Accreditation-Framework NIOS

PUBLIC NOTICE
National Council for Teacher Education (Recognition, Norms and Procedures) Regulations,
2014 have made it mandatory for a TEI recognised by NCTE to obtain Accreditation from a
NCTE approved Accrediting Agency within five years from the date of recognition. The NCTE
has signed Memorandum of Understanding (MoUs) with the NAAC and Quality Council of
India (QCI) for the Accreditation of Teacher Education Programmes for Secondary and
Elementary Levels respectively. The QCI has developed draft Assessment and Accreditation
Framework in respect of Elementary Teacher Education Programmes. The QCI has decided to
elicit comments and suggestions from all stakeholders including TEIs offering Elementary
Teacher Education Programmes. The scheme and Procedure of Assessment and
Accreditation presented in the Framework is attached herewith.
The Institutions/ organisations/ Individuals interested in Teacher Education are requested to
send their comments and suggestions to Ms. Madhu Ahluwalia, Advisor, Quality Council of
India, email: madhu@qcin.org, within 15 days from the date of publication of the Public
Notice.
Member Secretary,
NCTE, New Delhi.
Draft
ASSESSMENT AND ACCREDITATION OF PRE-SERVICE TEACHER

EDUCATION PROGRAMMES: A FRAMEWORK
Quality Council of India (QCI),

National Accreditation Board for Education and Training (NABET),
ITPI Building, 6th Floor, 4-A,
I P Estate, Ring Road, New Delhi - 110002, India
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Contents
Page No.
Chapter-1: Introduction 03-06
Chapter-2: Approach to Assessment and
07-22
Accreditation
2.1 Background 07
2.2 Unit of Assessment 07
2.3 Assessment Criteria 08-10
2.4 Sub-Criteria of Major Assessment Criteria 11-15
2.5 Differential Weightages 15-20
2.6 Performance Levels and Methodology of
20
Assessment
2.7 Self-Assessment Report 21
2.8 The Process of Assessment and Accreditation 21-22
2.9 Validity of Accreditation 22
Chapter-3: Performance Levels in Respect of
the Sub-Criteria of the Major 22-50
Assessment Criteria
3.1 Criterion 1: Curriculum Enrichment and
22-24
Diversity
3.2 Criterion 2:Teching Learning and Assessment
25-30
of Learning Outcomes
3.3 Criterion-3: School Internship 30-35
3.4 Criterion-4: Research, Development and
35-38
Extension
3.5 Criterion-5: Infrastructure and Learning
38-42
Resources
3.6 Criterion-6: Student Support System and
42-45
Progression
3.7 Criterion-7: Governance and Leadership 46-50
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Chapter-I
INTRODUCTION
1.1 The Context

The assessment of an Educational Institution is widely recognized as a tool for
improving its quality. The outcome of assessment enables the concerned institution to
design and execute appropriate interventions to enhance the quality of its effectiveness.
Recognizing the importance of Institutional Assessment and Accreditation, the
University Grants Commission (UGC) established the National Assessment and
Accreditation Council (NAAC) in 1994 for the assessment of higher education
institutions including Teacher Education Institutions (TEIs) which form part of the
Higher Education System. These institutions offer degree level programmes in
education like B. Ed., M. Ed., B. P. Ed. and M. P. Ed. The NAAC has been doing assessment
of TEIs for which it had signed MoU with NCTE. The NAAC had also evolved and put in
place a system of Institutional Appraisal. However, very few TEIs came forward
voluntarily for NAAC assessment and accreditation. The NCTE Regulations, 2009
regarding Norms and Standards for recognition of Teacher Education Programmes
stipulated that an institution to be eligible for offering M. Ed. programme or for the
enhanced intake in the B. Ed. programme, should have NAAC accreditation with
minimum B grade. This provision in the Regulations undoubtedly gave impetus to the
scheme of Assessment and Accreditation of TEIs by NAAC.
To further accelerate the process of assessment and accreditation of TEIs, National
Council for Teacher Education (Recognition, Norms and Procedures) Regulations, 2014
have stipulated that an institution which has been recognised by the Council shall
obtain accreditation from an accrediting agency approved by the Council within five
years of such recognition. In other words, accreditation has been made mandatory for
all TEIs including the institutions offering Diploma level Programmes meant for
preparing teachers for the pre-school or elementary stages of Education. There are five
such programmes, namely, Diploma in Pre-School Education (DPSE), Diploma in
Elementary Education (D. El. Ed.), and Diploma in Physical Education (DPED), Diploma
in Art Education (Visual Arts) and Diploma in Art Education (Performing Arts). Since
these programmes do not form part of Higher Education sector and, therefore, are not
under the purview of NAAC, the NCTE has signed an MoU with Quality Council of India
(QCI) to the effect that the QCI shall undertake the responsibility of the assessment and
accreditation of TEIs offering the above mentioned five programmes. The objectives of
each programme along with eligibility qualification for admission and eligibility of
Institutions to offer the programme are briefly mentioned below:
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1.2. Pre-Service Teacher Education Programmes (TEPs) for
Elementary Stage
1.2.1 Diploma in Pre-school Education (DPSE)
The programme aims at preparing teachers for pre-school educational programmes
which are offered in schools under different nomenclatures such as Nursery School,
Kindergarten Schools, and Preparatory Schools. The programme covers children in the
age group 3-6 years. The duration of the programme is two years and candidates with at
least 50% marks in the higher secondary examination (+2) are eligible for admission.
The programme can be offered by TEIs along with other teacher education programmes
like: D. El. Ed. and B. Ed. However, there are institutions offering only DPSE programme.
The curriculum structure of this programme comprising theory courses, Practicum and
School Internship, is similar to the structure for other teacher education programmes
like D. El. Ed., B. El. Ed., B. Ed., etc. Like other Programmes, school internship in this
programme is also of six months’ duration.
1. 2.2. Diploma in Elementary Education (D. El. Ed.)
The programme of two years duration aims at preparing teachers for the elementary
stage of education i. e. classes I to VIII. The programme is offered under different
nomenclatures such as BTC, JBT, DEd, etc. in various States. The candidates with at least
50% marks in the Higher Secondary examination are eligible for admission to the
course. Though the course aims to prepare teachers for teaching classes I to VIII, the
qualification laid down by the NCTE under RTE Act-2009, make teachers possessing D.
El. Ed. qualification with higher secondary qualification eligible for teaching at Primary
Stage (Classes I to V) only and for teaching classes VI-VIII a teacher has to possess a
Bachelor degree along with Diploma in Elementary Education. The Curriculum
structure of this programme is also similar to the Curriculum Structure of other teacher
education programmes, that is, Theory courses, Practicum and School Internship. The
programme is offered by TEIs along with other teacher education programmes like
DPSE, B. Ed., M. Ed., etc. However, there are a large number of TEIs offering only D. El.
Ed. programme. The TEIs offering the D. El. Ed. programme are affiliated to either
SCERTs or Board of School Education for Examination and Certification purposes. The
TEIs offering this programme in combination with the degree level programmes like B.
Ed. and M. Ed. are required to seek affiliation to the SCERTs for the D. El. Ed. programme
and to the University concerned for degree level programmes.
1.2.3. Diploma in Physical Education (D. P. Ed.)
The Diploma in Physical Education (D. P. Ed.) programme of two years duration aims at
preparing teachers for elementary stage of school education (Classes I to VIII). The
candidates at least with 50% marks in the higher secondary examination (+2) are
eligible for admission to the programme. However 5% relaxation in marks is
permissible for the candidates who have participated in sports competitions at the
national or International levels. The programme can be offered by TEIs in combination
with other physical education programmes. The curriculum of this programme also has
three broad components namely, theory, practicum and school internship. However, the
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Practicum component has a special place in its curriculum. It is so designed as to give
opportunity to acquire professional skills and capacities in various games, sports,
physical activities and yogic exercises suitable for elementary school children.
In view of the specialized nature of the programme, the Norms and Standards stipulate
engagement of a different kind of faculty comprising specialists like physiotherapist,
Sport experts, Nutrition experts, etc. The implementation of the programme also
requires different kinds of learning and instructional resources like Equipment for
Anatomy, Physiology and Health Education Laboratories, sports and Field Equipment,
etc.
1. 2.4. Diploma in Arts Education (Visual Arts):
The Diploma in Arts Education (Visual Arts), which is a pre-service teacher education
programme of two years duration aims at preparing teachers to teach Visual Arts to
elementary classes, that is, classes I to VIII. The Candidates with at least 50% marks in
the higher secondary examination (+2) with visual arts (Painting/Drawing/Graphic
Design/Heritage Crafts/Applied Arts/Sculpture etc.) as an elective subject are eligible
for admission to the Programme. The programme can be offered in standalone Arts
Education Institutions or in Arts Colleges Offering courses like BFA.
Like other teacher education programmes, its curriculum also has three broad
components, namely, Theory, Practicum, and School Internship. A special emphasis is
laid on the organization of workshops, visits, projects, displays and performances. In
view of specialized nature of the programme, it requires faculty in Arts subjects
(Painting, Sculpture, Graphics and History of Arts) in addition to the faculty in
Education, Health and Physical Education and Language Arts.
The transaction of programme curriculum necessarily requires different types of
institutional resources like Arts Studio for Painting, Applied Arts Studio, and Sculpture
Studio etc.
1. 2.5. Diploma in Arts Education (Performing Arts):
The Programme titled “Diploma in Arts Education (Performing Arts) of two years
duration aims at preparing teachers to teach Performing Arts up to Class VIII. The
candidates with at least 50% marks in the higher secondary examination with
Music/Dance/Theatre as elective subject (s) are eligible for admission. However, the
candidates who have not studied Performing Arts as Elective Subjects at the higher
secondary stage but have acquired certificate/diploma from a Professional Institution
and which is recognized as equivalent to higher secondary, are also eligible for
admission. The programme can be offered in Institutions offering Courses in Music,
Dance, Drama, Theatre Arts etc. In view of the specialised nature of the Programme, its
implementation requires different kinds of instructional resources like Instrumental
Music Room with mirrors, Vocal Music Room with mirrors, and Performing Arts
Resource Centre with mirrors. In addition to faculty in education, the programme
implementation requires specialised faculty in vocal music, instrumental music, Dance,
Theatre Arts, along with professional support staff like Tabla accompanist, melody
instrumental accompanist, etc. Like other teacher education programmes, the
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Curriculum of this programme also comprises three broad components namely Theory,
Practicum, and School Internship.
1.3 In addition to the five programmes mentioned above there are a few other
programmes recognised by the state governments and also by the NCTE. The duration
of such programmes is also two years and the eligibility qualification for admission is
higher secondary with minimum 50% marks. Such programmes also need to be
assessed. However, the MoU between NCTE and QCI is only in respect of the
Programmes mentioned above from 1.2.1 to 1.2.5.
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Chapter-2
Approach to Assessment and Accreditation
2.1 Background
The existing scenario of teacher education facilities in the country presents a wide
variety in the institutional arrangement for various teacher education programmes. The
institutional arrangement in respect of various teacher education programmes can be
summarised as under:
1. University Departments of Education offering Postgraduate Programmes in
Education (M. Ed.) recognised by NCTE.
2. University Departments of Education offering both B. Ed. and M. Ed. programmes.
3. Departments of Education/Teacher Education in undergraduate and postgraduate
colleges offering one or more programmes in Teacher Education like B. Ed./B. El.
Ed./M. Ed.
4. Stand-alone Teacher Education Institutions offering one Programme in Teacher
Education.
5. Composite Teacher Education Institutions offering multiple teacher education
programmes.
6. Teacher Education Programmes in specialised areas like Visual/Performing Arts,
physical education offered in specialised institutions offering professional
programme (s) in the area (s) concerned, or in TEIs along with other Teacher
Education Programmes.
7. Institutions set up under special schemes with multiple functions including pre-
service Teacher Education, like DIETs, CTEs, IASEs, etc.
In the case of stand-alone Teacher Education Institutions offering only one programme,
there is only one affiliating body, that is, the SCERT or Board of School Education in the
case of elementary teacher education programmes and a University in the case of
secondary teacher education programmes. However, in the case of Composite Teacher
Education Institutions offering multiple teacher education programmes, there is
possibility that one programme is affiliated to one body and another programme is
affiliated to another body.
2.2 Unit of Assessment:

