperience,

o makinganddoingthings,

o experimentation,

o reading,

o discussion,

o asking,

Idea of a joyful Tuesday from the eyes of a child.

o listening,

o thinkingandreflecting,

o expressingoneselfinspeech,

o expressingoneselfinmovement,

o expressingoneselfinwriting

6.2. NCF on Effective Learning Environment:

• Learning takes place both within school and outside school.Learningis enriched if the twoarenas interactwitheachother.

• All children are naturally motivated to learn and are capable of learning.

• Learning must be paced so thatit allows learners to engage withconceptsanddeepenunderstanding,rather than remembering only toforgetafterexaminations.

• Learning can take place with or without mediation.Thesocialcontextand interactions provide avenues forlearners to work at cognitive levels


above their own. At the same timelearningmust provide variety and challenge, and be interesting and engaging.Boredomisasignthatthetaskmayhavebecomemechanicallyrepetitive for the child and of littlecognitivevalue.

• Schools must provide opportunities to enquire, question, debate, reflect, and arrive at concepts or create new ideas. An element ofchallenge is critical for the processof active engagement and learningvarious concepts, skills and positionsthroughtheprocess.

ask,tolistenandtointeract—arethekeyprocessesthroughwhichlearningoccurs.Thecontext inwhich learningtakesplace is thusofdirectcognitivesignificance.

• In the early primary school years,a beginning has been made in thearea of group work. Projects and activities that can be carried out by groups need to become a feature of learning in the middle and high school also.Therearewaysinwhichsuchgrouplearningcanbeassessedand evaluated. Schools could alsoconsidergivingmixedagegroupsofchildrenprojectstodotogether.

• Making meaning and developing the capacity for abstract thinking, reflection and work are the most important aspects of learning.

• Wemustaskourselveswhyweonlyaskchildrentogiveanswerstoquestions.Even the ability to make a set of questions for given answers is a valid test of learning.

• Art and work provide opportunities for holistic learning that is rich intacitandaestheticcomponents.

• ‘Intelligent guessing’ must be encouraged as a valid pedagogic tool. Quite often, children have anidea arising from their everydayexperiences or because of theirexposure to themedia, but they arenotquitereadytoarticulateitinwaysthatateachermightappreciate.

• Teaching something before the child is cognitively ready takes away from learning it at a laterstage.

ALL ABOARD:

TEACHING-LEARNINGSHOULDNEVERBELIKETHIS:

• Learning takes place throughinteractions with the environment around, nature, things and people, both through actions and through language. The physical activity ofmoving, exploring and doing things,onone'sown,withone’speersor inthe company of adults, and usinglanguage — to read, to express or


• Tasks that are too easy or too difficult, that are repetitive and mechanical, that are based on recalling the text, that do not permit self-expression and questioningbythe child and that depend solely onthe teacher for correction, make thechild assume the passive stance ofobedience.

• Learners learn not to value their own ability to think and reason, that knowledge is created by others and that they must only receive it.

• BythetimetheyreachClassVII,manychildren who have grown up in thiskind of learning environment, losetheirself-confidenceandtheirabilitytoexpressthemselvesormakemeaningoutoftheirexperiencesinschool.

• Instead of a culture of quizzing, of answering quickly and always knowing the right answers, we need to allow learners to spend time on deeper, meaningful learning.

• Wearenowseeingasmallshiftawayfromthefocuson‘factualknowledge’,but teacher preparation, planning of classroom practice, textbook preparation, and evaluation need to supportthisshiftmoredecisively.

• For this, it is necessary to build the

capabilitiesandconfidenceofteacherstoautonomouslyplantheirteachinginresponse to the needs anddemandsofchildren’slearning.

6.4. Pedagogical Plans:

• Vide circular Acad. 15/2019 dated9th March 2019, CBSE has issuedguidelines related to PedagogicalPlans.Dogothroughthem.

• TheBoardenvisionsthateachteachermusthave thecapacity tomakeher/hisownlessonplanforeachlessontobetaughtbyher.

ALL ABOARD:

WeCertainlyDon’tWantThis:

6.3. Designing Learning Experiences:

FOR US:

Keeping all above in mind, we mustmake the Pedagogical Plans for ourschools.


• Theselessonplansmustbeinnovative,based on experiential learning13and preferably integrate art14 in thepedagogy.

• Single lesson plans can then becombinedintoanannualpedagogicalplanoftheteacher.

• Thisplanmustgiveequalimportanceto the scholastic and co-scholasticareas.

• Pedagogical plans are VISION to ACTION plans. For the teachers, a Pedagogical Planmeansconvertinghis/hervisionoftheteaching-learningprocessinhis/herclassroomtoaction.

• PedagogicalPlansimbibeallthinking,preparation and steps of executioninvolved in making each stage ofcurriculumtransaction(settinglearningobjectives, preparing lesson plans,transaction, assessment, identifyingoutcomesoflearningofeachstudentthrough assessment)meaningful andcomprehensibleforstudents.

• These plans are the systematic plansprepared by a teacher for fruitfullyengaging students in the classroom

WE THE PRINCIPALS:

It is our task to combine all annualpedagogicalplansofallteachersofallgradesandsubjectsoftheschoolintoanAnnualPedagogicalPlanoftheschool.

and outside the classroom forscholastic and co-scholastic areas ofthecurriculum.

• Itcanbeintheformofaweeklyflow,monthly flow chart or annual flowchart.

6.5. Planning a Pedagogical Plan:

13PleaseseeexamplesofinnovativeandexperientiallearningbasedlessonplansintheExperientiallearningHandbookoftheBoard

14PleaseseeexamplesofinnovativeandartintegratedlessonplansintheIntegrationofArtinEducationGuidelinesoftheBoard

ESSENTIAL BEFORE TEACHING

PRE-PLANNING

• Plan with students and not withcontentinmind

• Useapredictablelessonstructure

• Listentostudentthinking

• Keepthebodyofthelessonfocusedonopenendedtopics

• Keeptrackoftheobjectivesofthelesson

• Plan so that students do mostof talking and discussing, areable to work independently, getopportunities to interactwitheachother,andundertakeselfandpeerassessment


STUDENT THINKING LESSON STRUCTURE

• Learningtogobeyondmemorizingcontent

• Giving students the opportunitiesforsharingtheirthinking

• Monitoring student thinking-through discussions, portfolios,journalentries,retelling,responsesto literature, answer to interviewquestions and self-reflectionquestionnaires

• Startingandendingyourlessonsacertainwayhelpsstudentsbecomecomfortableastheyknowwhattoexpect

• Providing time for independentor group work keeps studentsengaged

• Createspaceforstudentstoreflectontheiracademicworkandsocialinteraction

• Minimize distractions andinterruptions

• Keep lessons focused on studentthinking


FOCUS ON OPEN ENDED TOPICS AND ATTAINING THE OBJECTIVE

OF LESSON

FACILITATION TECHNIQUES TO PROBE THINKING

• Rather than egging studentstowards one right answer ormemorizing facts, students shouldbegivenopportunities toengage,debate,interpret,disagree

• Rigorous thinking, creativity andrisktakingtobeencouraged

• Stay focused on the objective ofthe lesson - do not get waylaidsometimesinwhatwemayfeelareteachablemoments

• Pace the lesson and ensurenecessary content is taught andavoidextraneousdetails

• Thewayateacherfacilitatesstudenttalkdeterminessuccessoflesson

• Use language that supports andfostersstudentthinking

• Asking specific as well as openended questions- How is Sarafeelingatthispoint?Howcanyousay that? Does anyone have anyotherthought?

• Use cooperative structures likethinkpairshare

• Listentoandvaluestudentthinking


PREPARATION FOR WORK STUDY TRY OUTS

• Introductionoftheday’sobjective

• Connectingoldtonew

• Instructionandreviewofnecessaryskills

• Construction and review ofbackgroundknowledge

• Preparationforworkingtogether

• Firsthavestudents try thestrategyingroupsjustafterdirectteaching-example how to predict or drawinferences(findingclues)

• Tryouts-readingadraftandusingstickynotestoinsertdetails

• Teacherscanmovearoundtoseehow the students are progressingandhelpstrugglingwriters


INDEPENDENT WORK TIME REFLECTING AND TRANSITION

• Very important if we want ourstudentstobecomeproficient

• Characteristics of independentwork-

• Studentworkindependently

• Expected behavior spelt out timeset locations shared, consistentlanguage

• Teacher actively conferring withstudent

• Room organized for independentwork

• Reflecting about what they havetodo,sharewithapartnerbeforemovingtoindependentwork

• Puttingitalltogether

• Reflecting


LESSON FACILITATIONVALUING MOMENTS WHEN STUDENTS DON’T KNOW

ANSWERS

• Key to a good lesson- Taking astance- should encourage diverseparticipation and make studentresponsible and make studentsresponsiblefortheirownthinking

• Embracingsituationswhenstudentsdonotknowthe‘right’answer

• Beingagoodlistener

• Askingopenendedquestions

• Probing student thinking-What inthetextmadeyouthinkthat?

• Using positive language toencourage students thinking andbehavior

• Helpstudentsthroughchallengingmomentsastheytrytomakesenseof the content; hear diversity ofopinions,buildconsensus,helpingstudents to disagree respectfully;be careful not to sway student’sopinion

• Encouragestudentstofindanswers;it is not about right answer butthe ability to use imagination tosee patterns and link concepts,foster investigation and inquiry,encouragewonderandoutof theboxthinking,buildpersistence


MORE IDEAS

• Usingwaittimewisely–givestudentsopportunitytomulloveraquestion/idea

• Connectingstudentsthinking-usingdiscussionsprompts,Iagree,inadditionto--,Ican’tbelieve

• Usingcooperativestructures-Turntoyourpartner,Thinkpairshare

• Usingnon-judgmentalresponses

• Buildingaclasscommunity-acontextfortakingrisks

THUS, A PEDAGOGICAL SUB-PLAN FOR TRANSACTING ONE COMPETENCY

WOULD BRIEFLY INCLUDE THE FOLLOWING ASPECTS:

My Pedagogical Plan

Competencytobefocussedon

Identifyinghowthiscompetency

Resourcesrequiredteaching-

Challengestobeaddressed

LessonPlanwithInnovativePedagogytomeetthegoal

relatestootherdisciplinesandtoreallife

learningandformeasuringthelearningoutcome

MAKING SCHOOLS INCLUSIVE

CHAPTER-7


CBSE is perhaps the first board that hasframedaholisticpolicyforallcategoriesofChildrenwithSpecialNeedsduringconductof board exams. The board has alsoincludedprovisionsinitsAffiliationByelawsandcircularsforensuringinclusiveschools.

AsaPrincipal, it isourduty to implementthesepoliciestomakeourschoolsinclusive.

IpresentbeforeyouthefollowingsuggestivetechniquestomakeyourschoolanInclusiveSchool:

Integration in Vision and Mission Orientation with all and of all

Continuous Teacher Training Modifications in Curriculum, Methodology and Assessment

Behaviour Modification High Five Strategies

Accommodations in Classroom, subject enrichment program. Shadow Teacher

Parent as partner Role of Professionals

Chapter 7 : Making Schools Inclusive 91

Aninclusiveschoolmustincludeintegrationin its vision and mission. The Right forPersons with Disabilities Act 2016 alsostates15:

alleducationalinstitutionsprovideinclusiveeducation to the children with disabilitiesandtowardsthatendshall

(i) admitthemwithoutdiscriminationandprovideeducationandopportunitiesfor sports and recreation activitiesequallywithothers;

________________________________

(ii) makebuilding,campusandvariousfacilitiesaccessible;

________________________________

(iii) provide reasonable accommodationaccording to the individual'srequirements;

________________________________

(iv) provide necessary supportindividualised or otherwise inenvironmentsthatmaximiseacademicand social development consistentwiththegoaloffullinclusion;

________________________________

(v) ensurethattheeducationtopersonswho are blind or deaf or both isimparted in the most appropriatelanguagesandmodesandmeansofcommunication;

________________________________

(vi) detect specific learning disabilitiesin children at the earliest and takesuitable pedagogical and othermeasurestoovercomethem;

________________________________

(vii) monitor participation, progressin terms of attainment levels andcompletionofeducationinrespectofeverystudentwithdisability;

________________________________

(viii) provide transportation facilities tothe children with disabilities andalso the attendant of the childrenwithdisabilitieshavinghigh supportneeds.

________________________________

7.2. Orientation, Interaction & liaising with all Stakeholders:

7.2.1. Involving parents, teachers and stake holders and the communityisanimportantprincipleofquality,both inandoutoftheclassroom.Itisevenmorerelevantinthecaseofinclusiveeducation,whichismuchbroader than formaleducationandshouldnotonly takeplacewithin the fourwallsofaclassroom.

Parents’ collaboration with teachers andschool is not only beneficial for children;therearealsopossiblegainsforallparties.Itenhances:

• constructive and extended Parentalinteractionwithchildren

7.1. Integration in vision and mission of the school:

15 https://indiacode.nic.in/show-data?actid=AC_CEN_25_54_00002_201649_1517807328299&sectionId=12077&sectionno=16&orderno=16#12077accessedon11.05.2020


• responsivenessandsensitivity to theirneeds

• Regular interaction of parents helpteacher in knowing about minutestdetail of childwith respect to specialneeds.

• Acquisitionofabetterunderstandingoffamilyculture

7.3. Empowering Teachers:

• Role of In-service Teacher trainingprogramme is mandatory to createa community conducive to helpingall students meet academic andbehavioralgoals.

• OngoingandEffectivecommunicationis essential for locating individuals,servicesandmaterialstobestsupportallyourstudents

• Some key planning and teachingstrategies can make a dramaticdifference in reaching students with

diverseabilitiesandskills.

7.3.1. Some strategies and techniques for Principals for Inclusion are:

• Increase Awareness and AttitudinalChangethroughadvocacy

• Create a Future with TrainedProfessionals: Pre-Service Trainingprograms to help ensure thatfuture generations of teachers enterthe profession with the skills andknowledge to work in an inclusiveenvironment,

• Build on Existing Human Resources:In-Service Training and ProfessionalDevelopment

• Organizing training workshopsfor educators and key communitymembers on general inclusiveeducationtechniques,especiallythosewhich highlight how such techniquescanbenefitall childrenby improvingoverallqualityofteaching.

7.3.2. Suggestive Checklist for Inclusive Schools:

S.NO INDICATORS *LEVEL 3 *LEVEL 2 *LEVEL 1

1 Teachers attend workshops orclassondevelopinganinclusiveclassroomandsocial, receivingadvanced professional trainingonregularbasis.

