NAAC-AQAR – naac-dbmscollege.in

ASSESSMENT & ACCREDITATION

Criteria 1

Criterion 1 : Curricular Aspects

1.1 Curricular Planning and Implementation

1.1.1 – Institution has a regular in house practice of planning and/or reviewing, revising curriculum and adapting it to local context /situation. Describe the institutional process of planning and/or reviewing, revising curriculum and adapting it to the local context in not more than 100 – 200 words

1.1.2 – At the institution level, the curriculum planning and adoption are a collaborative effort; Indicate the persons involved in the curriculum planning process during the year.

Faculty of the institution
Head/Principal of the institution
Schools including practice teaching schools
Employers
Experts

1.1.3 While planning institutional curriculum, focus is kept on the Programme Learning Outcomes(PLOs) and Course Learning Outcomes (CLOs) for all programmes offered by the institution, which are stated and communicated to teachers and students

Website of the Institution
Prospectus
Student induction programme
Orientation programme for teachers

1.2 Academic Flexibility

1.2.1 – Curriculum provides adequate choice of courses to students as optional / electives including pedagogy courses for which teachers are available

Data as per Data Template
Circular/document of the University showing duly approved list of optional /electives / pedagogy courses in the curriculum
Academic calendar showing time allotted for optional / electives / pedagogy courses
Any other relevant information

1.2.2 – Number of value-added courses offered during the year

1.2.3 – Number of students enrolled in the value-added courses as mentioned in 1.2.2 during the year

1.2.4 – Students are encouraged and facilitated to undergo self-study courses online/offline in several ways through Provision in the Time Table Facilities in the Library Computer lab facilities Academic Advice/Guidance

1.2.5 – Number of students who have completed self-study courses ( online /offline, beyond the curriculum) during the year

1.3 Curriculum Enrichment

1.3.1 – Curriculum of the institutions provides opportunities for the students to acquire and demonstrate knowledge, skills, values and attitudes related to various learning areas. Describe the curricular thrusts to achieve the following in not more than 100 – 200 words each A fundamental or coherent understanding of the field of teacher education Procedural knowledge that creates teachers for different levels of school education skills that are specific to one’s chosen specialization Capability to extrapolate from what one has learnt and apply acquired competencies Skills/Competencies such as: Emotional Intelligence, Critical Thinking, Negotiation and Communication Skills, Collaboration with others, etc.

1.3.2 – Institution familiarizes students with the diversities in school system in Indian as well as international and comparative perspective. Describe in not more than 100-200 words how students are familiarized with the diversity in school system in India with respect to: Development of school system Functioning of various Boards of School Education Functional differences among them Assessment systems Norms and standards State-wise variations International and comparative perspective

1.3.3 – Students derive professionally relevant understandings and consolidate these into their professional acumen from the wide range of curricular experiences provided during Teacher Education Programme Describe the efforts made by the institution to enable students to develop understanding of the interconnectedness of the various learning engagements and to make them ready for the professional field in not more than 100-200 words.

1.4 Feedback System

1.4.1 – Mechanism is in place for obtaining structured feedback on the curriculum – semester-wise from various stakeholders.

Structured feedback is obtained from

Student
Teacher
Employers
Alumni
Practice teaching schools/TEI

1.4.2 – Feedback collected from stakeholders is processed and action is taken; feedback process adopted by the institution comprises the following

Feedback collected, analyzed, action taken and available on website
Feedback collected, analyzed and action taken
Feedback collected and analyzed
Feedback collected
Feedback not collected

Criteria 2

Criteria 2 : Teaching- Learning and Evaluation

2.1 - Student Enrollment and Profile

2.1.1 – Enrolment of students during the year

2.1.1.1 – Number of students enrolled during the year

Data as per Data Template
Document relating to sanction of intake from university
Approval letter of NCTE for intake of all programs
Approved admission list year-wise/ program-wise
Any other relevant information

2.1.2 – Number of seats filled against reserved categories (SC, ST, OBC) as per applicable reservation policy during the year

Data as per Data Template
Copy of letter issued by State Govt. or Central Govt. indicating thereserved categories (Provide English version)
Final admission list published by the HEI
Admission extract submitted to the state / university authority about admissions of SC, ST, OBC students every year
Any other relevant information

2.1.3 – Number of students enrolled from EWS and Divyangjan categories during the year

2.2 - Honoring Student Diversity

2.2.1 – Assessment process is in place at entry level to identify different learning needs of students and their level of readiness to undergo professional education programme and also the academic support provided to students Describe the assessment process at entry level to identify different learning needs of students and their level of readiness to undergo professional education programme and also the academic support provided to students Describe the assessment process at entry level to identify different learning needs of students and their level of readiness to undergo professional education
programme and also the academic support provided to students, in not more than 100-200 words.