What should be the unit of assessment? Should assessment be programme specific or
should it be for the institution as a whole. In case, one assessment and accreditation
agency is involved in the assessment of all the programmes an institution is offering,
then the assessment of the institution in totality appears to be feasible. However, in the
case of different assessment and accreditation agencies for different teacher education
programmes, the assessment of an institution in its totality may not be possible. But the
issue concerning different levels of efficiency for different programmes, shall still
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remain. One institution may run different courses at different levels of effectiveness.
For Instance, an institution running the B. Ed. programme quite efficiently may not be in
a position to run the M. Ed. Programme at the same level of efficiency, if it has not been
able to engage faculty possessing the desired aptitude and motivation for research. An
institution running D. El. Ed. programme efficiently may not be able to run the teacher
education programmes in Visual or Performing Arts at the same level of efficiency. In
the circumstances explained above, the programme specific assessment and
accreditation appears to be more workable and desirable.
The provisions for programme specific assessment and accreditation has the following
implications for the organization of its process:
1. A TEI intending to get itself assessed shall have to submit separate Self-Assessment
Reports (SAR) in respect of each Teacher Education Programme.
2. A TEI may submit proposal simultaneously for assessment for more than one
programme.
3. A TEI may get itself assessed in respect of one programme to begin with and may
submit proposal for assessment in respect of other programmes in the subsequent
years.
4. A TEI may simultaneously submit applications for assessment to different agencies
recognized by NCTE for the assessment and accreditation of different programmes.
2.3 Assessment Criteria

2.3.1 Conceptual Framework
The criteria for Assessment of TEIs have to emanate from the overall objectives of the
teacher education system and the Country’s vision of a teacher in the present times and
in near future. The envisioned role of a teacher includes the ability to implement
constitutional objectives relating to promotion of social inclusiveness, social justice,
scientific temper, social harmony, and national integration. In order to acquire the
ability for the implementation of constitutional objectives, a teacher should be capable
of reflective thinking.
A teacher in the present times is expected to perform multiple roles. Being a reflective
thinker, the teacher shall be able to generate new knowledge in the field of pedagogy,
child study, and other related fields. In addition, the teacher is also expected to provide
guidance and counselling to the needy students, manage classroom diversities, mobilise
resources, make use of available resources, etc. In order to equip the prospective
teachers for performing the above mentioned multiple roles, a TEI has to organize a
variety of programmes and activities which broadly relate to curriculum of the
programme, teaching-learning approaches, evaluation practices, research activities, etc.
An institution needs essential inputs in the form of physical infrastructure and
instructional resources to undertake the programmes and activities indicated above.
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For better functioning, a TEI is expected to have the wherewithal to attempt innovations
in every aspect of its functioning.
2.3.2 Developing Assessment Criteria

To develop the assessment criteria for various teacher education programmes, in the
backdrop of the vision of a teacher and of a TEI discussed above, the Quality Council of
India (QCI) reviewed various Accreditation Standards/Rating Frameworks prevalent in
India and abroad. A few important standards and rating frameworks are as follows:
i. Self-Assessment Manual for TEIs developed by NAAC (India)
ii. Principles and Standards for Teacher Education Program applied by TEAC
(Teacher Education Accreditation Council), USA
iii. Professional Standards for Accreditation of Teacher Preparation Institution
applied by NCATE (National Council for Accreditation of Teacher Education),
USA
iv. Framework for Accreditation of Initial Teacher Education Program in Australia
by AITS (Australian Institute for Teaching and School Leadership)
v. Australian Professional Standards for Teachers applied by BOSTES (Board of
Studies Teaching and Educational Standards), NSW
vi. Accreditation Standards applied by CAEP (Council for the Accreditation of
Educator Preparation), USA
vii. NIRF: A Methodology for Ranking Universities and Colleges in India
National Assessment and Accreditation Council (NAAC) in India applies following
assessment criteria for accreditation: Curricular Aspects, Teaching-Learning and
Evaluation, Research, Consultancy and Extension, Student Support and Progression,
Infrastructure and Learning Resources, Governance and Leadership and Innovative
Practice.
Principles and Standards for Teacher Education Program emphasized by TEAC, USA
are: Curriculum, Faculty, Facilities, Fiscal and Administrative, Candidate Support
and Candidate Complaints. The standards for accreditation of Teacher Preparation
Institutions emphasized by NCATE are Candidate knowledge, Skills, and
Professional Disposition, Assessment System and Unit Evaluation, Field Experience
and Clinical Practice, Diversity, Faculty: Qualification, Performance and
Development and Governance and Resources. CAEP (Council for the Accreditation
of Educator Preparation), USA applies following standards for accreditation of
Programme for Educator Preparation: Content and Pedagogy Knowledge, Clinical
Partnership and Practice, Candidate Quality, Recruitment and Selectivity,
Programme Impact and Provide Quality Assurance and Continuous Improvement
AITS applies following broad standards as Graduate Teacher Standards:
Professional Knowledge, Professional Practice and Professional Engagement and
following standards for programme accreditation: Program Outcome, Program
Development, Program Entrants, Program Structure and Content, School
Partnership, Program Delivery and Resources, Program Information and
Evaluation. Australian Professional Standards for Teacher of BOSTES (Board of
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Studies Teaching and Educational Standards) covers the broad domains of teaching
as professional standards for teachers: Professional Knowledge, Professional
Practice and Professional Engagement.
National Institutional Ranking Framework: A Methodology for Ranking of
Universities and Colleges in India developed by Department of Higher Education,
MHRD, GoI applies following five parameters for ranking of Universities, Colleges
and Institutions in India: Teaching, Learning and Resources, Research Productivity,
Impact and IPR, Graduation Outcome, Outreach and Inclusivity and Perception.
On the basis of review of above mentioned accreditation standards/frameworks, it
was observed that following criteria are covered by almost all frameworks:
a) Curriculum (Professional Knowledge, Professional Practice and Professional
Engagement)/Program Structure and Content
b) Curriculum Delivery/Teaching-Learning
c) Assessment of Learning Outcome/Programme outcome
d) Infrastructure/Resources
e) Governance and Leadership
f) Student Support Facilities
After extensive deliberations, the Quality Council of India (QCI) has developed the
following criteria for the assessment and accreditation of teacher education
programmes in the pre-school and elementary education sectors:
i. Curriculum Enrichment and Diversity
ii. Teaching-Learning and Assessment of Learning Outcomes
iii. School Internship
iv. Research, Development and Extension
v. Infrastructure and learning resources
vi. Student Support System and Progression
vii. Governance and Leadership
Some of the assessment criteria mentioned above are broad performance-cum
Outcome areas of TEIs, such as Curriculum Enrichment and Diversity organization of
teaching-learning process including assessment of learning outcomes, organization of
Research, Development, and Extension activities and organization of School Internship.
The other assessment criteria like Infrastructure and Learning Resources, Student
Support and Progression and Governance mechanism and Leadership styles, are the
enabling factors which facilitate institutional functioning in the performance areas. To
ensure ease and objectivity in assessment, sub-criteria of each criterion have been
identified. The assessment criteria along with their sub-criteria are briefly discussed
below:
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2.4 Sub-Criteria of Major Assessment Criteria
2.4.1. Curriculum Enrichment and Diversity:
In India the Curriculum for various teacher education programmes is developed by the
affiliating and examining bodies and the TEIs are required to implement the ‘given’
curriculum. However, curriculum development is not restricted to the formulation of
curriculum structure and syllabi of different courses. While implementing the
curriculum, teachers are likely to face certain difficulties and notice some weaknesses in
the course content. They can discuss these issues with colleagues and students, who are
the stakeholders in all aspects of the teacher education programme. After obtaining the
feedback from stakeholders, they can communicate the same to the curriculum
developers. The TEIs may attempt local contextualization of curricular material by
developing supplementary reading material for the use of students.
The Curriculum implementation also includes organization of a variety of activities
popularly known as co-scholastic activities, the quality and relevance of which will not
be the same in different TEIs. This implies that the effectiveness of the organization of
CSA is a valid indicator of the quality of an institution. Above all, some TEIs are likely to
adopt innovative practices in various processes of curriculum development and
evaluation.
In the light of the above discussion, the following sub-criteria have been identified for
the criterion ‘Curriculum Enrichment and Diversity’-
A. Curriculum Appraisal
B. Involvement of Stakeholders
C. Curriculum Contextualization
D. Interaction with Curriculum Developers
E. Co-scholastic Activities
F. Innovative Practices
2.4.2. Teaching-Learning and Assessment of Learning Outcomes