2 Teacher receive on-goingsupport for improving theirunderstandingtoaccommodatesubject curriculum foreducational needs of childrenwithspecialneeds


3 General teacher and specialeducators and other relatedprofessional working togetherto support inclusive classroompracticesinschool

4 Learning form diversifiedsources,learningwhilesharing,exploring, exchanging, schoolvisits

5 Teachers are encouraged topreparecasestudiesofstudents

6 Teachers are given opportunityto visits inclusive schools withbestpractices

7 Teachers are encouraged toenroll in online and distanceeducation programmes oninclusiveschooling

8 Teachersareencouragedtotakeup research and developmentin assessment, learning andperformance of children withspecial needs and link to thequality initiative in schooleducation

*Level1-Never

Level2-Sometimes

Level3-Mostly/Always


7.4. Modification in Curriculum Planning, Teaching Methodology & Assessment:

7.4.1. Curriculum Planning:

Incontinuationwiththeprocessofinitiatinginclusionofstudentswithspecialneeds inthegeneraleducationclassroom,educatorsareconstantlylookingforwardtoprovide/providing varied experiences for optimallearning. . Although there are provenbenefits of inclusion, traditional curriculaandinstructionaltechniquesarenotalwayssufficient for students with cognitive,emotionalorphysicaldisabilities.

7.4.1.1. Indicators:


1 Inclusive committee usesthe prescribed curriculum ofthe board with flexibility foradjustment in curriculum tomeet the educational needs ofchildren with special needs asspecifiedbytheboard.

2 Inclusion committee ensuresaccess to curriculum bymodifyingcurriculumgoalsandclassroom instruction using theage appropriate material forassignments, homework andtests.

3 Inclusion committee ensuresrequired adjustment and/oradaptation in the curriculum tomeet the educational needs ofchildrenwithspecialneeds

*Level1-Never

Level2-Sometimes


Here the facilitators’ implements/implementationofdifferentiatedinstructiontechniques, using adaptive technologies,changing the student’s physicalenvironment, and integrating culturallyresponsive language and content intocurriculumareall examplesof curriculumenhancement.


7.4.2. Teaching Methodology:

Experiential Learning: Students are actively engaged in learning

7.4.2.1. Classroom Practices & Instructional Practices16:

• Teacher must establish prior knowledgeofstudent

• Facilitator must proceed from thesimple to complexbybreakingupthelearningintoitsparts.

• Use a step-by-step approach,teaching in small bits, with muchpracticeandrepetition.

• Reinforcement of abstract conceptswithconcrete,forexampleusing real apple instead of showing apple card.

• Relatelearningtochildren’slivesusinginterest inventories.

• Using sensory elements: visual, auditory, and kinesthetic ones, likewriting numbers in sand trays or creating foam cut-outs for numbers&alphabets

• Provide opportunities for success tobuild self-esteem.

• Concentrate on individual children,notsyndromes.

• Give positivesbeforenegatives.

• Vary types of instruction andassessment, with multiple intelligences and cooperative learning.

• Establish a supportive, respectful classroom environment that

16www.teachhub.com


encouragesstudents toaskquestionsandbecomeactively involvedintheirlearning.

• Increase students’ self-awareness oflevelsandprogress.

• Rememberthebasicssuchasteachingstudent’sproperhygiene,socialskills,respectingothers,effectivelylistening,orreadingdirectionsonaworksheet,in addition to the 3R’s: Reading, wRiting and aRithmetic.

• Effectively communicate and collaborate with families, students and colleagues.

• Have faith & high expectations of all children focusing on their strength & abilities rather than on their disabilities

7.4.3. Behaviour Modification:

When students with special needs exhibitinappropriate and belligerent behaviour,classroom activities can become stressfulanduncivilized, leading to frustrationandanxiety for everyone involved. In orderfor every child to have the opportunity togrow and learn in a healthy academicenvironment, teachers and administratorsmustusedisciplinaryactionsandbehaviourmodificationstrategiestoensurethesafetyandproductivityoftheirclassrooms.

7.4.3.1. Managing Commonly observed behaviour Problems:

BEHAVIOUR SUGGESTED STRATEGIES

Inability inComprehending aplan(hashighexpectationbutlacksplanofaction);setsoutto"getstraight‘As’,endsupwith“Fs" (sets unrealistic goals).Assist the student in framinglong-term goals & break thegoalintoobtainableparts.

• Appropriate question should be asked to knowwhetherthestudentwouldbeabletodothetask&how?

• Frequently taking feedback to know whether thestudenthasachievedthesetgoal.

• Appropriate Time scheduling has been done tocompleteeachsteptoreachthedesiredgoal.

Unable to sequence andcomplete the steps toaccomplishtherequiredtask.

• Simplifyingtaskintoachievablesteps.

• GiveexamplesandStrategiestoaccomplishtask.

Moving ahead withoutcompletingtheprevioustask.

• Outlining the requirementsofacompletedactivity(e.g.completeonetaskandMoveontotheother).

Difficulty in comprehendinginstructionsfromothers.

• Channeling theattentionofstudentsbeforegivingInstructions.Cuescanbeusedbycombiningverbalandwrittendirections.

• Give one instruction at a time followed byreinforcement. Recapitulation activity should bedone.


Progressing from Simple toComplex.

• Assignmentsandactivities shouldbeprioritized intermsofdifficultylevelsuitableexamplesshouldbegivenforstudentsreference.

Difficulty in maintainingconsistencyandaccuracyovertime.

• Providingshortassignmentandmaintainingquality.

• Frequentpositivereinforcementsshouldbegiventothestudents.

Difficulty in assignmentscompleting.

• Timeboundshortassignmentshouldbegiven.

• Monitoringofwork/assignmentcompletion.

• Appointinga"peerbuddy"forassistance.

Probleminretention • Provide study strategies (PQRST, mnemonics,skimming,visualization)forbetterretention.

• Combine visual, auditory, textual and kinestheticcuestostrengthenthememory.

Difficultyinassessment. • Extratimeshouldbeprovidedwiththeprovisionoforal/onlineassessment.

• The format should be child – friendly, unclutteredanddirectwithworkingspaceforstudent’sresponse.

Confusion from non-verbalcues(misreadsbodylanguage,etc.)

• Directlyteach(tellthestudent)whatnon-verbalcuesmean? Model and have student practice readingcuesinasafesetting.

Confusion from writtenmaterial (difficulty findingmainideafromaparagraph;attributes greater importancetominordetails).

• Provide students with a copy of reading materialwithmainideasunderlinedorhighlighted.

• Provideanoutlineofimportantpointsfromreadingmaterial.

• Teachoutlining,main-idea/detailsconcepts.

Difficulty sustaining attentionto tasks or other activities(easilydistractedbyextraneousstimuli).

• Reward attention. Break up activities into smallunits?Rewardfortimelyaccomplishment.


7.5. Different ways of Assessment:

Afacilitatorcanassessstudentsindifferentways

Visually and Low vision child

• Teachercanassessthechildbygivingalargefontpaper.

• Distraction free seating and properlightning

• Oralresponses

• Recordedassessment

• Usingscribe

Hearing impaired

• Limitedquestionstoanswer

• Useofcommunicationboards

• Encouragesignlanguage

• Onlineexams

• Continuous assessment (throughactivities,sheetsetc)

Specific Learning disability

• Markforcontentnotforspelling

• Useofgraphicorganizers

• Labeling of diagrams instead ofdrawing

• MCQ’s

• Optionbasedquestions

7.6. High Five Learning Strategy :

The above learning activities generate interest and provide variety of avenues throughwhichateachinglearningprocesscanbeimplementedfordiverselearners.


7.6.1. Sports and Children with Special Needs:

Exerciseandsportsbenefitallchildrenasitprovidesenergychannelizationandreleaseof happy hormones which keep themhealthyandfit.

Sportscanhelpinbuildingself-confidence,improving interpersonal skill and teamspirit.Italsohelpsinweightmanagement,whichisacommonproblemamongtoday'skids.

Watch This: https://youtu.be/O2HPDWR-gJM

7.6.1.1. Benefits of Sports:

7.6.2. Role of Visual Art:

“Theartcanleveltheplayingfield,becausechildren with difficulties in academic

subjectsmight excel at drawing, painting,actingordancingandsinging”


7.6.3. Story telling using puppets will be more interesting and Interactive:

https://youtu.be/tjm_caPOfbU

(Storytellingwithpuppets)

7.6.4. Role of Music:

7.6.5. Role of Dramatics17:

Drama is often about collaboration andnegotiation,andwhenitisusedinmixed-abilitygroupsitcanactasabridgebetweenchildren with special needs and others in

their peer group. It can enable studentswithparticulardifficulties,andprovidesanideal environment to encourage studentstoworktogetherandtodeveloptrustandfriendships.

17https://www.artsonthemove.co.uk/education/drama-and-students-with-special-needs.phpaccessedon16.05.2020


7.7. Accommodation in classroom, playground, Subject Enrichment Program:

Case Study (Accommodations and Modifications)18

Vivekisan8thgradestudentwhohaslearningdisabilitiesinreadingandwriting.Heisinaregular8thgradeclassthatisteam-taughtbyageneraleducationteacherandaspecialeducationteacher.ModificationsandaccommodationsprovidedforVivek’sdailyschoolroutineincludethefollowing:

Vivekwillhaveshorterreadingandwritingassignments.

Histextbookswillbebaseduponthe8thgradecurriculumbutathisindependentreadinglevel(4thgrade).

Hewillhavetestquestionsread/explainedtohim,whenheasks.

Hewillgivehisanswerstoessay-typequestionsbyspeaking,ratherthanwritingthemdown.

Modificationsoraccommodationsaremostoftenmadeinthefollowingareas:

Scheduling. Forexample,

givingthestudentextratimetocompleteassignmentsortests

breakinguptestingoverseveraldays

Setting. Forexample,

workinginasmallgroup

workingone-on-onewiththeteacher

jumptwolapsinsteadof4inplayground

Materials. Forexample,

providingaudiotapedlecturesorbooks

givingcopiesofteacher’slecturenotes

usinglargeprintbooks,Braille,orbooksonCD(digitaltext)

Instruction. Forexample,

reducingthedifficultyofassignments

reducingthereadinglevel

usingastudent/peertutor

StudentResponse. Forexample,

allowinganswerstobegivenorallyordictated

usingawordprocessorforwrittenwork

Usingsignlanguage,acommunicationdevice,Braille,ornativelanguageifit isnotEnglish.

18Developing Your Child’s IEP,https://www.parentcenterhub.org/pa12/ accessed on 16.05.2020


7.7.1. Room Accommodations:

• Special chairs or cushions, lower orhightableorchair,tilted,desktop

• Different or additional lighting (notfluorescent), sitting by a window fornaturallight

• Sitting close to the blackboard orteacher,sittingawayfromothers

• Stand instead of sitting or sittinginsteadofstanding

• Pictureschedules,visualcuesorvisualtimer

• Quiet times or places to helpconcentration

• Colourcoding

• Visual organization of the roomandsupplies

• Keeping materials for student andhandingoutasneeded

• Have at least part of the room bearwithnothingonwallsceilingsorfloors

7.7.2. Teacher Accommodations:

• Don'twearcologne(hardonallergies)

• Don'twearalotofjewellery(distractskidswithADHD)

• Countto10beforelettinganyoneanswerquestions(processingtime)

• Varyteachingmethods

• Projectsforextracreditorinplaceoftimedtests

• Givinginstructionsonestepatatimeinsteadofallatonce

• Ask questions to get repeat ofinformation

• Divide the class (small groups, peerpartners,peertutors)

• Setuplessons(communityinstruction,roleplayingactivities)

• Change the learning goals (moretime,cooperate,share)

• Create alternative activity (learningcentre,researchteams)

7.8. A Shadow Teacher : fortifying lives from behind:

• A shadow teacher is to support thestudentwhoneedsOptimalLearning,OL, and support, in his /her schoolacademics

• The teacher fills in the gaps in thelearning process, to help the studentbuild self-confidence as well as topromote positive interaction in theclassroom.

• The teacher helps the student focuson important concepts and supportin every possible way to developacademicandsocialskills.

7.8.1. The student benefits from the shadow teacher because ….

• Thestudentfollowsregularclassroominstructionandinteractionwithhis/herpeers.

• Theylearntobuildonhis/herstrengthsandnothis/herweaknesses.

• The student receives requirededucationalenrichment.


The school benefits by the shadow teacher because there is a collaborative effort to meet the special needs of the particular student.

Theparentsbenefitbecausetheyhavedailycommunication with an adult who knowswhatisgoingoninschoolandwhatevents

are takingplace.Additionally, theparentsdevelopasenseof safetyandsecurity fortheirchild.

Source: http://www.steppingstoneskenya.org/welcome/the-role-of-a-shadow-teacher/

https://youtu.be/zB9fP4IMT7w

A Soul Partner: A friend, philosopher and guide

• A buddy or a soul partner helpsstudentstofeelvaluedandsupported,teachimportantsocialskillsandcreateacaringethosintheschool.

• A soulpartner isappointed from theclass,keepinginmindtheneedsandpersonalityofthestudent.

• The buddy provides academic,emotional and social support to thechildwithspecialneedsandhelpshiminachievingthedesiredgoals.

7.9. Parent as Partner: helps students to emerge as Confident Individuals:

Successful implementation of an inclusiveeducationprogramdesignedbytheschoolconstantly require the involvement andsupportfromtheparentsandfamilyastheyhavethemostcompleteunderstandingofachild’sphysical,social,developmentalandsocio-cultural fabric of the family history.Teachersmustwelcomeparentcontactandaddresstheirconcern.Parentsmustprovideadditional help to the child in absorbingwhatthechildhaslearnt intheschool,orhelpinpracticingskills.


Regular contact and good relationshipbetweeninclusionteamandparents/familymembers can assist a children/child with

special needsprogress. If anyparent cansparetimehe/shecanalsojointheschool’ssupportteam.

Quality Indicators:


1 Theschoolencouragesparents/families to visit the school andto communicate regularly withschoolstaffontopics importanttoboththefamilyandtheschooltoassessthestudents’needsanddesigningtheeducationalneeds

2 Schools assist the parents/families accessing informalsupportnetworksandcommunityresources.

3 All teachers explain the valueand purpose of an inclusiveeducation to parents/familymembersofchildrenwithspecialneedsintheirclasses.

4 All teachers communicateregularly with parents/familymembersabouttheprogressofspecial needs child in learningandachievement

*Level1-Never

Level2-Sometimes


ALL ABOARD:

Using the above suggestive methods,we can all make our schools inclusive.For more details, please attend the

CBSE Capacity Building Programme onInclusivityandInclusivityStrategies.