Teaching-learning process if organized appropriately, leads to the realisation of
Curricular Objectives. In the classroom, the teacher is called upon to meet the needs of
the learners coming from diverse backgrounds. The teachers are expected to adopt
methodologies of active learning so as to promote creative thinking and reflection
among learners. However, to organize teaching-learning process imaginatively and to
promote active learning among students, the teacher shall have to continuously strive
for his/her own professional development. In other words, a TEI promoting active
learning and creating opportunities for continuing professional development of its
faculty should be entitled to receive a higher grade as part of its assessment.
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As students’ evaluation is an integral part of the teaching-learning process, it is
imperative to take into consideration as to how an institution organizes and performs
internal as well as external evaluation of students’ learning outcomes. The TEIs
attempting innovations in the organization of Teaching-Learning Process or Students’
evaluation will certainly receive higher scores in comparison to institutions not
attempting any type of innovation. The organization of teaching-learning process leads
to certain learning outcomes which are generally reflected in the learners’ success in
examinations. In the case of a TEI, the scores of its alumni in the Teacher Eligibility Test
(TET) or in a Recruitment Test are also indicative of the level of learning outcomes of its
past students.
In the light of the above discussion, the following have been identified as the sub-
criteria of the Criterion titled ‘Teaching-Learning and Assessment of Learning
Outcomes:
A. Catering to Diverse Needs
B. Active Learning
C. Creating Opportunities for Teachers’ Professional Development of Teachers
D. Students’ Evaluation
E. Innovative Practices
F. Learning Outcomes Indicators
2. 4.3. School Internship
The performance area of ‘School Internship’ occupies the central place in the conduct of
a teacher education programme. The norms and standards for various teacher
education programmes as laid down in the NCTE Regulations, 2014 stipulate school
internship of 20 weeks’ duration. In view of its enhanced duration and enhanced
weightage in the examination scheme, its organization has assumed a greater
significance. The school Internship Programme, if organized professionally, shall equip
the prospective teachers to acquire experience of working in diverse situations. The
professionalization of the organization of Internship will necessitate pre-internship
preparation involving dialogue with internship schools, monitoring and supervision of
internship on a continuing basis, sharing of internship experiences and reflection for
future improvements, Community work and Community service and Innovations
attempted in any aspect of internship organization such as pre-internship preparation,
Interaction and dialogue with schools, etc.
In the light of above discussion, the following have been identified as sub-criteria of the
Criterion ‘School Internship’:
A. Exposure to Diverse Needs and Setting
B. Pre-Internship Preparation
C. Involvement of Teachers of Internship Schools
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D. Monitoring, Supervision and Evaluation of School Internship
E. Periodical Sharing of Experiences
F. Interface with the Community
G. Innovative Practices
2. 4.4. Research, Development and Extension
The functions of a TEI have to go beyond its usual functions of teaching the prescribed
curriculum and providing opportunities for the development of teaching and related
skills. A TEI is expected to upgrade its performance on the basis of research evidence. It
may not be able to generate new knowledge to enrich the existing stock of knowledge in
the field but it can certainly undertake such research as has the potential to enhance its
efficiency in various performance and outcome related areas. Though a TEI is not a
formally recognised R & D centre but it is expected to undertake Research and
Development activities such as conduct of perception surveys, assessment of local
specific curricular needs, identification of difficult spots and students common errors,
development of teaching learning material as per the identified local specific needs,
development of various assessment tools like question papers, questionnaires, check
lists, rating scale etc. In order to take the outcome of its R & D to the schools and to the
community the TEI may organize seminars, workshops etc. for the teachers and parents
of the Internship schools.
In the light of the above discussion, the following have been identified as the sub-
criteria to describe the performance and contribution of a TEI in research, development
and extension activities-
A. Creation of Research Environment
B. Research Output
C. Developmental Activities
D. Sharing of Outcome of Research and Developmental Activities
E. Extension Programme
2. 4.5. Infrastructure and Learning Resources
Before its establishment and commencement of functioning, a TEI has to possess the
infrastructure and instructional resources as laid down in the Norms and Standards for
various programmes under NCTE Regulations. The institution should possess the
required land area and built up area comprising classrooms, office rooms, seminar halls
and space for various Resource Centres, laboratories, playground, etc. The available
physical facilities need to be suitably maintained including cleanliness of the campus,
standing mechanism for upkeep of the furniture, maintenance of electric and electronic
gadgets etc.
In order to organise the instructional process, a TEI must possess the teaching-learning
resources like: Library resources, reference books, journals etc., ICT resources both
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hardware and software, curricular material related to different subjects taught in
schools, material and equipment for fine arts, performing arts craft material, equipment
and facilities for physical education, yoga, games, sports etc. The institution is also
required to provide facilities of clean and functional toilets separately for male and
female students, safe drinking water, parking facilities, indoor games etc.
The TEIs are further expected to continue augmentation and improvement of existing
facilities. Therefore, the improvement made during the past few years in each facility
needs to be specifically looked into.
In the light of above discussion, the following have been identified as the critical
components of the infrastructural and instructional requirements:
A. Infrastructure
B. Building and Campus
C. Library Resources
D. ICT Resources
E. Teaching-Learning Laboratory Resources
F. Art and Craft Resources
G. Health and Physical Education Resources
H. Amenities like Toilets, Drinking water, Parking facilities, Common Room etc.
2. 4.6 Student Support and Progression
A TEI is expected to organize a number of support services for the students on its rolls
to assist them to address their difficulties and problems and to plan for their
advancement in the teaching profession. Some of the students may require personal or
psychological counselling to overcome the strain and stress in life, if any. The placement
cell, if established, may help the students for placement in schools or arrange for
coaching for taking eligibility or recruitment test. To assist the students to clarify their
doubts in different courses, the TEI is required to organize individualised remedial
programme through mobile phones, emails or discussion in small groups or by
circulating model answers to frequently asked questions (FAQs). The organization of
student welfare schemes like scholarship schemes, educational loans, health check -ups,
and medical assistance etc. also needs to be ascertained. A TEI may provide the desired
assistance and support to the students to make progress in their endeavours to turn out
to be effective teachers. As there cannot be one standard procedure for all the TEIs in
the organization of such activities, there shall always be the scope for innovations in the
matter of providing support services to students.
In the light of the above discussion, the following sub-criteria have been identified for
institutional assessment and accreditation:
A. Counselling and Placement Services
B. Individualised Mentoring and Remedial Instruction
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C. Student Empowerment schemes
D. Grievance Redressal Mechanism
E. Innovative Practices
2. 4.7. Governance and Leadership
The effectiveness of an Institution leading to the realization of the institutional
objectives depends on the kind of Leadership provided by the Head of the Institution.
Besides having a distinctive style of leadership, an educational leader creates
appropriate institution specific structures and systems. In the case of TEIs, some
structures have been suggested in the NCTE Regulations, 2014 like appointment of a
Management Committee, establishment of Grievance Redressal Mechanism etc. Apart
from the appointment of such Committees, periodicity of meetings, agenda and issues
tackled by the Committees should be taken as the criteria for institutional assessment.
The TEIs have to manage students’ admission for which objective and transparent
selection criteria have to be evolved and adopted. The institution needs to evolve a
system for the selection and management of human resources including teaching,
technical and support staff. The management of institutional finances and establishment
of Internal Quality Assurance System are also relevant criteria for institutional
assessment. The establishment of Internal Quality Assurance System will
institutionalise the system of self-assessment, the utility of which for quality assurance
is beyond doubt. The process of self-assessment followed by appropriate intervention
and remedial measures has to be a standing and continuous process. Above all, in the
matter of governance, there is enough scope for the management of the institution,
particularly the Head of the Institution to make innovation in all aspects of institutional
governance.
In the light of above discussion, the following sub-criteria have been identified for the
purpose of institutional assessment and accreditation:
A. Vision and Mission
B. Management Committee
C. Leadership Approaches
D. Management of Student Admissions
E. Human Resource Management
F. Financial Management
G. Internal Quality Assurance System
H. Innovative Practices
2.5 Differential Weightages
It will not be in the fitness of things to assign equal weightage to the seven criteria of
assessment discussed in the preceding section. As mentioned earlier, the first four
criteria relate to performance and Outcome areas and are result oriented but the last
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three criteria are related to inputs and governance structures and systems put in place
by the institution. Therefore, it is more logical to assign more weightage to the criteria
related to Performance and Outcome areas and results achieved by the institution.
There is also a case for assigning differential weightages to different sub-criteria within
the two broad categories of assessment criteria-as expectation from the TEIs are not the
same in respect of each criterion.
In view of differential expectations from TEIs in respect of different assessment criteria,
it becomes imperative to assign differential weightage for different assessment criteria.
The differentiated weightages for each of seven assessment criteria are detailed in the
Table given below:
Table: Weightage assigned to Assessment Criteria
Weightage in terms Weightage in terms
Assessment Criterion
of Marks of Percentage
1. Curriculum Enrichment and Diversity 100 10
2. Teaching Learning and Assessment of 300

30
Learning Outcomes
3. School Internship 200 20
100
4. Research, Development and Extension 10
100
5. Infrastructure and Learning Resources 10
6. Student Support and Progression 100 10
100
7. Governance and Leadership 10
Total 100
1000
Table: Weightage assigned to Sub-Criteria
Criterion
Weightage in
S. No. Sub-Criterion
terms of Marks
A. Curriculum Appraisal
1. Curriculum
10
and Diversity
Enrichment
B. Involvement of Stakeholders 10
C. Curriculum Contextualization 20
16
D. Interaction with Curriculum
10
Developers
E. Co-Scholastic Activities 40
F. Innovative Practices 10
Total
100
A. Catering to Diverse Needs

40
2. Teaching-Learning and Assessment of
B. Active Learning
60
C. Creating Opportunities for Professional
50
Learning Outcomes
Development of Teachers
D. Students’ Evaluation
60
E. Innovative Practice
30
F. Learning Outcomes Indicators

60
Total
300
A. Exposure to Diverse Needs and Settings 10

B. Pre-Internship Preparation 40
C. Involvement of Teachers of Internship
40
3. School Internship
Schools
D. Monitoring, Supervision and Evaluation
40
of School Internship
E. Periodical sharing of Experiences 30
F.
Interface with the Community 20
G. Innovative Practices 20
Total 200
17
A. Creation of Research Environment 10
4. Research Development
B. Research Output 10
and Extension
C. Developmental Activities 30
D. Provision for Sharing of Outcomes of
30
Research, Development and Extension
E. Extension Programmes 20
Total
100
A. Infrastructure 10
5. Infrastructure and Learning Resources
B. Building and Campus 05

C. Library Resources 20
D. ICT Resources 20
E. Teaching-Learning Laboratory
20
Resources
F. Art and Craft Resources 10
G. Health and Physical Education
10
Resources
H. Amenities 05
Total
100
A.
Counselling and Placement Services 30
B. Individualised Mentoring and Remedial
6. Student Support and
20
Instruction
C.
Progression
Student Empowerment Schemes 20

D. Grievance Redressal Mechanism 20
E. Innovative Practices 10
100
Total
18
A. Vision and Mission 10
B. Management Committee 10
7. Governance and Leadership
C. Leadership Approaches 20
D. Management of Student Admissions 10
E. Human Resource Management 20
F. Financial Management 10
G. Internal Quality Assurance System 10
H. Innovative Practices 10
Total
100
2.6 Performance Levels and Methodology of Assessment-

The experience shows that different TEIs function at different levels of effectiveness in
respect of different assessment criteria. A TEI may have demonstrated just ‘average’
performance with reference to the criterion ‘Curriculum Enrichment and Diversity’ but
may have demonstrated excellent performance with reference to the organization of
Teaching Learning Process. Another TEI might have demonstrated ‘unsatisfactory’
performance in one criterion but ‘good’ performance in another criterion. In view of
such possibilities, the QCI, to begin with makes assessment of a TEP separately on each
criterion, for which a 4-point rating scale is used.
The four rating points are indicative of four level of performance, namely, Very Good,
Good, Satisfactory and Unsatisfactory corresponding to letter grades of A, B, C and D. By
aggregating the grades earned by an institution separately on different assessment
criteria, an overall grade is worked out in respect of the programme proposed for
assessment.
It may not be easy to assign a rating grade for a TEP in respect of a criterion in totality.
To make the process of assessment more objective as well as convenient, sub- criteria of
each ‘criterion’ have been identified. The Assessors Team first assigns ‘rating’ on the
sub-criteria of a criterion separately, and thereafter the ratings assigned for different
sub-criteria of the major criterion are aggregated to work out an overall average rating
for the criterion as a whole. The rating scale relating to the sub-criteria can be used by
the institution for self assessment. It will also be used by the team of external assessors.
In the end, seven rating grades in respect of seven assessment criteria are aggregated
and the overall rating in respect of the programme proposed for assessment is worked
out. Thus, the assessment is carried out in the following three stages:
19
(i) Assessment with reference to the sub- criteria of the seven assessment criteria
(ii) Working out overall rating in respect of each major criterion of assessment
(iii) Working out overall rating in respect of the TEI with reference to the
programme proposed for assessment.
2.7 Self-Assessment Report (SAR)-
A TEI is required to prepare the Self-Assessment Report (SAR) in respect of before
presenting itself to QCI for assessment and accreditation. The SAR is to be prepared
in two parts. In the first part, the institution provides the essential data specially
with regard to the location of the institution, its status of recognition and affiliation,
courses offered, Physical infrastructure it possesses, Instructional resources it has
provided, human resources it has engaged, statement of Income and expenditure
and the Governance structures it has created to ensure its proper functioning. This
part of the report provides details of the inputs provided by the institution with
regard to each assessment criterion and also with regard to its sub-criteria. The
above mentioned data shall be submitted by the TEI as per Guidelines developed by
the QCI.
The second part of the SAR comprises criterion – wise description of the strengths of
the institution as reflected in its contributions and achievements on the one hand
and on the other its weaknesses reflected in its failure to realise the desired
objectives. This section may also include a brief discussion on the future plans of the
institution and the strategies drawn by it for the execution of the plans. The
evaluative analysis has to be attempted separately for each of the sub- criteria.
2.8 The Process of Assessment and Accreditation -

The process of Assessment and Accreditation by the QCI involves the following stages:
(i) Online submission of Letter of Intent (LOI) by the TEI intending to get a TEP
assessed and accredited by the QCI.
(ii) The preparation and submission of a Self Appraisal Report (SAR) by the
Institution in accordance with the Guidelines prepared by the QCI.
(iii) The appointment of an ‘Assessors Team’ by the Executive Committee of the QCI
or by a Committee of experts appointed by the QCI. The ‘Assessors Team’
comprises three members, out of whom the senior most member is designated as
the Team Leader. The team may comprise Teacher Education experts, domain
experts and educational administrators. In the case of specialised programmes
like Diploma in Physical Education (D.P. Ed), Diploma in Arts Education (Visual
Arts) and Diploma in Arts Education (Performing Arts), two members are
domain experts and one member shall be the Teacher Education expert or an
Educational Administrator.
20
(iv) The ‘On-site’ visit of the ‘ Assessors Team’ for validation of SAR on the basis of
physical verification of the human and non-human resources and management
thereof, organisation of teaching learning process, perceptions of the students,
teachers, non teaching staff and other stakeholders and contributions and
achievements of the institution in various performance areas. The work schedule
of the visit, which lasts for two days, is drawn by the Assessors’ team in such a
way that the report is finalised on the spot on the second day of the visit.
(v) Consideration of the ‘Assessors’ Report by the Joint Consultative Committee of
the QCI and NCTE. On the basis of the appraisal of the Assessors’ Report, the
Committee recommends if the concerned TEI qualifies for accreditation or not. In
the case of TEIs qualifying for accreditation, the Committee also recommends the
Accreditation Grade
(vi) The Teacher Education Accreditation Committee of the QCI considers the
recommendations of the Joint Consultative Committee and takes the final
decision.
2.9 Validity of Accreditation
The accreditation of a TEI will be valid for a period of five years. However, if it is
noticed as a part of the annual monitoring of its website or if it is reported by the
affiliating body or by the State Government that the performance of the institution
has deteriorated after its accreditation, the QCI shall place the matter before the
Joint Consultative Committee for appropriate decision.
21
Chapter-3
Performance Levels in Respect of the Sub-criteria of the Major
Assessment Criteria
In the present chapter, the descriptors of Performance Levels in respect of the sub-
criteria of the major assessment criteria have been explained for reference and
convenience of TEIs for Self-assessment and also for the Assessors deputed by QCI for
external assessment.
The descriptors have been provided for four levels of Performance (Level-I to Level-IV)
corresponding to Grades D, C, B, and A respectively. The increasing levels of
performance are indicative of higher level of achievement and effectiveness.
3.1 Criterion 1: Curriculum Enrichment and Diversity
Sub-criterion-A: Curriculum Appraisal

Level-I Level-II Level-III Level-IV
Pre-dominantly
Pre- occupied with The curriculum A formal structure
occupied with the
the teaching of prescribed by the is created to
teaching of
prescribed affiliating body is undertake the
prescribed
curriculum with an reviewed in the Evaluative study.
curriculum but
unquestioning meetings of staff Specific issues are
teachers informally
attitude. Accepts the held under the identified for
obtain feedback
Authority of the chairmanship of the obtaining the
from students and
Affiliating body to Head. The subject required feedback
other teachers and
prescribe the wise courses are from students,
share the feedback
detailed syllabi and discussed in small teachers etc. Review
with the Head of the
does not feel the groups of teachers. workshops/
Institution.
need for making any The results of the seminars are
addition or exercise are organized on
modification. communicated to different aspects of
the concerned curriculum. The
officials in the recommendations
affiliating body. of the seminar/
workshop are
presented before
the concerned
curriculum
committees of the
affiliating body.
22
Sub-Criterion-B: Involvement of Stakeholders
The teachers and
The pre-dominant The TEI elicits the
students hold the The TEI facilitates
view in the views of teachers
view that they have discussion and
institution is that and students on
a stake in the debate on the
curriculum matters relating to
quality of content of Teacher
development is the Curriculum and
curriculum. They Education
prerogative of the consolidates the
informally elicit Programmes. The
affiliating body and same in the form of
views of teachers teachers and
the TEIs and suggestions for
and students students are
teachers are only consideration by
regarding encouraged to
responsible for the the curriculum
incorporation of participate in such
implementation of development
new elements in discussions.
curriculum. authorities.
curriculum.
Sub-Criterion-C: Curriculum Contextualization
Level-I Level-II Level-III Level-III
Besides Teachers are
The TEI has
Though the TEI implementing the encouraged to
developed a
gives priority to the prescribed develop
structured
transaction of curriculum, many supplementary
programme for the
curriculum as teachers make an learning material in
identification of
prescribed by the attempt to the form of
plug points in the
affiliating body, the supplement it by modules, handouts
textual material
teachers do context specific etc. Teachers are
where local context
sometimes make an themes related to provided incentives
specific content
attempt to use the curriculum for their
could be used. The
locally relevant content. contributions. The
locally relevant
examples for the library has learning
Teaching Learning
clarification of resources relating
Material in the
concepts. to local history,
Print, Audio and
customs, traditions,
Video formats are
economic activities
developed
etc.
Sub-Criterion-D: Interaction with Curriculum Developers

23
The TEI is aware of The TEI takes The TEI is proactive The TEI makes a
the process of interest in the in matters relating comparative
curriculum curriculum content to teacher analysis of the
development in the of the Programme education curriculum in use in
affiliating body, but (s) it offers, makes a curriculum. It other States/
are not aware of the study of the organizes Universities/
persons involved in curriculum in use in discussions/ Countries, organizes
the exercise. It other states/ seminars etc. on the discussions on the
seldom universities and modernization or outcomes of
communicates occasionally renewal of analysis with the
suggestions for communicates curriculum and stakeholders,
modifications/ suggestions for the involves the formulates
renewal of consideration of the stakeholders like recommendations
curriculum. affiliating body. students in the for renewal of the
deliberations. The curriculum, makes
outcomes of the an attempt to
discussions are implement the
shared with the recommendations
experts responsible on a limited scale on
for the development experimental basis,
of curriculum. and then
communicates the
same to the
curriculum
development body.
Sub-Criterion-E: Co-Scholastic Activities