COLLABORATION COUNTS: HUBS OF LEARNING

CHAPTER-8


As a CBSE Principal, I have come tounderstandthattheoverallaimoftheBoardis to createa school system that providesthe most joyful, creative, exploratory and vibrant school experience and environment for its learners and the most satisfactory experience for its teachers.

There are several best and innovativepractices already existing within theaffiliated schools of CBSE and the boardwishes schools to learn from each other and partner with each other toaugmenttheirself-improvement.

WE THE PRINCIPALS:

CBSEwishesschoolstolearnfromeachotherandpartnereachotherfortheirgrowththroughself-improvement.Withthisaiminmind,HubsofLearninghavebeenformed.

8.1. What are Hubs of Learning?

• The Board has taken up severalinitiatives that impact positively onthe quality of education. One suchmeasure is the creation of Hubs ofLearning notified vide Circular No. Aff-12 dated March 9, 2019.

• It isapartof thepolicyof theboardto share, co-operate and learn fromeachotherbyformingasmallclusterof schools into Hubs of Learning - for collaboration among schools for quality enhancement.

• HubsofLearninghave been formed as clusters of 4-6 neighborhood schools each, for the purpose of collaborative growth, promoting self-improvement and for ensuring the enhancement of the quality of education.

8.2. Mission of Hubs:

Tocreateanenvironmentofcollaborationforlearningguidedby21stCenturySkills

8.3. What is the need for collaboration through Hubs?

• Thiscollaborativepartnershipbetweenschools is needed to create anecosystem for the schools to take upeffectiveallroundself-improvement.

• This collaborationwill allownotonlysharing of best practices, but alsothe possibility of adaptation or evenreplicationofthesepractices.

• It is expected that school leadershipwould assume greater responsibilitytowardsimprovingthequalityoftheirschoolsandalsoextendtheirsupporttoneighbourhoodschools.

• All schools in a given group areexpected to be “givers” as well as“receivers”of support, fresh ideas,resources,opportunitiesforstudentlearning, opportunities for teacherlearning,otherjointactivities,etc.

• The Board is of the view that thereisasmuchtolearnfromasmallschoolwithfewerresourcesasfromalargeschoolwithseveralresources.

Chapter 8 : Collaboration Counts: Hubs of Learning 107

8.4. Need for Hubs of Learning:


8.5. Objectives of Hubs:

8.6. Hubs of Learning viz-a-viz Sahodayas:

• ThoughtheHubsandSahodayamayliketoworkinharmonywitheachotherfordefinedactivitiesforadefinedperiod,itmaybenotedthattheHubsofLearningareinnowayco-terminuswith,oranextensionofSahodaya.

• Therefore,Sahodayagroupscannotgivedirectionstothesehubsorjointhem.

• Further,itmustbeunderstoodthatunlikeSahodayawhichisavoluntaryeffort,theHubsofLearningaremandatedbytheBoard.

The linking of schools intoHubs of Learningwould provide a common and sharedplatformwiththeobjectivesto:

1. Create a culture of support andhealthyinterdependenceacrossdifferentareasofteachinglearningviz.curriculumplanning, teaching-learning activitiesandotherschoolpractices.

2.Promotesolidarityby facilitating jointconductofvariousstudent/staffactivitiesculminatinginanenrichedschoollife.

4. Enable sharing of resources:manpower, infrastructure, teaching-learningmaterialetc.

3. Provide an opportunity to share arepertoire of ideas, instructional andassessment strategieswhichwould helpindividualteacherstoimproveclassroompractices and contribute to theircontinuousprofessionaldevelopment

Objectives of Hubs of Learning


8.7. If you are a Lead Collaborator:

8.8. As a Hub Member, you will:

• Fromamongtheschoolsparticipatingin a HoL, one school shall benominated as Lead CollaboratorSchoolbytheBoardonthebasisofBoardresultsandothercriteria,suchas, pupil teacher ratio, innovativepracticesintheschool,etc.

• Youwill:

4 getalltheschoolsofitsHoLonboard; ensure that all schoolsdevise their own systems forquality enhancement and self-

improvement.

4 functionassuchforamaximumperiodoftwoyears.

4 takeupallmentionedactivitiesbutattheirownpace(dependingontheircapacityandability).

4 providehandholdingsupporttoallschoolsinitsHubtoensurethe implementation of safetyguidelinesaslaiddowninCBSEAffiliationByelaws.

4 Share information and expertise,observations and reflections onareassuchas:

• annualpedagogicalplans

• curriculumplansandtransactionstrategies,

• learningoutcomes,

• innovative pedagogy, etc. thatwould encourage the adoptionofbestpractices.

4 Make efforts for co-planning ofcurriculumtransactionandifrequired,and feasible, even co- teaching inareasofdifficulty.

4 Organize various activities together,suchas:

• quizzes,

• projectdemonstrations,

• artexhibitions,

• andotherco-curricularandextra-curricular activities as mutuallydecided

4 Cooperatewitheachotherintheareaof educational and school relatedneedsofChildrenwithSpecialNeeds.

4 Help each other in the creation ofnew knowledge and designing novelpedagogical strategies to provideholisticeducation.

4 Add to each other’s organizationalandadministrativeskills.

4 Share / exchange resources:manpower, infrastructure etc., as faraspossible.

4 Ensure Digital collaboration – sharee-contentandotherdigitalresources,learn from each other’s digital toolsfor better teachingand learningandevenadministrativepractises.


4 Collaborate in teachingandlearningof Skill Courses viz. tying up jointlywithindustry,etc.

4 Support each other in professionaldevelopment by exchanging orparticipatingineachother’sin-servicetraining programs, and sharinginformation related to this. (TrainingofallschoolteachershasbeenmademandatoryinAffiliationByelaw,2018,byprovidingforminimumnumberofdaysoftrainingperyear.TrainingistobeconductedpreferablyinassociationwiththeCOEsoftheBoardorthroughany Teacher’s training instituterecognized by the Centre/UT/State/RegionalTeachersTrainingInstitutions.

4 Promote academic enrichmentthrough teacher exchangeprogrammes,commonsciencefairs,jointseminars,workshops,trainings,exchange of ideas, instructionalstrategiesandassessmentprocedure.

4 create a Sense of Community toovercomeIsolationby:

• Makingconsciousanddedicatedeffortstoforgepartnershipswitheach other to give and receivesupport.

• Disregarding the notions ofhierarchy and learn to worktogether.

• Celebrating success andanalyzing failure collectively togaininsights.

• engage in Systemic Reformsincluding mutually beneficialprofessional learning thathasthepowertofacilitatesystemic

changesinschoolprocessesandculture.

8.9. How to know your Hub?

All CBSE affiliated schools have beengroupedinHubsofLearning.

Schools cango to the following link totracktheirHub:

http://59.179.16.89/cbse/2019/mm/Login.aspx

WE THE PRINCIPALS:

AS HUBS MEMBERS

• HubshavebeenmadeforcollectivegrowthofallCBSEaffiliatedschoolsandareNOTtobetakenorcanvassedasalevelofsuperiorityorpowerbytheLeadCollaboratorschools.

• EachmemberoftheHubisimportantand all members of the Hub areequal.

• ParticipationofallschoolsoftheHubmustbeensured.

• Regular interaction among theHubSchoolsmustbedone.

• Eachschoolmustgetanopportunitytoconducttheactivities.

• Itmustbenotedthattheactivitiescanbetakenupevenintheminimumofresourcesavailable.

• Maximum utilization of readilyavailable resources shouldbedonewithoutposinganyfinancialburdenonanyschool.


Acommitteeistobeformedineachschoolcomprising Principal and other teacherswhocanhelpintheactivitiesoftheHub.The

PrincipalcaneithernominatesuchteachersoralsoasktheteacherstovolunteerfortheactivitiesoftheHub.

Each school must identify and decide itspriorities for self-improvement, and theareasofconcern,discussing indetailwith

8.10. How to inject energy for this initiative in your school?

8.10.1. At your Schools:

A. Constitute a SCHOOL HUB COMMITTEE:

B. Decide Self-Improvement Priorities:

allteachersandSMCs.Accordingly,itcanfurtherputitsrequirementbeforetheHub.

8.10.2. At the Hub Level:

A. THE FIRST MEETING:

B. THEN:

4 LEAD COLLABORATOR SCHOOLwillcallforthefirstmeeting.Itwillinformeachschooltobringitsownannualcalendarandthelistofself-improvementpriorities.

4 TheBestPracticesofeachschoolcanalsobesharedinthismeeting.TheconcernedschoolcanpresentthesameintheHubmeetingandalsocirculateitsdocumentationamongsttheHubschools.

4 Thecommontime/dateswherevariousactivitiesrelatedtotheHubofschoolscanbeconductedcan/couldbeidentified.


C. NEXT:

ANNUAL HUB CALENDAR WILL BE PREPARED:

4 Accordingly,thedetailsoftheAnnual Calendar of possible activities in the Hubcanbediscussedandoutlined,takingcareoftherequirementofeachschool.

4 TheHubcalendarshallideallycontain:

• listofactivities

ALONG WITH THE CALENDAR, THE FOLLOWING CAN BE SHARED THROUGH E-MAIL:

• whatishopedtobeachievedthroughtheactivityortheexpectedoutcomes

• listofpersonsresponsiblefortheactivitiesandtimelinesoftheactivity

• howtheactivitywillbeexecutedinthehub.

• rubrics for assessing the activity for whether the expected outcomes have beenachieved.

• likelychallengesandpossiblesolutionstothosechallenges.

D. THEREAFTER:

4 TheoverallHubcalendarcanbesharedonacommonsocialmediaPlatformoraHubSchoolWebsiteor throughemails.Magazine,Blogs–managedbyLeadSchool-ifdeemedfit;canalsobeusedforthis.

4 Subsequentmeetingscanbeinanyschoolasmaybedecidedjointly.

4 HubsshouldmakeitapracticetovisitallschoolsintheHubthroughthesemeetings.

E. HOW MANY MEETINGS OF A HUB?

4 ItisdesirablethattheHubmeetsonceeverymonth.ThemeetingcanalsobevirtualthroughSkype,etc.iftheschoolsoftheHubarenotlocatedinthesamecityorareremotelylocatedfromeachother.

4 Wherever joint activities are possible (suchas Teacher Trainings, Art exhibitions,pedagogical planning, etc.) there the number of meetings may accordingly beincreased.Thevenueofjointactivitiestooshallbejointlydecided.


G. DOCUMENTATION: HOW AND WHY?

HOW?

WHY?

4 ItisadvisabletomaintainbriefminutesofallmeetingsandactivitiesoftheHub,asitwillhelpinmeasuringtheimprovementsinHubschools.

4 TheprogressineachareaofHubactivitybyeachschoolmustbejointlymonitoredandanalysedbytheentireHub.TheHubcouldthinkofdevelopingtheirownsetofrubricsformonitoringprogressineachactivity.

• TheBoardmayask for listofactivitiesundertakenandachievements, ifany,byschools,atthetimeofregistrationoftheschool’scandidatesforBoardexaminations.

• AtthetimeofschoolinspectionforExtensionorUpgradation,theaforementionedrecordwillalsobecheckedtoascertainthegenuineeffortsmadebytheschoolsforself-improvement.Thiswillbedonewiththeobjectivetofacilitatereflectionandhelpsetgoals.

ALL ABOARD:

GothroughHandbookonHubsofLearningavailableatwww.cbseacademic.nic.inasIdid.

WHAT CBSE EXPECTS FROM US

CHAPTER-9

Chapter 9 : What CBSE Expects from Us 115

I have jotted down a list of expectationsofCBSE fromus as Principals.With eachaspect,IhaveenumeratedtheCBSEPoliciesand Initiatives. With these, I have listedthepossibleexpectationsofCBSEfromus

(Principals)andwhetherwehavebeenabletomeeteachofthemornot.

Let’shavealookatthat.

9.1. Academic Expectations:

9.1.1. Subjects at Secondary Level:

Refertothelatestcurriculumdocumentonwww.cbseacademic.nic.in

ALL ABOARD:

CBSE does not follow any stream-wisedivisionofsubjects.Thismeansastudentcan opt any subject of his/her choice.For example, he/she can opt FashionStudies with Physics, Mathematics andAccountancy.

WeasPrincipals,areexpectedtoensurethat:

• wedonot laydownstreams inourschools

• weonly teach those subjects inourschools for which we have specificpermissionfromtheboard