Recognizes the need Has made The services of Organizes Inter
and importance of organization of Professionals in the College
co-curricular cultural, literary fields of music, competitions in
activities, organizes and sports activities dance, and theatre sports, cultural and
morning assembly, an integral part of are availed to Literary activities
and celebrates institutional annual prepare the and encourages
important days, calendar. Indoor as students for students to compete
indoor games are well outdoor games participation in in such programmes
arranged. A few are organized. Inter cultural outside the
students participate house competitions programmes. institution. The
in the activities. are organized. Debates and talks students have won
Important days on educational prizes/ medals at
related to the themes are the district/ state
themes included in organized. Annual levels. Annual
curriculum are sports meets are cultural festival and
organized. organized. Efforts sports meet is
24
are made to ensure organized. Yoga
participation of programmes and
majority of evening games are
students. organized regularly.
Sub-Criterion-F: Innovative Practices
By and large, pre- Recognizes the Provides guidance The innovations
occupied with the importance of and facilities to the attempted by the
teaching of the innovations and staff for attempting teachers
prescribed syllabus. encourages the staff innovations. The individually and by
Does not have the to attempt proposed the TEI have been
resources as well as innovations in the innovations are disseminated
expertise for development and discussed in staff through publication
attempting any appraisal of meetings and in Journals, etc.
innovation in the curriculum. The finalized after These have also
development and institution has discussion. The been shared with
evaluation of attempted a few innovations are the stakeholders
curriculum. innovations which implemented like students and
However, makes an have the potential collectively under parents and also
attempt to enhance to improve the the guidance of the with teachers of
the effectiveness of functioning of the Team Leader. The other institutions.
the existing institution. teachers are also Impact of
Teaching Learning encouraged to innovations has
Process. attempt innovations been assessed and
individually. The the modifications
TEI has attempted a required have been
few innovations at formulated.
the individual as
well as at the
collective level.
3.2 Criterion-2: Teaching-Learning and Assessment of Learning

Outcomes
Sub-criterion-A: Catering to Diverse Needs
Recognizes that Teachers make a Teachers work together The TEI makes a
student teachers systematic study of in a team to study the comparative
coming from the learning needs learning needs of diverse study of the
different of students of groups and share their needs of its
backgrounds have different findings with other students with
diverse needs but backgrounds on members of the staff. the needs of
due to pressures of their own and students in
The strategies to address
25
external examination, adapt the teaching the diverse needs are other
prefer to teach the learning process to jointly decided. The regions/states,
same curriculum to meet the diverse adoption of strategies and organizes
all the students in a needs by adopting their impact is structured
similar manner strategies like-re- continuously monitored discussions on
irrespective of their teaching, linking by the TEI. the students’
background. the prescribed needs and
curriculum with makes a study of
local knowledge, strategies
re-writing the attempted at
textual material by different places.
incorporating
The
locally relevant
interventions
examples.
planned by it
may aim at
devising
strategies to
bring about
enhancement in
language and
children’s
proficiency,
transition from
home language
to standard
language,
attitudinal
changes etc.
Sub-Criterion-B: Active Learning

Generally one way The importance of Recognizing the The TEI has the
transaction takes active learning advantages of active policy to
place in majority of involving self- learning, the TEI decides encourage the
classes. Occasionally learning is well- to incorporate the teachers to use
teachers provide an recognized but is principles of active principles of
opportunity to the sparingly used due learning, more frequently active learning
students to ask to pressure of in their day to day frequently. The
questions and external teaching. The teachers TEI ensures that
sometimes teachers examination. are required to identify majority of
also raise issues for However teachers the students do turn
discussion. make an attempt concepts/contents/points out to be self-
occasionally to in their subject which learners or
26
encourage the could be conveniently generators of
students to link used for active learning. knowledge on
different curricular The students are their own.
themes with their gradually enabled to pick
The teachers are
observations, up the habit of self-
often in a
experiences and learning.
position to
literature study.
demonstrate the
use of active
learning
methodologies,
sometimes
external experts
and experienced
teachers are
involved to give
demonstrations
on Active
learning.
The experiences
gained or
compiled by the
TEI are
disseminated
through
publications or
presentations in
seminars.
Sub-Criterion-C: Creating Opportunities for Professional Development of Teachers

The TEI recognizes The TEI readily The TEI builds academic The TEI
the importance of permits the environment in the regularly
continuing teachers to institution by organizing organizes
professional participate in academic activities on a professional
development but is seminars, regular basis. The development
not in a position to conferences, etc. teachers are encouraged programmes,
execute any such Sometimes to participate in such publishes
programme due to programs like programmes outside the reports or books
shortage of staff and extension lectures, institution and also for wide
financial constraints. seminars etc. are provides financial dissemination.
Teachers on their organized by the assistance for the same.
It ensures that
own make efforts for institution, for the Teachers present papers
all the faculty
27
their professional benefit of students in conferences, etc. members are
development. and teachers’ study actively engaged
circles are in such
established to hold programmes.
discussions on The
educational themes achievements of
of current teachers are
importance. suitably
recognized and
wherever
required
financial
assistance is also
provided.
Discussions on
the latest
publications are
organized,
documentaries
and films are
screened
followed by
discussion.
Sub-Criterion-D: Students’ Evaluation
The TEI organizes Students’ The students are required The students are
unit test in theory evaluation is to make presentations on required to
courses as part of recognized as an their project reports, maintain the
CCE. The students are integral part of the term papers etc. Marks or portfolio of their
also required to teaching learning grades for the projects work in the TEI.
submit process. The unit reports, etc. are assigned The portfolio is
projects/assignments tests or half-yearly by a team of two teachers. assessed by a
as suggested in the tests also include The institution has committee of
syllabi of different questions which developed a mechanism teachers for
courses. The major aim at testing for the moderation of Internal
focus in students’ higher order skills, internal assessment Assessment.
evaluation is to meet projects or scores. The TEI has made Viva-voice test is
the requirement of Assignments are efforts to remove the also conducted.
the examination selected by element of subjectivity in The question
scheme prescribed students after assessment. papers also
by the affiliating discussion with include a few
body. peers and teachers. questions which
The students’ have the
answer books, potential to
28
projects, trigger reflective
assignments, etc. thinking. The
are evaluated by students’
the subject evaluation is
teachers. made
comprehensive
by assessing the
professional
competencies a
student teacher
has acquired and
the ethical
principles
he/she follows.
Sub-Criterion-E: Innovative Practices
By and large, faculty The TEI recognizes The TEI has conceived a The innovations
holds the view that the importance of few innovations aimed found successful
their primary task is innovation in all at promoting reflective are
to teach the aspects of its work thinking and for making disseminated
prescribed and makes attempt students’ evaluation through
curriculum on Time to promote active Comprehensive. Prior to publication of
and to conduct the learning and implementation of reports and
periodical objective based innovations, intensive articles in
examinations and evaluation. The discussions are held and Journal.
prepare the students faculty members during the course of Orientation
for the external compile innovations implementation programmes are
examination. Their attempted by formative assessment is also organized
primary focus is on researchers and undertaken. for the benefit of
completing the experts in different teachers
syllabus by aspects of teaching- educators. The
delivering a series of learning and conceptualizatio
lectures. evaluation. n,
implementation
and assessment
of all
innovations is
regular features
of the
institution.
29
Sub-Criterion -F: Learning Outcomes Indicators
After studying the The majority of A few students have won The final year
syllabus, majority of students have top positions in the students are
students are able to developed the external examination, prepared for
reproduce the ability of critical and the students also writing the
content learnt in reflective thinking. participate in inter- Teacher
class-rooms. In the The students’ college essay writing Eligibility Test
final examination, the performance in the competitions and some (TET) and
students’ result final examination is students have won Recruitment
during the last three rated in terms of prizes. In the final tests. The
years is satisfactory. %age of examination, the success rate of
marks/grades/merit students have won alumni of the
positions obtained medals. institutions in
by the students. such
examinations is
rated as quite
“good”. The
students have
also developed
the ability to
participate in
discussions on
educational
issues and
present their
views. They
have also
developed the
ability to teach
their peers.
3.3 Criterion-3: School Internship

Sub-criterion-A: Exposure to Diverse Needs and Settings
Makes an attempt The TEI has made The internship plan All students are
to place students in arrangement with provides provided
Govt. as well as all types of Schools opportunity to all opportunities to
Private Schools in for internship. It students to undertake internship
different locations makes the complete internship in more than 3
30
but the students by internship plan in in at least 3 contexts. The
and large, remain in such a way that contexts. The students assigned to
the same school. majority of students are a school prepare
The TEI has not students get an required to present analytical and
been able to engage opportunity to papers on reflective paper
adequate number undertake differences and based on their
of Schools. Field internship in at similarities they experiences. The
based activities are least two types of have observed in faculty prepares
not organized in a schools. The different locations consolidated report
planned manner in students are like urban, slum on the experiences
diverse contexts. provided areas, rural and gained and lessons
opportunity for backward areas. learnt from the
field work in Internship. The
locations of their report is shared with
choice the affiliating body
and with the new
students and
teachers. Paper
based on the report
is published in
Journals.
Sub-Criterion-B: Pre-Internship Preparation

The Institution The institution Preparation for During the
displays the organizes Internship starts preparatory
Internship Time workshop of 4-5 well in advance of workshop, videos of
Table and names of days for which the Commencement classroom teaching
faculty supervisors. programme of School of best teachers are
The students meet schedule is drawn attachment screened and are
their Supervisors in advance. A programme. Model followed by
who give them the faculty member lessons are discussion. The
general initiates and delivered by the lessons delivered by
instructions and monitors faculty and students are video
important tips. The discussion in demonstration graphed and are
Students are different sessions lessons are replayed for
directed to consult on different aspects delivered by feedback.
available records of of Internship and students. Separate Experienced
ex-students and field work. Lesson workshops are teachers from the
mentor teachers in plans of selected organized on school Internship schools
the schools, if previous students internship and field are also invited to
engagement. The deliver
31
available. are displayed. student teachers demonstration
prepare a few lessons. In addition
lesson plans and to lesson plans, the
complete peer students also
observation sheets prepare unit plans
under the guidance and discuss the same
of faculty with their peers.
supervisors.
Sub-Criterion-C: Involvement of Teachers of Internship Schools
The TEI obtains the The TEI invites the The TEI organizes Dialogue and
list of Internship Principals of the structured Interaction with the
schools from Internship schools orientation of the Internship Schools is
District Education to discuss the ways Principals and conducted on a
Authority or makes and means to make mentor teachers of continuing basis.
arrangement at its the organization of schools. The Schools are involved
own level and Internship more proformas or at every stage of the
sends the names of effective. The formats sheet to be organization of
the students to be guidelines used by teachers for Internship from
attached with the formulated by the observation, planning stage to
school. The faculty affiliating body are assessments etc. are post-internship
supervisor attached shared with the explained. The review.
with a school is Principals. They are initial orientation is
The TEI involves the
instructed to visit requested to followed by on-site
School staff in its all-
the school for organize similar dialogue between
academic
discussion with the meetings with their the school staff and
programmes. On the
Principal and teachers in their faculty supervisor.
basis of the analysis
teachers. schools.
of feedback, action
plan for further
improvement is
drawn jointly.
Sub-Criterion-D: Monitoring, Supervision and Evaluation of School Internship
The Principal and The Principal and The TEI ensures The TEI studies the
Internship internship that all the evaluation practices
coordinator in the coordinator visit evaluation formats followed in different
TEI obtains the schools for on developed by it are States and countries
feedback from the the spot monitoring used by the faculty and identifies the
faculty supervisor and supervision supervisors and best practices for
regarding Review meetings mentor teachers. adoption/adaptation.
attendance, are held in the The TEI has It reviews the
involvement of schools. The TEI ensured that evaluation format in
32
mentor teachers has developed evaluation of the light of past
and faculty formats for students’ experiences and
supervisors and observation and performance is develops new tools,
format used for contribution of transparent and wherever required
evaluation of student teachers in objective. The TEI the difficulties
students’ various school has developed experienced in
performance. programmes. different implementation of
assessment the prescribed
proformas for evaluation scheme
different activities are communicated to
like classroom the affiliating body.
teaching,
participation in
CCA, Community
work etc.
Sub-Criterion-E: Periodical Sharing of Experiences
The TEI organizes At least two review Monthly stock In the beginning of
wrap-up or post- meeting are held in taking meeting is the programme,
internship meeting. the TEI-one after held in the school in meeting are held
All students and the completion of which the faculty frequently in the
faculty members one month and the supervisor, school school. The Student
participate in the other on the head, Mentor teachers share their
meeting. The completion of the Teachers and difficulties with
faculty supervisor programme. In the Student Teachers mentor teachers and
and one or two light of suggestions participate. the faculty
students from each made in the first supervisors. The
In addition two
school share their meeting mid-course outcome of such
Review meetings
experiences. corrections are meetings in different
are held in the TEI.
Important made in different schools are
School related
suggestions are aspects of consolidated at the
issues and
noted for future internship. TEI level at the end
problems are
reference. of each month and
addressed in the
mid-course
school level
corrections are
meeting s and
recommended for
programme related
adoptions. The
problems and
faculty supervisors
issues are
are encouraged to
addressed in the
publish their
TEI meeting.
experiences in
Journals etc.
Sub-Criterion-F: Engagement with the Community
33
The TEI encourages The students and The TEI organizes The TEI makes a
the students to faculty of the TEI programmes aimed study of the
engage with the engage with the at working for the Community Outreach
community around educational community and Programmes in other
the TEI and with Institutions around working in the Countries/States and
the community the TEI, and make a Community, identifies the
around the study of their Community Living programmes suitable
Internship school. instructional Camps are for it. Reviews its
practices. organized to own programme at
Door to door
provide the end of it and
surveys are The TEI runs
opportunities to the makes suitable
conducted by the extension
students to learn to modification for the
students on specific programmes in
live together. next year. New
issues. literacy, remedial
Besides Cleanliness programs are added
instruction, etc. for
Campaigns, every year.
the benefit of the
Programmes like
immediate
Remedial
community.
Instruction,
Coaching for
talented students
are organized for
the benefit of the
Community.
Sub-Criterion-G: Innovative Practices
The TEI holds the The TEI recognizes The information The identified
view that the the usefulness of obtained from innovation is
guidelines provided attempting different sources is introduced and it is
by the Affiliating innovations in synthesized and ensured that the
Body are quite different aspect of discussed faculty members
Comprehensive and the organization of thoroughly by the discharge the
there is no need to school internship, It faculty in a series of responsibilities
attempt something studies the meetings. On the assigned to them.
different. Further, it innovations basis of structured Review meetings are
also holds the view attempted by other deliberations the held periodically and
that due to TEIs in the State. It faculty decides to mid-way corrections
pressures of also studies implement one or are made, if
external literature on two innovations. A necessary. At the end
examinations, it is innovative detailed plan is of the
difficult to think of elements developed for the implementation
innovations. introduced by TEIs implementation of period, impact on the
and affiliating identified quality of internship
34
bodies in other innovation (s) and is studied and
States of India as necessary findings are
well as in the preparations are disseminated in the
educationally made and initial form of a report or
advanced countries steps are taken for through publication
of the world. introduction of the of papers in Journals.
same.
3.4 Criterion-4: Research, Development and Extension

Sub-criterion-A: Creation of Research Environment
The TEI holds the In addition to The TEI organizes The TEI has a policy
view that teaching teaching about Research Seminars to develop
is its primary research the TEI periodically. The competence among
responsibility. In faculty shares faculty members students to conduct
the context of findings of latest holding Ph. D. or M. action research for
research, teaching researches related Phil. degrees are which workshop is
about action to themes required to make organized. The
research in one or included in the presentations on their students undertake
two classes is the syllabi of different research. The students projects individually
only activity courses. The and teachers are or in groups. In the
undertaken by the students are encouraged to address research
Institution. encouraged to go their day to day colloquia/seminars,
through research problems by the students present
articles and share conducting research the research
the findings with on small scale proposals and
their peers. reports for
discussion. The
faculty pursuing
research also
present the progress
of their research for
discussion.
Sub-Criterion-B: Research Output

The students are The importance of The faculty members On the basis of in-
not encouraged to research in not possessing a house discussion,
undertake education is research degree are the TEI as well as
research. discussed with encouraged to pursue individual faculty
35
However, a few students. The research for which member have
faculty members faculty members facilities and developed research
have published are provided incentives are proposals for
papers/articles on financial and provided. submission to the
the basis of their administrative Seminars/Workshops funding agencies.
M. Ed./M. Phil. or support for are organized to The research project
Ph. D. Research, conducting identify priority areas initiated earlier have
The teachers are research including and to develop been completed or
seldom provided data collection. proposals and also to are nearing
opportunities and The research develop data completion. The
any type of report and collection tools. The management is also
support to dissertations are TEI has demonstrated implementing a
undertake placed in the its potential to plan scheme of funding
research relevant library for the and execute research research. The faculty
to their work in study of staffs and projects. members have
the TEI. students. published research
papers in journals or
have presented
papers in
conferences,
seminars etc.
Sub-Criterion-C: Developmental Activities

The TEI pays little The TEIs The TEI gives priority The TEI has
attention to the organizes to the development of developed and
development of workshops to materials, evaluation published material
supplementary prepare write-ups tools, approaches and like student
reading materials on the themes methodologies. It has teachers’ manuals or
for students. related to new demonstrated its handbooks. It
However, teachers themes potential for organizes
make charts, introduced in developing the workshops, etc. for
model etc. as curriculum. The relevant materials in the development of
teaching learning TEI also takes audio-video formats. such material in
aids. The students initiatives to The faculty members collaboration with
also make or develop compile source other TEIs. It has
collect TLMs from alternative materials for the also demonstrated
different sources. approaches to benefit of students. its expertise for the
The TEI develops teaching and The TEI has developed development of new
materials, plans evaluation. ICT based teaching educational toys,
etc. related to the However, the TEI learning strategies for games, scripts, songs
co-curricular approaches this the use of student etc.
activities it activity as an teachers during
36
organizes, such as additional internship.
quiz competition optional activity,
stories etc. subjects to the
availability of time
and resources.
Sub-Criterion-D: Sharing of Outcomes of Research and Developmental Activities
Since the The TEI The TEI organizes The TEI organizes a
involvement of the undertakes workshops/seminars conference wherein
TEI in research research and to discuss the its faculty along with
development and development outcome of research Teacher Educators
extension activities. The development and from other TEIs
progarmmes is concerned extension activities present their research
limited, the need coordinators are completed by them. papers. After the
for sharing the required to make The implications of conference, the
outcomes of such presentations in the outcomes for papers are edited and
progarmmes is not the staff meetings. teacher preparation published for
felt. However, the They are also are analysed. dissemination. The
outcome of encouraged to Teacher educators TEI prepares
research and publish articles from other TEIs are perspective plan
development based on the work involved in the detailing the
activities are completed by exercise along with programmes to be
informally shared them. faculty of the taken up during the
by the institution. The TEI next two-three years.
coordinators with entertains students The TEI organizes
their colleagues. of Internship schools career conferences for
for career guidance. the benefit of students
studying in the
Internship schools.
Sub-Criterion-E: Extension Programme
The Extension The TEI has made The annual academic The TEI visualizes
activities of the it a point to plan of the TEI itself as center of
TEI are restricted organize at least includes a section on community education,
to interaction with one discussion extension. The parental education
the teachers of session with the activities planned and teachers’
Internship schools. teachers of under this section continuing education.
The TEI Internship schools include interaction It develops the annual
recognizes the on a theme of with SMC members, plan in consultation
importance of current relevance. parents and students with the stakeholders
extension The faculty of Internship like teachers and
programme, but members initiate schools. The events students. It publishes
37
due to constraints discussion on like Bal Melas, report on its
of time and different aspects Science Exhibition, extension activities
resources, finds it of the theme. The Arts & Craft for dissemination.
difficult to report of the Exhibitions are
undertake any interactions organized.
such progarmme. includes
presentations
made by the
faculty members.
3.5 Criterion-5: Infrastructure and Learning Resources

Sub-criterion-A: Infrastructure
The TEI is stated to The available land The TEI has a big The TEI possesses
possess the land area and built-up Campus. It has some facilities in
area and built-up area exceeds the sufficient open addition to the
area as prescribed area prescribed in space for additional facilities prescribed
in the Norms but as the Norms. The size Construction. The in the Norms like
a part of some and location of play grounds for Auditorium, Stadium,
other institution different facilities is different games are Open Air, Theatre,
but the size and appropriate. The available. The Hostel, Dining Hall,
location of some of quality of Library, ICT Staff Quarters,
the facilities is not construction of the Laboratory, Separate Reading
appropriate. building is Curriculum Section, Reference
satisfactory. The Laboratory, Art and Section, etc. in the
rooms are well- Craft Resources are Library, The
ventilated and airy. housed in spacious Verandahs are
rooms. Display utilized for
Boards are installed Educational
at different Purposes.
locations.
Sub-Criterion-B: Maintenance of Building and Campus