• weensurethatwerunonlyapprovednumberofsections

• we follow teacher (numbers andqualifications)norms

• outofsubjectsclubbedtogether,onlyonesubjectisoptedbyastudent

Class X Languages Subjects other than languages

1. HindiCourse–A Agriculture

2. HindiCourse–B Mathematics

3. EnglishLanguageandLiterature Science

4. Punjabi HindustaniMusic–Vocal

5. Malayalam IntroductiontoTourism

6. Tamil InformationTechnology

7. Kannada Retail

8. UrduCourse–B Painting

9. Odia IntroductiontoFinancialMarkets

10. French ComputerApplications

11. Bengali HomeScience


12. Telugu-AndhraPradesh Automotive

13. Telugu–Telangana Security

14. Marathi FoodProduction

15. Nepali MultiSkillFoundationCourse

16. UrduCourse–A Apparel

17. Arabic ElementsofBusiness

18. Assamese Media

19. Gujarati BankingandInsurance

20. Manipuri BeautyandWellness

21. German HindustaniMusic-MelodicInstruments

22. Tibetan HindustaniMusic-PercussionInstruments

23. Spanish NationalCadetCorps

24. Limboo HealthCare

25. Mizo FrontOfficeOperations

26. Lepcha CarnaticMusic–Vocal

27. Bhutia CarnaticMusic-PercussionInstruments

28. Japanese CarnaticMusic-MelodicInstruments

29. Sindhi ElementaryBook-KeepingandAccountancy

30. Bodo MarketingandSales

31. Tangkhul SocialScience

32. Gurung ArtificialIntelligence

33. Kashmiri

34. Rai

35. Sherpa

36. BahasaMalaysia

37. Tamang

38. Persian

39. Russian


40. Sanskrit

41. Thai

Class XII Languages

1. Arabic

2. Assamese

3. Bengali

4. Bhutia

5. Bodo

6. EnglishCore

7. EnglishElective

8. French

9. German

10. Gujarati

11. HindiCore

12. HindiElective

13. Japanese

14. Kannada

15. Kashmiri

16. Lepcha

17. Limboo

18. Malayalam

19. Manipuri

20. Marathi

21. Mizo

22. Nepali

23. Odia

24. Persian

9.1.2. Subjects at Senior Secondary Level:



25. Punjabi

26. Russian

27. SanskritCore

28. SanskritElective

29. Sindhi

30. Spanish

31. Tamil

32. Tangkhul

33. Telugu-AndhraPradesh

34. Telugu–Telangana

35. Tibetan

36. UrduCore

37. UrduElective

Class XII Subjects other than Languages

1. Accountancy

2. App/CommercialArt

3. Agriculture

4. Air-conditioningandRefrigeration

5. AppliedPhysics

6. AppliedChemistry

7. AppliedMathematics

8. Automotive

9. Banking

10. BeautyandWellness

11. Biotechnology

12. Biology

Class XII Subjects other than Languages



13. BusinessStudies

14. BusinessAdministration

15. CarnaticMusic–Vocal

16. CarnaticMusic-PercussionInstruments

17. CarnaticMusic-MelodicInstruments

18. Chemistry

19. ComputerScience

20. CostAccounting

21. Dance–Kathak

22. Dance-Bharatnatyam

23. Dance–Odissi

24. Dance-Kuchipudi

25. Dance-Manipuri

26. Dance-Kathakali

27. Design

28. EarlyChildhoodCareandEducation

29. Economics

30. Entrepreneurship

31. Electricaltechnology

32. ElectronicTechnology

33. EngineeringGraphics

34. FashionStudies

35. FinancialmarketsManagement

36. FoodNutritionandDietetics

37. FoodProduction

38. FrontOfficeOperations

39. Geography


40. Graphics

41. GeospatialTechnology

42. Healthcare

43. History

44. HindustaniMusicVocal

45. HindustaniMusic-PercussionInstruments

46. HindustaniMusic-MelodicInstruments

47. Horticulture

48. HomeScience

49. Insurance

50. InformaticsPractice

51. InformationTechnology

52. KnowledgeTraditionandPracticesofIndia

53. LegalStudies

54. LibraryandInformationScience

55. Mathematics

56. MassMediaStudies

57. Marketing

58. MedicalDiagnostics

59. Media

60. MusicProduction

61. NationalCadetCorps(NCC)

62. OfficeProceduresandPractices

63. PhysicalEducation

64. Physics

65. PoliticalScience

66. Painting


67. Psychology

68. Retail

69. Sociology

70. Shorthand(English)

71. Shorthandhindi

72. Sculpture

73. Salesmanship

74. Taxation

75. TextileDesign

76. Tourism

77. TypographyandComputerApplication

78. WebApplication

79. X-rayTechnician

80. Yoga

9.1.3. Books:

BOOKS—for more details please see Chapter 2 of Affiliation Byelaws, 2018.

Clause ProvisioninAffiliationBye-laws

2.4.7 a) TheSchoolmayprescribeNCERTtextbooksintheclassesandsubjectsinwhichthesehavebeenpublishedbytheNCERT.Extremecareshouldbetakenintheselectionofbooksofprivatepublisherssothatthereisnoobjectionablecontentthathurtsthefeelingofanyclass,community,genderoranyreligiousgroupinsociety.

b) TheSchoolshallputalistofprescribedbooksonitswebsitewiththewrittendeclarationdulysignedbytheManagerandthePrincipaltotheeffectthattheyhavegonethroughthecontentsofthebooksprescribedbytheschoolandowntheresponsibility.Ifaschoolisfoundprescribingabookhavinganyobjectionablecontent, the responsibility for suchcontentshallliewiththeschoolandactionwillbeinitiatedagainsttheSchoolbytheBoard.


9.1.4. Expectations of CBSE:

CBSE INITIATIVEEXPECTATION OF CBSE FROM US

(PRINCIPALS)Measures Taken by Me

(Yes/No)

Learning Outcomes(LOs)

Link for LOs atElementaryLevel

h t tp ://www.ncer t .nic.in/publication/Miscellaneous/pdf_files/tilops101.pdf

4 Adopt Learning Outcomes(mapped to curriculum)for teaching-learning andassessment. All teachers mustteach Learning Outcome byLearning Outcome in class/teach lessonsbasedon learningoutcomesintheclass..

4 Map the curriculumof Classes 1 to8 with the LOs.PrepareLessonPlansaccordingly.

PrincipalasPedagogicalLeader

4 School’s Principal to have acrucial role in the evolution ofthe teaching-learning ecosystemas the Head and pedagogicalleaderoftheirschools.

4 Promote innovativepedagogy; Ensurejoyfullearning

4 Develop schoolspecific resourcesfor teaching andlearning

4 Ensure proper in-house training ofteachers in theschool.

AnnualPedagogicalPlan

4 School’s annual pedagogicalplan to be developed. Notifiedvide Circular No. Acad-15/2019dated09.03.2019andSuggestive guidelines for theannualpedagogicalplansharedvideCircularNo.Acad-49/2019dated05.09.2019

4 Prepare the Pedagogical Planandimplementit

4 Prepare the AnnualPedagogical Plan ofmyschool

4 SenttoCBSE

IntegrationofArtsinPedagogy

4 videCircularNo.Acad-12/2019dated8thMarch2019,integratedArts with Teaching-LearningProcess.

4 PrepareLessonPlansintegrating Arts withothersubjects


MandatoryArtEducation

4 Ensureaminimumoftwoperiodsper week for each class andsectioninthetimetable.

4 Incorporate in thetime-table

4 Practicingit.

CulinaryArt 4 Ensure it is part of the ArtEducation timetable foranyoneoftheclassesbetweenclass6to8.Throughculinaryart,teachthestudents about nutrition, fitness,crops of India, seasonal fruitsand vegetables, junk food, howtocook,etc.

4 Incorporate in thetime-table

4 Practicingit.

ExperientialPedagogy

4 Adopt experiential learningand promote other innovativepedagogy.

4 Prepare LessonPlans to practiceExperientialLearning

MandatoryHealthandPhysicalEducation

4 Keep aside at least one periodperdayforeachclass/sectionforthisinthetimetable.

4 Incorporate in theTimetable

CBSEHandbooksandManuals

4 Handbooks and manuals onseveral subjects have beenprepared by the Board and areavailableathttp://cbseacademic.nic.in/manual.html

4 Ensuretheirproperdisseminationtoallstakeholdersintheschool.

4 Arrange for discussion on theseHandbooks.

4 Download theseHandbooks

4 Arranged fordiscussion amongTeachers andstudentsoneach

Displaythelistofprescribedtextbooksonwebsitealongwith

DeclarationbyPrincipalandManager

4 This must be done beforethe commencement of everyacademicsession.

4 ListDisplayed


9.2. Examinations:

9.2.1. Sample Papers:

• Asthetermsuggests,SamplePapersarethequestionpapers/practiceteststhataremadeasperthelatestsyllabus,guidelinesandblueprintsissuedbyCBSEeveryyear.

• Thesepapersareissuedmuchinadvancesothatthestudentscanpreparewellfortheyear-endexamination.

9.2.1.1. Marking Scheme:

• Itisasystemforawardingpointsforcorrectanswersorforproficiencyinanexaminationorcompetition

• CBSEpreparesmarkingschemesforallsubjectsandthesearealsouploadedonthewebsiteafterthedeclarationofresult

• CBSEMarkingSchemesgiveweightagetocreativeandinnovativeanswers.

9.2.2. Conduct of Board Examination:

As a Principal, We must ensure that:

4 Evaluationisgiventoppriority.Ifschoolsdonotrelievetheirteachersforevaluation,Boardmayimposefine,takenecessaryactionasperBye-Laws&alsotheresultoftheschoolmaynotbedeclared.

4 AllteachersappointedasEvaluatorsbyCBSEarerelievedforevaluationdutyfortheentireperiodofEvaluation.

4 TeacherscarrytheirIdentityCardeveryday.

4 TheteachersappointedasEvaluatorsbyCBSEareNOTcalledforschoolworkduringtheevaluation.

4 Teachersaredeputedfortheevaluationworkintheratioof80:1(80candidatesfromaschool:1teacheroftherelevantsubject).

4 School activities are rescheduled to facilitate uninterrupted evaluation work of theBoardExamination2019.


9.2.3. Expectations of CBSE:

CBSE INITIATIVEEXPECTATION OF CBSE FROM US (PRINCIPALS)

Measures Taken by Me

(Yes/No)

Change in pattern ofQuestion Papers for BoardExaminations

4 Candidates should bekept informed of alldevelopments related toBoardexams

4 Developedasystemfor informing allstudents.

TwoLevelsMathematicsforAISSE(NotifiedvideCircularNoAcad-03dated10.01.2019andFAQsavailableatthelinkhttp://cbse.nic.in/newsite/circulars/2019/03_CircularFAQ_2019.pdf)

4 Candidates and parentsshouldbekeptinformedofalldevelopmentsrelatedtothis,includingtheSQPs,toenable them todecideontheleveltoapplyforduringLOCregistration.

4 Informed parentsandstudents

4 Clarified all theirqueries regardingthematter.

InternalAssessment-Portfolio

4 Portfolios tobedevelopedby students as per theCurriculumguidelines

4 Explained teachersandstudentshowtopreparePortfolios

4 Enabling teachersto continuouslyoverseetheprogressinPortfolios

InternalAssessment-Marksuploading

4 Ensureuploadingofcorrectmarks

4 EnsureuploadingofMarkswithin the prescribed timeschedule

4 Putsysteminplace

PracticalExamination 4 Practical examinationsheldinmonthofJanuary/February

4 Candidates should bekept informed of alldevelopments related toBoardexaminations.

4 All practicals, asper the curriculum,donebystudents


UploadingofReportofAE&AIL

4 Ensureuploadingofcorrectdata

4 Put system inplace and ensurecorrectness

Permission for Additionalsubject(NotifiedvideCircularNo.Coord/ROs/2019dated06.5.2019)

4 Schoolstocomply. 4 Complied withCBSE directions, incaseofrequirementofpermission

PermissionforAdditionalstudent(NotifiedvideCircularNo.Coord/SOPtg/LOC/2019dated05.04.2019)

4 Schoolstocomply. 4 Complied withCBSE directions, incaseofrequirementofpermission

Samplequestionpapers 4 SQPs for all subjectsreflecting the changedexam paper pattern havebeen uploaded on CBSEwebsite.

4 CandidatesshouldbekeptinformedofSQPs.

4 Links:

4 http://cbseacademic.nic.in/SQP_CLASSX_2019_20.html

4 http://cbseacademic.nic.in/SQP_CLASSXII_2019_20.html

4 Downloaded allSQPs.

4 Studentsinformed.

4 Practicedone

Schedulingofexamination 4 Board examinations forsmall subjects shall beginfrom mid-February andfor all major subjectsshall commence from 1stworking day in Marchevery year. Exact scheduleshallbenotified.

4 Candidates should bekept informed of alldevelopments related toBoardexams.


Uploadcopiesofalltransfercertificatesissuedonschoolwebsite

4 This is necessary for theBoardingeneralandalsoto obtain documentaryevidence of all transfersthat take place beforeor after LOC please seeCircular No. CBSE/TC/Uploading/2018 dated01.10.2018

4 Thismustbeupdatedsameday as issue of Transfercertificate.

SchemeofStudy:

Combinationofsubjects(NotifiedvidecircularnumberCBSE/LOC/112509dated02.08.2019ofCBSE)

4 Schoolstocomply 4 Students madeawareoftheschemeofstudy.

4 Students givenfreedom to choosethesubjecttheylike.

CWSNfacilitation(NotifiedvidecircularnumberCBSE/Coord/112233/2019dated12.04.2019ofCBSE.)

4 Candidates and parentsshouldbekeptinformedofalldevelopmentsrelatedtothis.

4 They must follow theprotocolslaiddown.

4 All necessaryinformationgiventoCWSNstudentsandtheirparents

9.3. Skill Education:

CBSE INITIATIVEEXPECTATION OF CBSE FROM US (PRINCIPALS)

Measures Taken by Me (Yes/No)

New Skill subjects(Notified vide circularnumber Acad-14/2019dated 09.03.2019 ofCBSE.)

4 Informpolicy 4 Informed studentsandparentsabouttheskill Education policyof CBSE and SkillEducationsubjects

ChangeinQPpattern(NotifiedvideNotificationNo.29dated27.9.2018ofCBSE.)

4 Inform about the changesinthepattern

4 Informed the studentsandparentsaboutthechangesinthepattern


9.4. CBSE Competitions:

(Thelistmayvarysession-wise,dependingupontheaddition/modificationintheexistinglist.)

CBSE COMPETITIONEXPECTATIONS OF CBSE FROM US (PRINCIPALS)

MEASURES TAKEN BY ME(YES/NO)

CBSEHeritageIndiaQuiz(Notified Vide CircularNo. Acad. 45 dated28.08.2019)

4 inform students about theactivityandencouragetheirparticipation.

4 informed studentsabouttheactivity

4 made the studentsaware about thebenefits of theseactivities

4 encouraged theirparticipation

CBSECluster,ZonalandNationalSportmeet(VideCircularnumberAcad-29/2019dated30.5.2019ofCBSE)


CBSEExpressionSeries(VidecircularNo.Acad-37dated16.8.2019ofCBSE)


CBSEScienceExhibition/Fair(NotifiedVideCircularNo.Acad.53dated17.09.2019,TobeheldinNovember2019–January2020


ArtExhibition(TobeconductedinthemonthofDec2019-Jan2020.Notificationisunderpreparation.)


CBSEStoryTellingcompetition(NotifiedVideCircularNo.Acad.70dated08.11.2019)



9.5. Capacity Building Programmes:

CBSE POLICYEXPECTATION FROM CBSE

PRINCIPALSMEASURES TAKEN BY

ME (YES/NO)

Mandatory in-housetraining of teachers – 3days

i. This has beennotifiedvidecircularno. 13/2019 dated09.3.2019.

4 Fromtheacademicsession2019-20 onwards it ismandated, and it mustreflect in documentaryevidence.

4 Organised/Planned3daysin-housetrainingofteachers

Mandatory2daystrainingofteachersinassociationwithCOEs



4 Sent teachers for the2 days training withCoEs.

SciencePromotionTest 4 Informstudentsthat it is tobeconductedinthemonthofJanuary-February2020.

AryabhattaGanitChallenge(NotifiedVideCircularno.Acad.62.dated30.10.2019.)