Part Time Safai Classrooms, The TEI has The Building is
worker is engaged Verandahs and permanent renovated
for maintaining Toilets are cleaned arrangement for the periodically. The
cleanliness. Repair regularly. Dustbins maintenance of electronic and
work is are used by the electric and electric equipments
undertaken, students and staff. electronic are maintained for
whenever required. Apart from safai appliances. Repair which AMC contracts
38
Dustbins have been workers, full-time work of the building are in place. Electric
placed in the gardener is and furniture is supply and internet
building. engaged to undertaken availability is
maintain open promptly. The open ensured. The TEI
areas. Sufficient spaces and ensures maintenance
water is arranged playfields are of the approach Road
for cleaning the maintained and Internal
Toilets. Proper properly. The post Pathways. The
drainage system is of Building institution presents a
available. Supervisor has neat and clean work.
been created.
Sub-Criterion-C: Library Resources

The TEI meets the The TEI meets The library is The Library has been
Norms relating to norms relating to divided into computerized. The
the Number of both the number of sections like Library Rules have
books but not books and titles. It Reference Section, been framed and
relating to the has been General Section, etc. strictly followed
Number of titles. subscribing to Open shelf-system especially with
After initial journals regularly. has been adopted. regard to Borrowing
Recognition, It has Every year it The books have and Return of Books.
stopped the procures new been properly The Library Advisory
subscription of books. The library catalogued. Committee has been
some journals. The is housed in a room Accession Register Constituted to
Library is housed in of appropriate size is maintained. recommend
a small room. The and, is managed by Besides, the purchase of new
services of fulltime a full time qualified Librarian, qualified books. Provision is
qualified Librarian librarian. The Library assistants made in the annual
are not available. utilization of have been engaged. budget for
The number of library by the staff Steps have been augmentation of
teachers and and students is taken to enhance Library Resources.
students borrowing quite satisfactory. utilization of
books is small. Library Resources.
Books are placed in Display Boards are
locked Almira. installed for new
Arrivals, News
Papers, Articles etc.
Sub-Criterion-D: ICT Resources
The ICT-cum-ET The ICT and ET The Resource Language Learning
Resource centre Resource Centre is Centre is managed Resources are also
has been set up in a housed in a Room by ICT qualified available in The
39
small room. The of appropriate size, faculty, who is Resource Centre. The
number of and is well- assisted by an ICT Weekly Time Table
Computer systems equipped. The instructor. The provides for
is far less than 10% number of Resources are screening of
of students. Computer systems augmented every documentaries,
Electronic gadgets is adequate. CD year for which educational videos,
like TV, DVD, ROMs are available provision is made in
The students are
Player, and Slide- in adequate the annual budget.
provided
Projector are number. Internet
All the students get opportunities to use
available. Very few Connectivity on a
opportunity for Internet to complete
CD ROMs are continuing basis is
hands on their projects,
available. Internet ensured.
experience and for assignments, lesson
connectivity is
consultation of plans, etc. They are
erratic.
web-resources. also encouraged to
seek guidance from
the faculty and
counsellors.
Sub-Criterion-E: Teaching-Learning Laboratory Resources

The TEI has set-up The TEI has set-up In the Science The students are
a combined two curriculum Laboratory, encouraged to use
curriculum Laboratories one equipment and the Laboratory for
Laboratory for all for science and material related to writing unit and
areas of School Mathematics, and Physical and Lesson Plans. Source
Curriculum. the other for Social Biological Sciences material on the
Besides, School Sciences and are available and Pedagogy of different
Text books, teacher Languages. In the facilities for subjects is available
guides, charts, science Laboratory, conducting for the reference of
models, etc. are Equipment and experiments are faculty members
also made available. Material related to ensured. In the Teaching Pedagogy
Equipment and all Science subjects Social Science Courses. They are
materials related to are available. The laboratory, maps, also permitted to
different subjects material related to globes, coins and borrow the material
are placed in teacher education pictures of different for use during
different corners of curriculum is also historical periods Internship. The TEI
the Room. displayed. are displayed. In the has set-up a separate
Language section, Curriculum
pictures of Poets Laboratory relating
and writers are to Teacher Education
displayed. Curriculum.
40
Sub-Criterion-F: Art and Craft Resources
Art and Craft Art and Craft The Art and Craft The TEI has set up
Resource Centre Resources are Resources Centre is two separate
has been set-up in a arranged in a Room managed by the Resource Centre-
Small room. The of Classroom size. It Faculty in Art One for Visual arts
work of local has three sections Education. and Craft and the
craftsmen is for craft, Visual Arts Resources are other for Music and
displayed. The and Performing augmented every Dance. The students
materials required Arts. The visual arts year for which are encouraged to
for visual arts and a section has provision is made in use the available
few musical material like Colors, the annual budget. resources for the
instruments like Drawing Boards, The services of preparation of
Harmonium, Tabla Easle, etc. and Dance, Music teaching learning
are available. Performaning Art teachers are aids and also for the
Section has musical utilized as and organization of co-
instruments, when required. curricular activities.
costumes, etc. The TEI has won
prizes in Inter-
college Competitions.
Sub-Criterion-G: Health and Physical Educational Resources
The TEI has set up a The TEI has set up a Besides the Health Efforts are made for
Health and Physical Health and Physical and Physical the participation of
Education Resource Education Resource Education, every student in
Centre for the Centre in a room of some game. The
The TEI has
Storage of games classroom size. students are sent for
engaged a Yoga
material and Physical Education participation in
Instructor. It owns a
display of Health Charts are Inter-college
well-maintained
Charts. displayed. Facilities Competitions. The
multi-purpose play
for Yoga are institutions has won
It has arrangement field. It has
available. prizes in such
for indoor games procured enough
Equipment for competitions. Annual
and games like games material for
Indoor games like Athletic meet is
Badminton. It does Badminton,
Table Tennis are organized for which
not have a Basketball, Hockey,
available. preparations are
playground for Football, etc. The
made in advance.
games like Hockey games material are
Funds are made
football. procured regularly.
available for the
Evening games are
procurement of
also arranged.
games material and
41
for the maintenance
of playgrounds.
Sub-Criterion-H: Amenities (Toilets, Drinking Water, Parking facilities, Common
Room etc.)
Separate Toilet The Toilet facilities The facilities for The TEI has set up a
facilities for male available for recreational games First Aid Centre or
and female students and staff are available in the Sick Room with a full
students and staff members are Common Rooms. time Para medical
members are cleaned regularly. Television sets are staff. The services of
available. Separate Disinfectants in also available in the a part time physician
facilities for adequate quantity Common Rooms. have been provided.
differently abled are available First aid kit is A neat and clean
persons are not throughout the available in the canteen with
available. year. Separate Health and Physical adequate furniture
Unfiltered water is common rooms for Education Resource and provision for
available for male and female Centre. Water quality food at
drinking and students are cooler with R. O. reasonable rates has
storage tank and equipped with Systems have been been provided. A
water cooler is appropriate provided. Fire Canteen Advisory
cleaned furniture like Equipment have Committee is in place
occasionally. chairs, mats, beds, been installed in to supervise the
Parking facilities etc. The available adequate number. functioning of the
and separate parking facilities Parking facilities Canteen. The
common rooms are inadequate. The are available for all Common Rooms and
have not been building is disabled types of vehicles. A Staff Rooms are
provided. Fire friendly. Fans and small canteen is equipped with
equipments have lights have been available on the Refrigerators and
not been installed. installed in all the Campus where Micro wave ovens.
rooms. A few fire snacks, are The Lawns and Open
equipments have available on spaces are
been installed. reasonable rates. maintained properly.
The multipurpose
Hall/Auditorium is
well equipped for
dramatic and
musical
performances.
3.6 Criterion-6: Student Support and Progression