CBSEReadingChallenge 4 Informstudentsthat it is tobeconductedinDecember2019-January2020

FitIndiaWeek(NotifiedvideCircularNo.Acad-71,20November2019)


EkBharatShreshthaBharatActivities



Mandatory 2 daystrainingofPrincipals



4 Attended 2 days’training

Mandatory full-timetraining of 5 days of allteachers in the schoolonceineverythreeyears



4 Made an action planforthe5days’trainingofallteachers.

Mandatory theme fortraining of teachers in2019-20

i. Videcircularnumber13dated09.3.2019of CBSE, this hasbeen notifiedas “Experientiallearningand

innovativepedagogy”.

4 ThePrincipalmustarrangefor in-house trainingofallteachers on theme of theyearandensurecompletionof training by October2019.

4 Informed all teachersabout the annualthemeoftraining

CBSE ShikshaVani - APodcastApp

i. VidecircularnumberAcad-18 dated18.03.2019 ofCBSE,thishasbeennotified.

ii. This podcast shallbeusedforcapacitybuilding of teachersinlargemeasure.

4 School Principals andTeachers are invited tocontributeaudiosonvariedsubjects relating to [email protected]

4 Selected audios will bepodcasted.

4 Contributed to CBSEShikshavani

4 Ifnot, planning it forthe near future in thecurrentsession


Lead Collaborator ofHubsof learning to takethelead

i. NotifiedvideNotificationCBSE/Acad/JS(AHA)/2019dated23.05.2019&22.07.2019ofCBSE.

4 The Lead CollaboratorSchool’s Principal shall beresponsible for taking upactivities as per circularalong with other Hubmembers.

4 As the Leadcollaborator, takingup activities as percircular

MemberschoolsofHubsofLearning

i. VideNotificationACTIVITIESIN2019-20:AREADYRECKONERFORCBSESCHOOLSCBSE/Acad/JS(AHA)/2019dated23.05.2019&22.07.2019ofCBSE,thishasbeennotified.

4 The member schools’Principals shall beresponsible for taking upactivitiesasper circularasLead Collaborator alongwithotherHubmembers.

4 As a member school,participating inactivitiesaspercircular

Compendiumofcourses

i. VidePressReleasedated19.3.2019ofCBSE,thishasbeennotifiedatlinkhttp://cbse.nic.in/newsite/attach/Press%20Release%2019.03.2019.pdf

4 Candidates and parentsshould be given e-copiesof this for their ownunderstandingandstudy.

4 Given e-copies toparentsandstudents

4 Informed about thegistof the contentofthecompendium

Extension/UpgradationApplicationonline

4 1st January to 31stmarchevery year. Please ensureall your documentsare completed beforeapplicationprocess

4 Ensuringthecompletionofalldocumentsbeforeapplication


9.6. Environment Conservation:



ME(YES/NO)

PromotionofConservationof Environment oncampus and generationofawareness

i. All possible action maybe taken to promoteconservation on campusandtogenerateawareness.

4 Read the CBSE ECO-CLUBGuidelines

4 Implemented savingonelitreperchilddrive

4 Implemented onechild one sapling/plantdrive

9.7. Affiliation:



ME (YES/NO)

Updating of certification forsafedrinkingwater,firesafety,Building safety certificate,elevator safety, Health andHygiene Certificate, etc. asperrequirements

4 Ensure all certificates thathave a bearing on thesafetyofthestudentsintheschoolcampusareupdatedfromtimetotime.

4 All certificates areupdated.

MaintainingTeachers’servicerecordsrecordandfile

4 Ensure all documents, likeappointment letter, servicerecordsarecomplete

4 Service records ofall teachers areup-to-date.

Uploading Annual E-returnonOASIS

4 Ensure this is done everyyear as per date to bespecified by notice onportal.

4 AlldetailsregularlyupdatedinOASIS

PeriodicSafetyAuditofschool 4 It is a non-negotiableresponsibility of thePrincipal.

4 Periodic safetyAuditdone.


9.8. School Website:

CBSE POLICY EXPECTATION FROM CBSE PRINCIPALSMEASURES TAKEN BY

ME (YES/NO)

Schoolwebsite 4 Everyaffiliatedschoolwilldeveloptheir/itsownwebsitecontainingcomprehensiveinformation such as Affiliation status,details of infrastructure, details ofteachers including qualifications,number of students, address-postaland e-mail, telephone nos., copies oftransfercertificatesissued,etc.asmaybedirectedbytheBoardfromtimetotime.Thewebsitesocreatedshouldalsohaveinformationwithregardtofeescharged.

4 Keepthisupdatedallyearround.

4 School website isregularlyupdated

Uploading ofAnnual Reportoftheschoolonthewebsite

4 Prepare its annual report containingcomprehensive information includingname, address postal and e-mail,telephone numbers, affiliationstatus, period of affiliation, details ofinfrastructures, academic calendar,detailsofteachersincludingqualifications,details of teachers’ training, academicachievements,writeuponalleffortsmadein the field of environment education,sportsachievements,Innovations,overallresults, PTA activities, important SMCdecisions, numberof students, etc. andpostthesameonschool’swebsite

4 Onorbefore15thSeptember,2019

4 Annual report isregularly updatedon the schoolwebsite.


SOME MORE TO BE FOLLOWED:

FITNESS AND WELLNESS

PrincipalMustEnsurethat:

• the teachershave incorporated / integratedSport (various forms) for curriculumtransactioninallclassesandallsubjects,whereverapplicable,upto12thintheirAnnualPedagogicalPlans.

• HPEhasbeenallotted01periodperdayperclass.

• MultiplekindsofPEactivities,includingindigenoussports,aretakenup.

• allschoolactivelyparticipatesinFitIndiaProgramme

• theschoolisaNo-AngerZone.

• variouskindsoffitnessactivitiesareorganised.

HUBS OF LEARNING

Principalneedsto:

• Knowthevalueofaninteractivehub

• Knowshowtocontributetoandsharebestpractices

• Isadeptatcommunicatingandtransferringinformation

• Abletoapplythelearningtoother

• Isabletoincorporatebestpractices

• Createsanexampleofsuccessfulconnection

• Createsapoolofresourcesandknowledge

• Createsaviableplatformforfeedback

• Evaluatesthestrengthsandweaknessesoftheschoolsystemsandaccordinglysetstheself-improvementpriorities

RECORDS AND DOCUMENTATION AS PER CLAUSE NO. 14.19 OF CBSE AFFILIATION BYE-LAWS

Principalmustmaintainalltherecordsasfollows:

• CorrectDetailsonSchoolWebsite


• Admissionandwithdrawalregister.

• Annual examination question papers and answer sheets of all classes will bepreservedtilltheendofSeptemberofthenextacademicyearincludingtherecordsrelatedtointernalassessment.

• Recordsofattendanceofallpupils,especiallyattendanceofClassIX&X,XI&XII(whereverapplicable)forthepurposeofadmissiontotheBoard’sExaminations.TheentriesintheseRegistersshallbeproperlycheckedandsignedbythePrincipalorateachernominatedbythePrincipal.

• Service records of Teaching andNon-Teaching Staffs which include AppointmentLetters,ConfirmationLetters,ServiceBooksandotherservicerelatedcorrespondence.

• FinancialDocumentsasspecifiedintheseByelaws.

• Annuale-returnssubmittedbyschoolonOASISandU-DISEportalasperthespecifieddates.

• Anyotherdocumentsrequiredunderstatutoryobligations.

• AnyotherdocumentsspecifiedbytheBoardfromtimetotime.

NON-DISCLOSURE AS PER CLAUSE NO. 14.20 OF CBSE AFFILIATION BYELAWS

Principalmustensurethat:

• Anypersonorentityassociatedwiththemanagementorrunningoftheschool,shallnotdiscloseany informationrelatedtoexamination,evaluationofanswerscripts,declarationofresultoranyotherConfidential/ancillaryactivity,toanyunauthorizedpersonoragency.

IF YOU FAIL TO PREPARE, BE PREPARED TO FAIL

CHAPTER-10

[(This chapter has been provided by the National Disaster Response Force (NDRF)]

Chapter 10 : If You Fail to Prepare, Be Prepared to Fail 137

10.1. Creating a “School Disaster Management Plan”?

“School Disaster Management Plan” isa document prepared by the schoolsthemselves for their own School DisasterManagement.Schooldisastermanagementis the process of assessment, planning,physical protection and response capacitydevelopmentdesignedto:

• Protect students and the staff fromphysicalharm.

• Minimize disruption and ensure thecontinuityofeducationforallchildren.

• Develop and maintain a culture ofsafety.

10.1.1. School should have the following:-

4 DisasterManagementMaps

4 SafetySignage

4 Disasterpreparednessactivitycalendar

4 DisasterManagementCommittee(DMC)

4 TeamsonDisasterManagement

4 Trainingofteachers&staffs

4 Trainingofstudents

4 AnnualMockdrillcalendar

4 Evacuationplan

4 Disastermanagementkits

4 Firstaidkitsinschool

4 Displayofevacuationmap

4 FireNOC

4 Safetyaudits

4 Displayofemergencynumbers

4 Fireextinguishers

4 Trainingonuseoffireextinguishers

4 Publicaddresssystem

4 Alarm/hooter


10.2. School Disaster Management Teams/Committees:

Name of the Team/Committee

No. of Students Roles

SchoolDisasterManagementCommittee

4 4 Students (DisasterAwareness GroupStudentLeader,DisasterResponse GroupStudent Leader, HeadBoyandheadgirl.)

4 Carryingoutthemockdrilltwiceayear

4 Look into the structural safetyrequirements of the school forvarious hazards (earthquake,fire,floods,cyclone,etc)

4 Identify separate shelterplaces for the school childrenandalsoforoutsiders

WarningandInformationDisseminationTeam

4-6students(withknowhowtooperateaVHFset)

4 Monitoring and taking regularupdatesfromTV/Radio/Interneton the potential hazard thatschool can face, e.g. weatherupdates in case of floods,landslide,cyclonesetc.

4 Inform the school authoritiesof any impending hazardoussituation.

4 Post warning signs / flags ofappropriate colour fordifferentwarninglevelsatprominentanddesignatedplacesintheschool.

4 Disseminate the information toalltheclassroomsandteachers.

4 Coordinatewiththeotherteamsandinformthemaboutthelatestweather/warningsituation.

4 Duck, cover and hold at firstsignofearthquake.Holdon tofurniturelegsiffurnituremoves.If outside, move away frombuildings.

4 Cross check the warningreceivedfromvarioussources.


10.2.1. Members:

4 ComputerTeacher (ora teacherwhoisfamiliarwithcomputersandsurfingtheinternet)

4 Electronicsteacher

4 Geographyteacher

4 1-2 parents (preferably working inTechnicaldepartment,Police,etc.)

10.2.2. Before and During the Disaster:

4 Warning the school in case of anemergency by either ringing a bell/sirenoronthepublicaddresssystemor through amessenger,whatever isavailableintheschool.

4 Reporting to the school disastermanagement committee about thedisasterintheschoolbuilding.

4 Reporting to the governmentemergency response departments(Fire,SDM,Policeetc.)

4 Incaseoftheschoolbeingusedasashelter, inform the shelter staff aboutthelatestupdatesandweatherreports.

10.2.2.1. After Disaster:

4 Continue monitoring the variousinformationsources.

4 Keepreportingonthesituationofthedisaster to all concerned teams andcoordinatewiththem.

4 DisseminatesafetytipsincoordinationwiththeAwarenessGenerationTeam.

4 Work with the Incident ManagementTeam from the district administrationinpreparingupdates.

10.3. Creating a Disaster Response Group:

10.3.1. Evacuation Team members:

4 Allclassteachers

4 ClassmonitorsandHallmonitors

4 Prefects

10.3.1.1. Before a Disaster:

4 Checktheexits.

4 Identify the open areas to assembleafterevacuationinanemergency.

4 Makesuretherearenohazardspresentwhile evacuating to the designatedarea.

4 Makesurethatnecessarysuppliesareaccessible.

4 Be prepared for special equipmentneedsformobility-impairedstudents.

10.3.1.2. During a Disaster:

4 Duck, cover andholdat first signofearthquake.Holdontofurniturelegsif furniture moves. If outside, moveawayfrombuildings.

4 Evacuate in an orderly fashion aspracticedinthedrills.

10.3.1.3. After a Disaster:

4 Ensure that the emergency assemblyareaisaccessibleandsafe.

4 Determineifanyadditionalassistanceisrequiredforevacuation.

4 Takerollcallandreportgroupstatusto the Administrator (EmergencyOperationsCentre).


10.4. Search and Rescue Team:

10.4.1. Members:

4 Sportsteachers

4 NCC, NSS, Scouts and Guidesinstructors

4 CivilDefenceTrainer

4 FireServicerepresentative

4 1-2 parents (preferably from theArmed/Paramilitaryforces/Police/FireServices/CivilDefence)

4 Able-bodiedstudents

10.4.2. Before a Disaster:

4 Make sure needed supplies are onsite.

4 Makesureteammembersstaycurrent/attunedwiththeirtraining.

4 Regulartrainingtoteammembersoncarryingoutrescueofsurfacevictim/s.

4 Proficiencyinfirstaid.

4 Any special response technique forspecialneedsstudentsmustbetestedduringdrills.

10.4.3. During a Disaster:

4 Duck, cover andholdat first signofearthquake.Holdontofurniturelegsif furniture moves. If outside, moveawayfrombuildings.

4 Startrescueandsearchoperationsincaseofanotherdisaster.

10.4.4. After a Disaster:

4 Check (visually, vocally, physically)everyroominthebuilding.

4 Report about location of injured toFirstAidTeam.

4 Lookforstructuralproblems/significantstructuraldamage.

10.5. First Aid Team:

10.5.1. Members:

4 SchoolDoctor

4 SchoolNurse

4 RedCrossvolunteers

4 CivilDefenceVolunteers

4 1-2 parents (preferably from theMedical/Paramedicalprofession)

4 Studentsinterestedinhealthissues.


4 Makesurethatfirstaidsuppliesareuptodateandalwayscomplete.

4 Keep emergency cards and healthcardsup-to-date.

4 Ensure training for all newmembersand refresher training for existingmembers(everyyear)

4 Be aware of special medicalrequirementsofstudents/employeesandensurethatsomestockmedication(maybe1-2daysmedicines)arekeptintheschoolandregularlyupdated

4 Participateinregulardrills


4 Duck, cover and hold first sign ofearthquake.

4 Hold on to furniture legs if furniture


moves.