Sub-criterion-A: Counselling and Placement Services
42
The TEI is of the view During the During the last The TEI has set up a
that Student Teachers Initial Semester, the TEI Career Counselling and
do not require career Orientation organizes a placement cell, under
Counselling as they Programme the workshop to the guidance of a
have to stick to the Students are discuss the faculty member. The
profession for which told about the available Cell organizes a variety
they have joined the options educational and of activities such as
Programme. available to vocational options Coaching for TET, mock
them after the after completion interviews, etc. It also
The initial Orientation
completion of of the Programme. invites schools to
Programme for
the The students are conduct selection
students includes
Programme. given training for Interviews or sends the
information about the
They are also Resume students for selection
arrangements made
informed about Preparation, tests outside the TEI.
for addressing
the Vacant Submission of
adjustment problems. The TEI invites experts
Positions applications,
The faculty members to deliver talks on
advertised by facing selection
provide informal adjustment problems
the Govt. interviews, taking
guidance to the of students and
departments or eligibility tests,
students as and when teachers.
private schools. etc.
required.
The TEI organizes
The TEI forms a The faculty
workshops/Orientation
panel of willing members are
Programmes on
faculty encouraged to
methodologies of
members to prepare case
providing personal
provide histories of
guidance to school
personal students facing
students. The faculty
guidance to the adjustment
members are
needy students. problems. If
encouraged to publish
The Panel required, the
their experiences in the
meets services of clinical
form of
periodically to psychologists are
reports/articles.
devise arranged. The
appropriate students are
approaches. encouraged to
The Panel study literature or
remains in students’
touch with the adjustment
potential drop problems.
outs.
Sub-Criterion-C: Individualised Mentoring and Remedial Instruction
For the benefit of the The students On the basis of the The students guided by
absentee students, the requiring results of the faculty discuss
43
faculty members Remedial periodical tests, efforts, made by them
recapitulate the Instruction due the students with to fix their learning
previous day’s lesson. to long absence learning gaps in gaps. The faculty
In the absence of any or illness are different courses members write and
type of remedial identified. are identified. The publish papers based
instruction, the Special Evening TEI prepares a on their experiences.
students have to make or weekly detailed plan to The videos on remedial
their own classes are help such students instruction and
arrangement to plug organized for individually or in individualized
the gaps in their their benefit. In groups. Each instruction are
learning. addition, need student is guided procured and screened.
based separately to The students are given
individualized utilize the relevant assignments to write
instruction is library or web- reports on Remedial
provided to resources. instruction or
students individualized
separately. In instruction.
most cases,
supervised self-
study is
encouraged.
Sub-Criterion- C: Student Empowerment Schemes
During Student The TEI The TEI pursues The TEI introduces
Assemblies, the ensures that all the applications some students’ welfare
student welfare the eligible submitted by the schemes on its own like
schemes of the Central students avail students to exemption from
or State Govt. are the schemes different payment of tuition fee,
brought to the notice meant for them. authorities to provision for merit-
of students. They ensure ensure timely cum-means
timely reimbursement of scholarships/stipends
The TEI makes efforts
submission of funds to them. The arrangement with
to provide the
the required TEI also takes Banks for loans, etc.
requisite assistance if
information or initiative to
asked by the students.
applications in arrange Public
the prescribed Transport or PG
formats to the Accommodation
concerned for Out-station
authorities. students.
Sub-Criterion D: Grievance Redressal Mechanism
The TEI has an A complaint The TEI has set up Implementation of the
44
informal mechanism box is placed at a Grievance recommendations of
for the redressal of the an appropriate Redressal the Committee is
grievances of staff place in the Committee with continuously
and students. The institution the the approval of the monitored. The
Head of the institution box is opened Managing common grievances of
or a senior staff periodically in Committee. The the Staff are referred to
member listens to the the presence of Committee the Managing
grievances/complaints a group of staff receives Committee. Individual
and recommends members. The complaints from Complaints of students
appropriate action. students’ the students and and teachers are
common teachers and resolved in majority of
complaints are discusses the same cases to the satisfaction
discussed in the in its meeting and of the Complainants.
staff meeting formulates its Whenever required
and individual recommendations. counselling is provided
complaints are The meetings are to the complainants
addressed by held at regular and disciplinary action
the Class intervals and is taken against the
Teacher. record of minutes students involved in
is maintained. The Ragging.
The complaints
Committee has
regarding
formulated
incidents of
Strategies to
ragging are also
Control ragging in
addressed by
the institution.
the Committee.
Sub-Criterion-E: Innovative Practices
The TEI has not The TEI has The TEI has The TEI has adopted
introduced any informally attempted quite a the successful
innovation concerning attempted one few innovations innovations of the
Student Support or two relating to student previous years for
Services. It is satisfied innovations support services implementation on
with the services, it relating to and has also regular basis. The
presently provides to various student documented the faculty members are
students. support same. It has also encouraged to
services but it made attempts to publicize the successful
has not analyze the impact innovations through
maintained a of the attempted publications of papers
systematic innovations. in journals or
record of the presentation in
same. conferences.
45
Criterion-7: Governance and Leadership
Sub-criteria-A: Vision and Mission
The TEI has displayed The TEI has also The TEI holds in- The TEI studies the
its Vision and Mission published its house discussion Vision and Mission
on its website, No Vision and Mission on its Vision and Statement of other
other activity in its Prospectus Mission to devise institutions and
concerning the Stated and in the Annual strategies for their revisits its own
vision or mission is Report. In the implementation. statements for
undertaken. initial orientation The institutional modification. It also
of newly admitted Development plan undertakes review
students, the is geared towards of its programmes
Vision and Mission the and their
are briefly implementation of implementation and
mentioned by the the Vision and formulates new
faculty. Mission. strategies in the
matter.
Sub-Criterion-B: Management Committee
The TEI has appointed The Management The meetings of
the Management Committee the Managing
The Managing
Committee as required includes Committee are held
Committee is
in the NCTE Educationists. It every quarter. The
periodically
Regulations. The also includes Staff Status of
reconstituted as per
membership of the Representatives. implementation of
the provisions of
Committee is not in Two/Three its previous
the Memorandum
accordance with the meetings are held decisions is
of Association of
Provisions of the every year and the reviewed. Experts
Society/Trust
Regulations. The record of minutes are also invited as
running the TEI.
meeting of the is maintained. special invitees as
Committee is not held and when required. For every meeting,
regularly. The Sub- the notice is issued
Committees are well in advance and
appointed from agenda papers are
time to time for circulated prior to
specific purposes. the meeting.
Minutes of the
meeting are
properly circulated.
The Committee
decides policy
issues concerning
46
service conditions
of staff, available
resources and
mobilization of
additional
resources.
Sub-Criterion-C: Leadership Approaches

The Head does not Keen about Takes important Understands the
command respect. Professional decisions in system of
Academically not very Growth of self. consultation with Educational
sound, Authoritative Maintains staff. Takes keen Administration in
in nature, Frequently discipline through interest in the the Country.
complains about non- persuasive means. Professional Participates and
cooperation from Staff Seldom issues Development of all Contributes in
and Students. Memos to Staff. Staff members. Educational
Assigns work and Motivates and Leadership
responsibilities to guides the teachers Programmes like
staff in accordance and students to Conferences,
with their improve their Seminars, Training
competence. performance. The Programmes, on
Staff members Educational
sometimes discuss Leadership. Visits
ways and means to well –administered
improve the Institutions to make
functioning of the a study of their
institution practices. The Staff
specially its output. members are
encouraged to
enroll for
leadership
programmes
through distance
mode.
Sub-Criterion-D: Management of Student Admissions
Publishes the Publishes Admissions are Complete
prospectus well in Admission Notice Completed before transparency and
advance of the in Newspapers the last date fixed objectivity is
Commencement of the Develops Selection for admissions. maintained in the
academic Session. Criteria if the The result of admission process.
47
Updates its website for selection is made selection is Timely completion
the reference of at the level of the displayed on the of the admission
Prospective Students. institution. The notice board and process and
The last date for admissions are also on the Commencement of
admission is often strictly made as Website. The list of the new session is
extended. The per the Admission selected students is emphasized.
Commencement of the Calendar. submitted to the Admissions against
new session is affiliating body Management Quota
delayed, every year. immediately after are also made in
the release of the accordance with the
list. rules framed by the
Management.
Selection Criteria
are reviewed every
year in the light of
experience and
feedback.
Sub-Criterion-E: Human Resource Management
Ad-hoc ism prevails in The staff is The TEI Performers are
the Recruitment and engaged as per the continuously given positions of
Deployment of Staff. laid down makes efforts to responsibility.
The staff is engaged on procedure. Merit improve the
The management
the recommendations is given due service and
has approved
of the Management. weightage. working conditions
incentives like
Vacant Positions are Prompt action is of staff. The annual
study leave, Study
intentionally kept taken to fill the increments are
Tours, etc.
vacant for a long time. vacant positions allowed regularly.
Promotional
and tenure of Performance based
Avenues for The
contract Incentives are
Staff members are
appointments is given to the staff.
created. The TEI
kept as short as Attempts are made
utilizes Human
possible. to retain good
Resource available
performers.
in the Community
for its various
activities.
Sub-Criterion-F: Financial Management
The major source of The TEI prepares The TEI spends The TEI makes
income of the annual budget substantial amount provision in the
Institution is Fees every year. on the purchases of budget for the
payable by students. Provision is made library, ICT, Art, Professional
48
To meet its for expenditure on and Craft, Physical Development of its
expenditure the TEI augmentation of Education faculty. It
charges additional fees infrastructure and Resources. The TEI supplements its
from students. It also Instructional mobilizes income through its
accepts donations Resources. additional endowments by
from students. Accounts are Resources from the providing
audited by a Community. consultancy
competent services or by
authority. The undertaking
suggestions of the commissioned
Auditors are projects.
implemented for
improving the
quality of the
maintenance of
accounts.
Sub-Criterion-G: Internal Quality Assurance System
There is no formal A cell is created The cell develops The cell makes a
set-up to plan and with well-defined self-appraisal Comparative Study
Implement Quality terms of reference. format for of the Quality
Assurance Its responsibilities individual staff- Assurance Systems
Strategies. One or go beyond the members. Each followed by other
two faculty preparation of self- staff-members is TEIs in India and
members are given assessment report facilitated to abroad. It
the task of (SAR) for prepare a self- undertakes self-
developing submission to the appraisal Report. appraisal every year
Institutional Accrediting The Cell prepares a by using the
Academic Plan. The Agencies. It is consolidated report assessment tools of
Plan is presented in tasked to develop a on the basis of the accreditation
Staff meeting for Quality Individual Reports. agencies. The past
information. Enhancement Appropriate faculty members of
Framework in feedback is the institution are
respect of various provided to the involved in the
processes of individual staff- process. On the basis
conducting teacher members in of the self-
education. consultation with assessment, Quality
the Head of the Enhancement Plan is
Institution. developed.
49
Sub-Criterion-H: Innovative Practices
The TEI has not The TEI recognizes The TEI has The TEI has
been able to that there is scope undertaken review developed blueprint
demonstrate its for attempting of the Innovations for the
interest and innovative implemented implementation of a
expertise for practices in earlier. It has placed few new innovations
attempting any different aspects of a suggestions Box related to different
innovation with governance. It and encouraged the aspects of
regard to invites suggestions students and governance. The
Governance from the students, teachers to forward proposed
Systems or alumni, and their suggestions in innovations have the
Structures teachers. The writing. The potential to enhance
suggestions suggestions are the quality of teacher
received are examined by a preparation.
examined by a group of faculty
group of faculty members.
members. The TEI
has implemented
quite a few
innovations in
different aspects of
governance.
50

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PUBLIC NOTICE

ASSESSMENT AND ACCREDITATION OF PRE-SERVICE TEACHER

Quality Council of India (QCI),

1.1 The Context

2.2 Unit of Assessment:

2.3 Assessment Criteria

2.3.2 Developing Assessment Criteria

2.4.2. Teaching-Learning and Assessment of Learning Outcomes

1. Curriculum Enrichment and Diversity 100 10

2. Teaching Learning and Assessment of 300

3. School Internship 200 20

6. Student Support and Progression 100 10

A. Catering to Diverse Needs

F. Learning Outcomes Indicators

A. Exposure to Diverse Needs and Settings 10

B. Building and Campus 05

Student Empowerment Schemes 20

2.6 Performance Levels and Methodology of Assessment-

2.8 The Process of Assessment and Accreditation -

3.1 Criterion 1: Curriculum Enrichment and Diversity

Sub-criterion-A: Curriculum Appraisal

Sub-Criterion-D: Interaction with Curriculum Developers

Sub-Criterion-E: Co-Scholastic Activities

3.2 Criterion-2: Teaching-Learning and Assessment of Learning

Sub-Criterion-B: Active Learning

Sub-Criterion-C: Creating Opportunities for Professional Development of Teachers

3.3 Criterion-3: School Internship

Sub-Criterion-B: Pre-Internship Preparation

3.4 Criterion-4: Research, Development and Extension

Sub-Criterion-B: Research Output

Sub-Criterion-C: Developmental Activities

3.5 Criterion-5: Infrastructure and Learning Resources

Sub-Criterion-B: Maintenance of Building and Campus

Sub-Criterion-C: Library Resources

Sub-Criterion-E: Teaching-Learning Laboratory Resources

3.6 Criterion-6: Student Support and Progression

Sub-Criterion-C: Leadership Approaches

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