4 Ifoutside,moveawayfrombuildingsandotherpossiblehazards.


4 Administer first aid and record allcasesandtreatments.

4 Determine need for further medicalassistance. Coordinate requests forassistancethroughtheAdministrator.

4 Assign First Aid Team members toaccompanySearchandRescueTeamsduringtheirsearchoperations.

4 Helpinevacuatingseriouslyinjured.

10.6. Fire Safety Team:

10.6.1. Members:

4 Teachers(2)

4 1-2 parents (preferably from fireservices/CivilDefence)

4 Students (10) (Teams comprising 1teacherand5 studentseachmaybeformed)


4 Make sure fire-fighting equipment(extinguishers,etc.)isinworkingorderandthatstaffhasreceivedtraininginitsuse.

4 Ensure that all non-structuralearthquakehazardsthatcanbecauseof fire (i.e. Chemical Laboratories,CafeteriaKitchens,hotwatertank)areproperlysecured.

4 CoordinatewiththeSDMCinensuringthat a fire safety assessment of the

school premises is conducted bythe local fire department and therecommendationsareimplemented.


4 Duck, cover andholdat first signofearthquake.

4 Hold on to furniture legs if furnituremoves.

4 Ifoutside,moveawayfrombuildings.


4 Check for and confirm existence offire. Report location to Administrator(EOC)andSiteSecurityteam.

4 Control fire, if possible (ensurepersonalsafety)

4 Lookforconditionsthatmaycauseafiretodevelopandseekmaintenancestaffassistanceinremovalofcondition.

4 In case of electrical fire, turn off theelectricmainswitches.

10.7. Site Security Team:

10.7.1. Members:

4 SchoolEstateManager

4 SchoolSecurityStaff

4 LocalPoliceStationrepresentative

4 1-2parents

4 Teacher(1)

4 Students(5)


4 WorkwiththePlanningCommittee,theSchool Administrator and theDistrict


authoritiestoestablishareleasepolicyandcommunicatethispolicytoparentsandstaff.

4 Develop procedures for how releasewillbehandled.


4 Duck, cover andholdat first signofearthquake.

4 Hold on to furniture legs if furnituremoves.

4 Ifoutside,moveawayfrombuildings.


4 Lockallexternalgatesanddoors,andsecurebuildings.(Note:Besurelockeddoors can be opened from inside toprevententrapment.)

4 Station one team member at themain gate/front door to deal withcommunity/parents. Have thatmemberroutefire,police,rescueandmedicaltoareaofneed.

4 Keep the Administrator informed ofactivities. Release students accordingtopre-arrangedpolicy.

10.8. Bus Safety Team (FOR EACH BUS):

10.8.1. Members:

4 Teachersgoingintherespectivebuses

4 Studentgettingdownonthelaststop

4 Oneseniormoststudent.


4 Know the procedures when anearthquake occurs while buses with

studentsareenroutetoorfromschool.

4 AssistSDMCinproviding2-wayradiocommunications capability betweenbusesandschoolAdministrators.

4 Carry emergency cards withinformation on contact numbersfor the school Administrator andimportant district contact numbers(district administration, police, fire,medical,etc.)

4 TakeFirstAidTraining.

4 Developplanstoassistspecialneedsstudents.


4 Pullovertothesideofaroadifpossiblein theopen. (Notunderanoverpassor bridge or alongside buildings ortrees.)

4 Instructthepassengerstocrouchdownbetween seats and in isle / the aisleuntilshakinghasstopped.

4 Ensure special needs students areassisted.


4 ProvideFirstAidtoinjuredstudentsasneeded.

4 Establish communication with SchoolEOC

4 Implementschoolpolicyforearthquakeoccurrencewhilestudentsareenroutetoorfromschool.

10.9. Honbl’e Supreme Court Guidelines:

4 While hearing the Public Interest


Litigation (PIL), the court has issuedacomprehensive time-boundplan toensure safety of children in schoolsin the light of the Kumbakonam firetragedyinTamilNaduinJuly2004.

4 AlltheeducationalinstitutionstohaveDisasterManagementPlansinplace.

4 Schools and educational institutionsseeking for affiliationmust haveDMPlansinplace.

4 All new educational institutions needtoadheretobuildingcodes.

4 Retrofittingoftheoldbuildings.

4 The Hon’ble Supreme Court hasdirected all the states and unionterritories to implement the safetymeasuresprescribedby theNationalBuildingCode of India, 2005, in allgovernment and private schools.“Children cannot be compelled toreceive education in an unsoundandunsafebuilding”.Court issuedacomprehensive time-bound plan toensuresafetyofchildreninschools.

a) Firesafetymeasuresinschools

b) Trainingofschoolteachersandotherstaffs.

c) Schoolbuildingspecifications.

d) Clearances&certificates.

4 TheHon’bleSupremeCourtofIndiaon13thApril2009directedall thestatesand union territories to implementthesafetymeasuresprescribedbythenationalbuildingcodeofIndia,2005inallgovernmentandprivateschools.

4 TheHon’ble SupremeCourt, vide itsorderdated14thAugust,2017inW.P.

No. 483 of 2004, has directed thatthe School Safety Guidelines issuedby NDMA have to be implementedin letter and spirit by all concernedauthorities.Therefore,alltheaffiliatedschoolsaredirected to take requisitemeasures to implement the SchoolSafetyGuidelinesissuedbyNDMA

10.10. Directions of the Supreme Court for School Bus:

4 "School Bus" must be written on thebackandfrontoftheBus.

4 If it isahiredbus, "OnSchoolDuty"shouldbeclearlyindicated

4 BusmusthaveaFirst-Aid-Box.

4 ThewindowsofBusmustbefittedwithhorizontalgrills.

4 Theremust be a Fire Extinguisher intheBus.

4 SchoolNameandTelephoneNo.mustbewrittenontheBus.

4 Thedoorsof theBusshouldbefittedwithreliablelocks.

4 To keep School Bags safely, thereshould be a space-fitted under theseats.

4 TheremustbeanAttendantfromtheSchoolintheBus.

4 School cabs shouldbe fitwith speedgovernorswithmaximumspeed limitof40kph.

4 Thebodyofschoolcabshallbeyellowcolourwithahorizontalstripingreencolourof150mmwidthinthemiddleallaround thevehicleand thewords


‘SCHOOLCAB’mustbeprominentlydisplayed on all four sides of thevehicle.

4 If age of school children is below12 years, the number of childrencarriedshallnotexceed1½timesthepermittedseatingcapacity.

4 Children above 12 years shall betreatedasoneperson.

4 Thedriverofaschoolcabmusthavevalid license to drive LMV-TransportVehicles for a periodof at least fouryears and dressed with a light blueshirt, light blue trousers and blackshoes.HeshouldalsowearthenameIDontheshirt.

4 Theremustbeenoughspaceprovidedtokeepschoolbagsinsidethevehicleand the bags should not be hungoutside thevehicleorplacedonroofcarriers.

4 Thebusdrivermustcarryacompletelistofthechildrenbeingferriedintheschoolcab,indicatingthename,class,residentialaddress,bloodgroupandthepointsofstoppage,routeplan,etc.

4 Incaseofkindergarten,ifanauthorizedperson recognized mutually by theschoolandparents,doesnotcometopick thechild fromthehaltingpointsandsuch,thechildshallbetakenbacktotheschoolandtheirparentsshouldbecalled.

LEARN WITH FUN

DistributethestudentsofaclassinSchooldisastermanagementteamsandplayanearthquakemockdrill.

Asktothestudentstodrawanevacuationplan.

PlayaNukkadNatakonfirescenario.

PlayEvacuationstrategyondifferentsituation.

Drawaschoolbussafetyguidelineonflipchart.

*************************************

1. Disaster management activity book for school students :https://nidm.gov.in/PDF/pubs/ACTIVITY%20BOOK%20DM.pdf

2. HOWSAFEISMYSCHOOLathttps://nidm.gov.in/PDF/IEC/SSP2.pdf

3. IMPORTANT:THENATIONALDISASTERRESPONSEFORCE(NDRF)hasapopularschemecalledtheSchoolSafetyProgramme(SSP)wherebyitfacilitatesallschoolsanditsstudentsindisasterawarenessandskillsapart from conductingmock drills with students and teachers, on request from school authorities. ThenearestNDRFbattalionorregionalresponsecentre(RRC)canbecontactedforthis.ThelinktoNDRFwebportalishttp://www.ndrf.gov.in/wherefurtherdetailscanbefound.

DISCLAIMER: The lessons given in this Chapter are notmeant to be exhaustive and aremeant to highlightselectivelytheimportanceofdisasterawarenessamongstudents.ForfurtherhelpanddrillsSchoolsshouldcontactbodieslikeNDRF,NIDM,NDMA.

IT INITIATIVES BY CBSE

CHAPTER-11


CBSEhastakenvariousinitiativesinIT.Thedetailscanbeaccessedat:www.cbse.nic.in.Someoftheinitiativesthatareimportant

tobeknownbytheprincipalsfortheirownefficient functioning or for guiding thestudentsarebrieflydescribedbelow.

1. OSAMS R 2.0: OnlineSchool Affiliation &MonitoringSystem

Entiresystemrangingfromsubmissionofapplicationfor fresh affiliation, upgradation, extension ofaffiliation,additional subjects,andmanyother typesof categories to final disposal has been automated.Availabilityofaffiliationapplicationstatusonrealtimebasis.ThisisanonlineschoolAffiliationManagementsystem in which the entire process ranging fromregistrationforvariouscategoriesofaffiliation to thegrant/rejectionhasbeen transformed indigital formwithoutanyhuman intervention.Thishas resulted inhighlytransparentandreliablesystemofaffiliation.

New features have been added such as variousalgorithm-basedshortlisting/scrutinyofapplications,self-assessmentbyschoolsandpoints-basedgradingbasedoninspectionreports.

2. Satellite Imagery baseddecision support systemforaffiliation

Asystemthatallowstheschoolstolocatethemselvesonthemapthroughonlinemapmarkers.Itprovidesaccuratelocationoftheschoolsaswellasareaoftheschool.

3. OECMS (R-2.0):OnlineExamCentreManagementSystem

Thisonlinesystemhasbeendevelopedwithaviewtoget real timeexamscentresrelated informationsuchas timingofQuestionPapersdistribution, invigilatorsavailableatthetimeofopeningofQuestionpapers,absentee,PwD,Scribe,unfairmeans,sugarpatients,feedback about the question paper(s), packing ofanswer books & dispatch and information aboutObserversetc.

4. ifj.kkeeatw"kk-

ACBSE

AcademicRepository

CBSE developed in-house in technical collaborationwith NEGD, first of its kind online academicrepository. At present result data of Class X & XIIexaminees of sixteen years i.e. 2004 to 2019 isavailable online for verification by employers andhigher education institutions. More than 7 croresdigital academic documents such as Marks Sheets,

Chapter 11 : IT Initiatives by CBSE 147

MigrationCertificatesandPassCertificatesareavailableon this repository. Students can also download theiracademicdocumentssuchasMarkssheets,MigrationCertificatesandPassCertificatesthroughthisrepository(2004-2014 as per declared result and 2015-2019 as per updated result).Theacademicdocumentsaremade available through digital lockers to each andevery student. Documents are digitally signed andalsocarryPKIbasedQRcodeforverificationthroughaspeciallydesignedmobileApp.Tillnowmore than 3 Crores students have downloaded their academicawards from this repository. In all approx. 300educationalinstitutionsandemployershaveregisteredforverificationofacademicdocuments.

5. CBSEonBoardofDigitalLocker

CBSE pioneered to be on board of Digital Lockers.CBSE integrated its own academic repository“ParinamManjusha”withDigitalLockersplateform.Tilldatenearly2CroresdigitallockersofCBSEexamineeshavebeenopenedinpushmodeandprovisionfor2.5Crores digital lockers has beenmade in pullmode.Digital lockers of students are having their digitallysignedmarks sheets,migration certificates andpasscertificates with PKI based QR Codes pushed afteropeningofdigitallockers.

Important function this year is that all CBSE certificates are being issued with photographs of candidates and lockers are opened in advance.

6. Integrationof

ifj.kkeeatw"kk &

withe-SanadofMEA

CBSE Academic Repository “ifj.kkeeatw"kk”hasbeenintegrated with ‘e-Sanad’ portal of MEA for onlineauthenticationofacademicrecordsforstudentsgoingabroadforhigherstudiesoremployment.

7. OASIS(R-2.0):OnlineAffiliatedSchoolInformationSystem

This isaportal forCBSEaffiliated schools to submitonlineinformation.TheinformationtobesubmittedinOASIS;

• BasicSchoolInformation


• School’sPhotos&Video

• FacultyDetails

• StudentDetails

• SubjectsOfferedintheschool

• InfrastructuralDetails

• LocationDetails

• OtherVitalDetailse.g.feestructure,salarydetails,detailsofteaching&non-teachingstaffetc

• AdditionalInformation(UDISEInformation)

Schoolsareprovidinginformationthroughthisportalwhich is helpingCBSE in assessing schools for theirpotentialusage.

8. GISMappingofCBSEAffiliatedSchoolsonSatelliteImagery

The affiliated schools (approx. 22000) have beenmappedusingthelatitudeandlongitudeinformationextracted from geo tagged photographs of schoolstaken throughOASIS portal. Efforts will bemade toallotexamcentersbasedondistance.

9. ExamCentreLocaterApp To facilitate CBSE Examinees, an app has beendeveloped through which they can locate theirexaminationcentresgivingtheirrollno.Thisappwillalsotellthemtheshortestrouteandtimetakentoreachtheexaminationcentre.Thisway,astudentcanplanandexecutehis/herjourneytotheexaminationcentresoastoreachthecentretimely.

10. e-Theory (R 2.0): OnlineTheoryAwardListsAllocation,ManagementandMarksUploadingSystem

Aportalhasbeendevelopedandimplementedforbagallocation to CNS, evaluation monitoring, question-wise theory marks uploading system and onlinegenerationofawardlists.Duetoquestionwisemarksthere are hardly any chances of totalling errors andposting errors.Due to immediate uploadof data, alotoftimeissavedduringdatacompilationandresultprocessing. Post-examination process becamehasslefreeaswellassecureforboththeevaluationcentresandCBSE.Approximately1.7Crmarksdistributedin35questionswereuploaded.


11. e-Prac (R-2.0):OnlinePracticalExaminersAllocation,ManagementandMarksUploadingSystem

A portal has been developed and implemented formanagement andmonitoring of practical examinersanduploadingofpracticalmarksdatabytheschools.Due to immediateuploadofdata,a lotof timewassavedduringdatacompilationandresultprocessing.Approx.35lacmarkswereuploaded

12. IAPX -OnlineInternalAssessmentMarksCollectionforClass-X

A portal has been developed for management andcollectingofInternalAssessmentmarksdataofClass-Xbytheschools.Duetoimmediateuploadofdata,alotoftimewassavedduringdatacompilationandresultprocessing. Post-examination process becamehasslefreeaswellassecureforboththeevaluationcentersandCBSE.Morethan1.7Crmarkswereuploaded.

13. Examination Centres Live Streaming

AportalthatallowslivestreamingofvideosfromCBSEexam centres to have close control on examinationactivities at the exam centres and to prevent anymisconductduringthecourseofexaminations.

14. CBSEonNAD CBSEpioneeredtobeonBoardofNationalAcademicDepository with Academic documents viz. MarksSheets,PassCertificatesandMigrationCertificatesofapprox.1CrorestudentsofClassX&XIIpertainingto2014-2018examslodgedonNAD.

15. CBSEonUMANG

(UnifiedMobileAppforNewageGovernance)–AGovt.ofIndiainitiative

CBSEpioneeredtobeonBoardofUnifiedMobileAppforNewAgeGovernance(UMANG)withfourMobileAppsviz.

SchoolLocater

CentreLocater

ClassX/XIIResults

JEE(Main)Result

16. OVERS-OnlineVerificationofEvaluation&RevaluationSystem

The entire post result marks verification, photocopyandrevaluationsystemhasbeenmadeonlineexceptforphysicalevaluationbyexaminers.

17. SchoolLocaterApp&Portal

AnappandportalhasbeendevelopedforlocatinganyCBSEschoolbasedonthevariousparameterssuchasaffiliationcode,schoolcode,partialname/fullname.


18. CBSEShagunportal Aportalhasbeendevelopedforfacilitatingschoolstouploaddetailsofvariousactivitiesand/orbestpracticescarriedoutinamonth.Schoolsaresupposedtoenterdata/informationonmonthlybasis.

19. KnowYourAptitude(KYA) Portal

AportalhasbeendevelopedforschoolstoadministerAptitudeTest for the studentsanduploadingof theirscore.

20. OnlineExamCentreConsentSystem (OECCS)forCompetitiveExams

A system has been developed to obtain details andconsentofinstitutionstoactasexaminationcentresforvariousCompetitiveExaminationsbeingconductedbyCBSE.

21. OnlineExamObserverConsentSystem(OEOCS)forCompetitiveExams

Asystemhasbeendevelopedtoobtainconsentsfromacademiatoactasobserver(s)forvariousCompetitiveExaminationsbeingconductedbyCBSE.

22. OTAS-OnlineTeachersAwardsystem

An online system has been developed for invitingapplications for CBSE teacher awards. Based onweightage of various parameters, this system alsogradestheapplicantsautomatically.

23. DigiShiksha OnlineRepositoryofDigitalContentsforClass9–12studentsinaccordancewiththeprescribedsyllabi

24. OATS-OnlineAptitudeTestSystem

Online Aptitude Test System was Developed andimplemented.

25. SARANSHportalandApp

‘SARANSH’ isadatadrivendecisionsupport systemtoassistschoolsandparents intakingbestdecisionsfortheirchildren’sfuture.Itisatoolforcomprehensiveself-review for schools and parents. ‘SARANSH’ canbeusedasdatadrivenanalyticalsolutionfortrackingperformanceofstudents,withinschools,state,regionand National level. As on today more than 19000schoolsareonboard,7.5crorehitsonportal,morethan30000Appdownloadswhichishavingratingof4.5outof5.

PresentlyitisbeingRevamped.


26. e-CBSEportalandmobileApp

This has collection of110 CBSE Books in ElectronicFormat(Flipbookformat)

27. Digitalmarking/OnScreenMarkingofanswerbooks(OSM)

OnScreenMarking(OSM)wasconceptualizedbyCBSEandintroducedfordigitallymarkingofsubjectivetypeanswerscripts(32 lacs).Theanswerscriptsarecoded,scannedanddistributedthroughLANtotheexaminersinNodalCentresandevaluationisdonethroughtheOSM software. This has resulted in highly accurateevaluationofanswerscriptsaseachquestionislinkedtothemarkingscheme.Totalingofmarksandpostingis done automatically. Does not allow examiners toleaveanyquestionun-assessed. Thishas resulted inearlydeclarationofresults.

28. vè;kid –OnlinecollectionofPrincipals’&Teachers’databank

AportalhasbeendevelopedtocollectdataofteachersteachinginCBSEaffiliatedschoolsforthepurposeofevaluationofanswerscriptspertainingtoBoardsexami.e.ClassX&XII.

29. Nk=ko`fRr CBSEScholarshipPortalforapplicationtofinalisationofcandidatesforvariousscholarshipschemesofCBSE/Govt.ofIndia.

CBSE School Quality Assessment and Assurance (SQAA)

CHAPTER-12

Chapter 12 : CBSE School Quality Assessment and Assurance (SQAA) 153

12.1. Introduction:

CBSEhasdevelopedaframework‘SchoolQualityAssessmentandAssurance(SQAA)’which lays down a set of standards andbest practices as paradigms for attainingthebenchmark in an individual institutionfor theupliftmentof learningoutcomes inthedomainof school education impartedtochildren.

ThemainpurposeofSQAAisenhancementof quality, recognition of excellence,promotion of accountability, andbenchmarking schools across a range ofdescriptorsorindicatorsofassessment.

TheSchoolQualityAssuranceAssessment(SQAA) is easily implementable, feasible,transparent,objective,andcarrieswithitameasureofcredibilityandacceptability.

Assessment of a school is intended to bea means to document the strengths andweaknesses of its educational practicesandinstitutionaleffectivenessleadingthemto desired objectives. This will help themto clearly visualize their unique featuresandmake them aware of what could beimproved further. It would help teachers,educational administrators and all otherstakeholders involved in school educationto learn from this exercise and improvethemselves.

12.2. Vision of SQAA:

CBSE SQAA aspires to provide quality education to students through standardized instruments and processes of self-evaluation and external assessment benchmarks in the concept, establishment and running of effective systems within an institution in accordance with changing socio-economic and cultural contexts.

12.3. Benefits of SQAA:

SQAA empowers and enables schools toself-assess their performance in differentdomains by providing them guidelines,toolsandinstrumentstoachieveaself-settargetandgoalthushelpingtomovefurtheron developmental continuum. It wouldreassure stakeholders suchas employees,professionalbodies,generalpublicthattheschool aspires for continual improvementand thus will benefit the student learningoutcomes.SQAAwillhelpaschoolto:

• assesshowwellitisdoingindifferentareasofschoolfunctioning

• review its ongoing process ofimprovementoftheinstitution

• usethefeedbacktoplanforthefuture.

12.4. Eligibility for SQAA Process:

Each school affiliated to the Board mustundergotheprocessofSQAAandupdateitsinformationonlineontheeightdomainsonce every three years, starting from the year, 2020.

12.5. Framework of SQAA:

Sincequalityisacomplexissueineducationand should be seen in a holistic mannerso CBSE School Quality Assessment andAssuranceisholisticanditcoversallaspectsof school functioning, namely Scholastic Processes, Co-Scholastic Processes, Infrastructure, Human Resources, Inclusive Practices, Management and Governance, Leadership and Beneficiary Satisfaction.These eight domains carry differentweightageandarefurtherdividedintosubdomainswhichqualifythevariousaspectsofthatparticulardomain.


Domains of School Quality Assessment and Assurance (SQAA)

12.6. Process of School Quality Assessment and Assurance:

At the introductory level, CBSE is only focusing on Phase 1 of SQAA i.e. Self-Assessment for quality improvement of its affiliated schools

The process of School Quality Assessment and Assurance involves twoessentialphases:

Phase1: Self-Assessment using different instruments of SQAA

Phase2: Validation by External Peer Assessor Team by vising the Assesse School

Phase1 Self-Assessment • IdealState:Outcome tobeuploadedonCBSEPortaleveryyearbytheschool

• Mandatory:Outcome tobeuploadedontheCBSEPortalonceineverythreeyears

Phase2 ValidationbyExternalPeerAssessorTeam

• Ondemandbyschool

• OnrandombasisbytheBoard

• MaybedonebymembersofHubsofLearningforeachother


12.7. Self-Assessment:

Theschoolconductsself-assessmentusingtheSQAAF.TheschoolsmaymakeuseofotherSQAAinstrumentsforself-review.ThisstepisthemostimportantpartoftheentireSQAAprocess;bothintermsofcommitmentoftimeandeffortinvolvedandonthebasisofvaluetobederived.Theprocessofself-assessment includes collecting data onvarious indicators laid down in SQAA. Itshouldbepreparedthroughacollaborativeand participative approach and buildownershipofall stakeholders towards thegoalof institutionalexcellence.Onceself-assessment is done, it is also expectedof the schools that they prepare a self-improvementplanandactaccordingly.Theplanmay be aligned to the performanceindicators/standards as detailed in the

SQAAframework.Thepreparationofplanisamustinordertocompletethecycleofself-assessment. Otherwise the completepurposeofself-assessmentwillbedefeated.

Core Learning Team

School self-assessment and schoolimprovement planning is a continuousprocess. It is very important the schoolleaders (management and principal)involve the school staff and stakeholdersin these processes. The schools may setupaCoreLearningTeam(SchoolQualityAssessment and Assurance Committee)which will conduct the self-assessment ofthe school on the eight domains andwillalso coordinate with the Peer AssessorTeamthroughtheentireprocessofExternalEvaluation.

The following may be the members of this Core Learning Team:

MemberRepresentativeofSchoolManagment

Principal

Oneteacherfromeachlevel-primary,middle,secondary,sr.secondary

Onestudentfromeachlevel-primary,middle,secondary,sr.secondary

TwoParentMembersofPTA

Oneteacherfromco-curriculardomain

OneCounsellor,SpecialEducator/HealthProfessional

OnerepresentativefromAdministration

Support and Mentoring

Support andmentoringmay be providedeither by Lead Collaborators of Hubs ofLearningand/orbyaneighborhoodschoolthathasexhibitedhighstandardsofqualityassurance. CBSE will also be availablefor any support and assistance requiredin terms of organizing Capacity BuildingProgrammesaspertheneedoftheschool.

12.8. Domains and sub domains of SQAA:

Alltheeightdomainsarefurthersubdividedinto sub-domains and sub-sub-domains,which qualify the various aspects of thatparticulardomain.Eachsubdomainhas4statementsunderwhichbenchmarkshavebeendevelopedwithaweightagebetween1- 4. These benchmarking statements


provide a clarity regarding the practicesrelatedtoeachsub-subdomain.Althoughitisexpectedthateachschoolmeetsthebestpracticesasdepictedinthesebenchmarkingstatements,notallstatementswillapplytoor be appropriate for each school. Eachschool will mark against the statementthat isapplicableandappropriate for theschool. Thiswill help the school toaspireforthenextlevel.

The first statement under each sub-subdomaindepictsthebestpractice(s)carryingaweightageof4. Inorder togetascoreof4,theotherthreestatementsmuststandtrue/appropriatefortheschool.

The benchmarking statements have beengiven in CHAPTER 3 of SQAA Manualavailable at the http://cbseacademic.nic.in/web_material/Manuals/SQAA_FINAL.pdf

Description of the Level of the Score persub-subdomain

There are four levels of performance of‘Dynamic-Evolving’, ‘Stable’, ‘Transient’and‘Inceptive’forratingschoolprocesses.The school can refer the followingcriteria to know where it stands in termsof developmental stage, and formulateappropriateandachievableplansforself-improvementandenhanceaccountability.

Score Maturity Level Guidance

4 Dynamic-Evolving Demonstrates strong benchmarked definedand documented processes. Governance andleadership exhibits accountability, responsibility,self-evaluationandimprovementplanning.

3 Stable Evidencesofdatabasedimprovementprocesses.System is defined and documented. People areawareoftheirrolesintheinstitutionandpracticingit.Practicesarepreventiveandcorrectiveinnature.

2 Transient Systemisinearlyconstructiveyears.Practicesaregenerallycorrectiveinnature.

1 Inceptive System isat initial stage.Practicesare individualbased.

Note:If none of the above are true then no score need be given against the concerned sub-sub-domain.


Explanatory Chart of Domain/Sub-domain/Sub-sub domain


The CBSE SQAA is an affirmation of‘Quality’. It is ameans of demonstratingconfidence in the schools’ purpose andperformance. The goals are effectiveness,improvementandpublicassurance. Itwillnot involve rankingof schools/institutions,butrather,willestablishalevelofacceptablequalityforalltheschoolsaffiliatedwiththeBoard.Itwillhelptheschoolstogothroughthe rigorous process of self-audit andreflection,buildontheirstrengthsandworkontheareasthatneedattention,ultimatelyhelping them tomove towards becoming‘HubsofExcellence’.

Thecompleteguidelineshavebeendetailedout in the School Quality Assessmentand Assurance Manual available at thefollowinglink:

http://cbseacademic.nic.in/web_material/Manuals/SQAA_FINAL.pdf

12.9. Action to be Taken By Schools:

AlltheschoolsaffiliatedtheBoardhavetoundertake the exercise of self-assessmentto review their dimensions of quality andexcellenceandsubmitsitsreportonlinetoCBSE. The online platform for uploadingthe self-assessment report by the schoolswillbepreparedshortlyby theBoard.Tillthen, the schools may upload the reportontheirschoolwebsitebyfillingtheSchoolQuality Assessment and Assurance FormasgiveninSchoolQualityAssessmentandAssuranceManual.

NOTE TO MY COLLEAGUES : LET’S SELF- ASSESS PRINCIPALS’ SELF-EVALUATION FRAMEWORK

ON VARIOUS ASPECTS

CHAPTER-13


TheCentralBoardofSecondaryEducationcontinuouslyworksforbringingqualitativedevelopment in all its schools. Afteraffiliation, the Principal of a school takesthe lead inentire functioningofaschool.BoardhasalsodesignatedPrincipalsasthePedagogicalLeadersofaschoolwhohasthepivotalroleinmaintainingtheacademicanddevelopmentalstandardsinaschool.

CBSE believes that most of us are self-motivated, committed, positive andprogressive in outlook. Nevertheless, itis recommended that the Principals ofCBSEaffiliated schoolsmustalsobeableto undertake a process of self-evaluationto enable them to find gaps in their ownlearning/functioning so that they canembark on the path of self-developmentand need-based capacity building. For

this purpose, a Principals’ Self-EvaluationFrameworkhasbeendeveloped.

This framework is introspective in form,focussingtowardsself-improvementthroughtruthful self-analysis. This framework willalso help Principals in assessing theirstrengthsand realizing theweaknessesorareas of improvement. It has seamlesslyintegrated experiential learningpedagogyattherelevantplaces.

Fifteenmajor aspects related to the dailylives of Principals have been selected forthis self-evaluation framework.Theremaybeduplicationinsomeaspectswithineachcompetency: this has been done with thespecific objective that, on its own, andif read separately, each competency iscompleteinitself

1. Academic Matters

ThisaspectdealswiththesuggestiveactionstobetakenbyaPrincipalregardinggeneralacademicmattersaswellasforthesubjecthe/sheteaches.

• AmIawareofthelearningobjectivesandlearningoutcomesofthesubjects?

• AmIawareoftheLearningOutcomesDocumentbroughtoutbyNCERTfordifferentlevels?

• Am I aware of theCurriculumDocuments and SupportMaterial brought out byCBSE?

• Have Iadoptedordefined the learningoutcomes forall the subjectsandall theclasses?

• HaveImappedthecurriculumwiththeadoptedordefinedlearningoutcomes?

• Have I developed a well-structured mechanism to monitor the efficacy of theimplementationofcurriculumandpedagogicalplans?

• HaveIensuredadoptionoruseofvariedassessmenttoolsandtechniquesbyteacherstoassesstheperformanceofthestudents–AssessmentforLearning?

Chapter 13 : Self Evaluation Framework 161

• Have I ensured periodic assessment of students’ learning against the adopted/definedLearningOutcomestokeeptrackoftheirprogress?

• DoIhavetheclarityofkeyconceptsandthethematiccontentof thetopics tobecovered?

• DoIknowandresearchaboutthelatestdevelopmentsineducationandmysubject?

• AmIabletoimplementcontentmatterdevelopmentpractices?

• DoIhaveclearpedagogicalplansforcontentanalysis?

• AmIabletoapplyinnovativeexperimentsandlatestdevelopmentinthesubject?

• Am I able to use the knowledge to create the course content in interesting anddiverseways?

• DoIcreateresourcesthatignitetheloveforlearning?

• DoIcreateassignmentsthatengagethestudents–handsonlearning?

• HaveIunderstoodmyroleasaPedagogicalLeaderasgiveninthecircularno.Acad15-2019dated9thMarch2019givenathttp://cbseacademic.nic.in/web_material/Circulars/2019/15_Circular_2019.pdf

• HaveIcreatedtheAnnualPedagogicalPlanandimplementeditaspertheCBSEguidelines in understood his/ her role as a Pedagogical Leader as given in thecircularno.Acad15-2019dated9thMarch2019givenathttp://cbseacademic.nic.in/web_material/Circulars/2019/15_Circular_2019.pdf

2. Hubs of Learning

ThisaspectdealswiththeawarenessandcontributiontoHubsofLearning.

• DoIknowthevalueofaninteractivehub?

• DoIknowhowtocontributetoandsharebestpracticesinmyHub?

• AmIadeptatcommunicatingandtransferringinformationamongthemembersofmyHub?

• IfIamtheLeadCollaborator,doIbuildaneffectivelearningchannelamongallHubmembers?

• AmIabletoapplythelearningtothesystemsinmyschool?

• AmIabletoincorporatebestpractices?


• DoIcreateapoolofresourcesandknowledgeforHub’smembers?

• HaveIcreatedaviableplatformforfeedbackfromtheHubsmembers?

• AmIawareofthestrengthsandweaknessesoftheschoolsystemsandaccordinglysetstheself-improvementpriorities?

3. Capacity Building Programmes (CBPs) and DIKSHA

ThisaspectdealswiththecompetencytocontributeintheCBPsandDIKSHA.

• AmIawareoftheneedfortrainingandprovideexposure?

• CanIimpartrequisiteskillstotheattendees?

• DoIkeepmyselfupdatedandshareknowledgebase?

• AmIabletoeffectivelyguideandtrain?

• DoIallowmyteacherstoapplybestpracticeslearnt?

• DoIcreateresourcecentresinmyschool?

• HaveIgroomedresourcepersonsandleadersandcreatedacultureoflearningandimbibing?

• DoIpromoteuseofDIKSHAinmyschool?

• HaveIcontributedtoDIKSHA?

• DoIensureandimplementpracticeof5QuestionsaWeekprogrammeofCBSE?

• AmIawareofthe:

4 affiliationbyelawofCBSEwhichmandatestrainingofteachersandheadsof schoolsaffiliatedtotheBoard?

4 needforContinuousProfessionalDevelopmentofteachers?

4 themeoftrainingfortheyearasannouncedbytheBoard?

• HaveIdesignatedaSchoolTrainingNodalCoordinatorto:

4 Assess training needs of teachers and assist principal in designing and implementingtrainingcalendar?

4 CoordinatewiththeconcernedCBSECentreofExcellence(COE)fortheactual conductofcapacitybuildingprogrammes?


4 Maintainrecordsoftheprogrammes?

4 ProvideconstructivefeedbacktotheCOEaboutthequalityoftheprogrammes?

• DoIallocateanappropriateannualbudgetfortheCapacityBuildingofTeachers?

• DoIproviderequisiteexposuretoteacherstoupgradetheirskillsandknowledge?

• DoIensureapplicationoflearntbestpracticesbyteachersinactualclassroom?

4. Administrative

Principals’ awareness about the administrativematters and implementation has beendealtinthisaspect.

• HaveIreadallprovisionsoftheAffiliationByelawsofCBSEthoroughlyandunderstoodallmyresponsibilitiesandimplicationsofnon-compliance?

• DoIknowthedetailsofsections2,12(10(c),18and19inparticular,andallothersectionsingeneraloftheRTE?

• AmIawareabouttheEWSguidelines?

• AmIawareoftheconstitutionandmeetingsofSMC?

• HaveImadeaCodeofConductforbothStaff&Students?

• DoIknowabouttheHon’bleSupremeCourt’sGuidelinesforSchoolTransport?

• DoIknowabouttheLawspertainingtoPF/ESI?

• AmIawareofPOCSOAct?

• DoIknowabouttheProcedureandRequirementsforvariousAudits?

• DoIknowabouttheEvacuationProcedureinanydisaster/emergency?

• DoIknowabouttheDisciplinaryActionsaslaiddownbytheLawforbothstaff&students?

• DoIknowhowtomaintainStudents’Dossiers?

• DoIknowhowtomaintainandUpdatetheStaff’sDossiers?

• AmIawareabouttheRequirements&ProcurementsofNOCs(Health,Fire,Sanitation,etc.)

• BuildingPlan


• DoIknowabouttheimportantcontactdetailsandchannelsforcommunicationwithCBSEandLocalAdministrationforofficialpurposes?

• AmIconversantwithskillssetandattributesofagoodleader?

• DoIknowtheimportanceofannualacademic&schoolwelfareplans?

• DoIallowforaseamlessfunctioning?

• DoIclearlydefinemyrolesandresponsibilities?

• DoIhavechecksandbalancesinplace?

• DoIapplyannualplanseffectively?

5. School Environment

ThisaspectreferstothecreationofPositiveandHealthyEnvironmentinschool.

• DoIhavetheknowledgeaboutwhatconstitutesapositivelearningenvironment?

• DoIknowwhatwillresultinjoyfullearningandteaching?

• Am I aware of best practices globally active to create a joyful learning/teachingatmosphere?

• DoIpromotetransparencyandspiritofenquiry?

• HaveIbuiltanatmosphereoftrust?

• DoIcreateasafe,sensitiveandphysicalworkingspace?

• DoIensureproperhygienicmeasuresinmyschool?

• DoIensureconductingregularhealthcheck-upsofstudentsandallstaff?

6.Innovative Practices

Thisaspectdealswiththereadinesstoknowandimplementinnovativepractices.

• AmIawareofglobalchangesandpractices?

• AmIwillingtoexperimentandimplementnovelideas?

• DoItakeideasandfeedbackfromvariousareas?

• AmIabletolearnfrommistakesandinnovate?

• CanIcreateavibrantandforward-lookingteamforenablinginnovations?

• CanIcreateanatmospherewhichisreceptivetonewpractices?


7. Promotion of Values and Ethics

ThisaspectreferstothepromotionofValuesandEthicsindailyfunctioningoftheschool.

• AmIawareofvalueofvaluesintegratedintolearning?

• DoIknowhowtoimpartvalues?

• AmIabletoeffectivelypromoteandincorporaterightvalues?

• Doesmy school have a system where in the right values are talked about andappreciated?

• DoIupholdsrightexampleandpromotesinteraction?

• HaveIcreatedapositive,constructive,empathetic,sensitiveandadaptivepoolofstudents?

• HaveIcreatedproblemsolversandconflictresolvers?

• Have Icreatedaheightenedawarenessamongeveryone inschoolabouthavingrightvalues?

• AmIawareofrightworkethicsandknowhowtopromotethem?

• AmIawareoftheconsequencesofunethicalpractices?

• DoIcreateanethicalworkpracticeenvironment?

• AmIabletosetmyselfasagoodexampleofrightethicsbeforeeveryoneinschoolandoutside?

• DoIdemonstraterightethicsinalldealings?

• AmIabletocreateaschoolwhichvaluesethicsaboveall?

8. Learning Environment

ThisaspectdealswiththeeffectiveLearningEnvironmentinschool.

• DoIknowthecomponentswhichcreateasafelearningenvironment?

• DoIhaveknowledgeaboutmentalandphysicalwell-being?

• AmIabletoproviderightinfrastructureforgoodlearningenvironment?

• DoIcreatesafelearningspaces?

• DoIactivelysupportandimplementthepolicyofhavinggoodteachers?


• DoIpromotethespiritofenquiry?

• Dotheschool’spoliciescreatededicatedteachersandhappylearners?

9. Staff Welfare Measure

ThisaspectreferstothemeasuresforstaffwelfaretakenbythePrincipal.

• AmIawareoftheneedsofallstaffattheschool?

• DoIknowtherequirementsoftrainingbythestaff?

• AmIawareofmedicalandrelevantpersonalissuesandtakeappropriatemeasuresforhelpingthem?

• DoIlookafterbuildingselfesteem&confidenceamongtheschoolemployees?

• DoIprovideavenuesofgrowthtofulfillreasonableneedsofstaff?

• HaveIenabledacomfortableworkingspace?

• DoIimplementschemesandpoliciesforthewelfareofstaff?

• DoIimplementpoliciestopromotegrowthanddevelopmentofstaff?

• DoItakeactionsforbuildingrespectforthestaffandcreateanempoweredgroup?

10. Compliances of CBSE Directions

Principal’sawarenessaboutCBSEdirectionsaredealtinthisaspect.

• AmIawareofthelatestpoliciesanddirectivesbyCBSE?

• DoIhavethenecessarymeanstocomprehendandimplementthem?

• DoIknowwhotoreachoutandhow?

• DoIcontinuouslykeepmyselfupdatedwiththem?

• HaveIopenedaregularcommunicationchannelwithCBSE?

• HaveIdesignatedteamtoaccessandimplementdirectionsbyCBSE?

• DoIhavearelationoftrustwithCBSE?

• HaveIcreatedasystemoftrustandafeedbacksystem?

• Do I work jointly and in consonance with CBSE to create and achieve commongoals?


11. Financial Management

Thisaspectdealswiththefinancialmanagementmeasures.

• AmIawareofallfinancialneedsandlimitationsofmyschool?

• DoIknowbudgetmanagementandallocation?

• AmIawareofconstrainsandprocedures?

• AmIabletojudiciouslydistributeresources?

• DoIplanwellinadvanceaboutfuture?

• DoIhaveacontingencyplaninplace?

• DoIputwelfaremeasureinthebudgetofschool?

• DoIcreateenoughpooloffundstolookafterschoolneeds?

• DoIcreateresourcestosupportideasandneeds?

12. Stake Holders Satisfaction

Thisaspecttakescareoftheskill-setrequiredforStakeHoldersSatisfaction

• DoIknowabouttheneedsofallstakeholders?

• DoIknowabouttherightsofmanagement,parents,staffandstudents?

• DoIknowabouttheimportanceofkeepingstakeholdersengaged?

• DoIworkincloseconsonancewiththem?

• Do I take them into confidencewhile taking amajor policy decision and schooldevelopmentmeasure?

• Areallmystakeholdershappyandsatisfied?

• HaveIcreatedchannelsoftwo-waycommunicationwithallstakeholders?

• DoIhavetransparentworkingsystem?


13. Disaster Management, Safety, Security, Child Rights

Thisaspectdealswiththeawarenessaboutappropriatedisastermanagement,Safety,SecurityandChildRightsmeasures.

• DoIkeepmyselfupdatedabouttheglobalscenarioregardinghealthmatters?

• HaveIcreatedandmadeaSchoolDisasterManagementCommitteeandplaninmyschool?

• Areregulardisastermanagementdrillsdoneinmyschool?

• AmIintouchwiththeLocalSDMAforimpartingtrainingforDisasterManagement?

• DoIkeepallnecessarysafetyandsecuritycertificatesupdated?

• DoIknowtheDisasterManagementAct,POCSOAct.NCPCRGuidelines?

• DoIensuresafetymeasuresasperstatutoryrequirementsandasdefinedby theBoardfromtimetotime?

• DoIensureeffectiveHealthManagementFacilitiesintheschool?

• Do I ensure provision of safe drinking water; adequate sanitation facilities andeffectivewastemanagementpracticesintheschool?

14. Inclusivity Measures

Thisaspectdealswiththeawarenessaboutmeasurestoensureinclusivity.

• HaveIensuredawelldefinedInclusivitypolicyincompliancetotheRPWDACTandCBSEpolicyintermsofteaching,assessmentpractices,transportetc.?

• HaveIensuredinvolvingallCWSNingames,activities,AnnualDaysandallotherschoolevents?

• DoIensureappropriateinfrastructuralrequirementsforCWSNasgivenintheclauseno.4.7.3ofCBSEaffiliationBye-Laws?

15. Promotion of 21st Century Skills

Thisaspectdealswiththeawarenessabout21stCenturySkillsandactivitiestopromotesuchskills.

• AmIawareofall21stCenturySkills?

• HaveIensuredthatallmystaffisawareof21stCenturySkills?

• Ismystaffdigitallyliterate?


Nowthatallofyouhavegonethroughmymemoirs,Isincerelyhopethatyouarecarryingbackwithyoumanythingsvaluableforyourfunctioning.

Ishallkeeponupdatingthem.

PS:Justalastthought:

(source:https://in.pinterest.com/pin/570338740313758198/)

• Isentireschoolrecordcomputerized?

• AmIawareofanduseallAppsbyCBSElike,Shikshavani,ASAR,ECLetc?

• DoIpromoteparticipationinactivitiesfordeveloping21stCenturySkills?


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CBSE | Central Board of Secondary Education : Academics...Table of Contents 9 CHAPTER 7 : MAKING...

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