2.2.2 – Mechanisms are in place to honour student diversities in terms of learning needs; Student diversities are addressed on the basis of the learner profiles identified by the institution

Mentoring / Academic Counselling
Peer Feedback / Tutoring
Remedial Learning Engagement
Learning Enhancement / Enrichment inputs
Collaborative tasks
Assistive Devices and Adaptive Structures (for the differently abled)
Multilingual interactions and inputs

Data as per Data Template
Relevant documents highlighting the activities to address the student diversities
Reports with seal and signature of Principal
Photographs with caption and date, if any
Any other relevant information

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

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

2.2.4 – Student-Mentor ratio for the academic year – Number of mentors in the Institution

2.3 - Teaching- Learning Process

2.3.1 – Multiple mode approach to teaching-learning is adopted by teachers which includes experiential learning, participative learning, problem solving methodologies, brain storming, focused group discussion, online mode, etc. for enhancing student learning Describe the varied modes of learning adopted and their basic rationale for adopting such learning mode/s for different courses of each programme in not more then 200 words.

2.3.2 – Number of teachers integrating ICT (excluding use of PPT) for effective teaching with Learning Management Systems (LMS), Swayam Prabha etc., Learning Resources and others excluding PPT during the year

2.3.3 – Number of students using ICT support (mobile-based learning, online material, podcast, virtual laboratories, learning apps etc.) for their learning, during the academic year

Data as per Data Template
Programme wise list of students using ICT support
Documentary evidence in support of the claim
Landing page of the Gateway to the LMS used
Any other relevant information

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

Understanding theory courses
Practice teaching
Internship
Out of class room activities
Biomechanical and Kinesiological activities
Field sports

Data as per Data Template
Lesson plan / activity plan / activity report to substantiate the use of ICT by students in various learning situations
Geo-tagged photographs wherever applicable
Link of resources used
Any other relevant information

2.3.5 – Continual mentoring is provided by teachers for developing professional attributes in students Describe in not more than 100-200 words the nature of mentoring efforts in the institution with respect to

working in teams
dealing with student diversity
conduct of self with colleagues and authorities
balancing home and work stress
keeping oneself abreast with recent developments in education and life

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

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

2.3.7 – Teaching learning process nurtures creativity, innovativeness, intellectual and thinking skills, empathy, life skills etc. among students Describe two cases in not more then 200 words each showcasing how this is attempted by teachers along with its impact on students

2.4 - Competency and Skill Development

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

Organizing Learning (lesson plan)
Developing Teaching Competencies
Assessment of Learning
Technology Use and Integration
Organizing Field Visits
Conducting Outreach/ Out of Classroom Activities
Community Engagement
Facilitating Inclusive Education
Preparing Individualized Educational Plan(IEP)

2.4.2: Students go through a set of activities as preparatory to school-based practice teaching and internship. Pre practice teaching / internship orientation / training encompasses certain significant skills and competencies such as

Formulating learning objectives
Content mapping
Lesson planning/Individualized Education Plans (IEP)
Identifying varied student abilities
Dealing with student diversity in classrooms
Visualising differential learning activities according to student needs
Addressing inclusiveness
Assessing student learning
Mobilizing relevant and varied learning resources
Evolving ICT-based learning situations
Exposure to Braille /Indian languages /Community engagement

Data as per Data Template
Reports and photographs / videos of the activities
Attendance sheets of the workshops / activities with seal and signature of the Principal
Documentary evidence in support of each selected activity
Any other relevant information

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

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

2.4.4: Students are enabled to evolve the following tools of assessment for learning suited to the kinds of learning engagement provided to learners, and to analyse as well as interpret responses

Teacher made written tests essentially based on subject content
Observation modes for individual and group activities
Performance tests
Oral assessment
Rating Scales

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

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

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

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

Data as per Data Template
Documentary evidence showing the activities carried out for each of the selected response
Report of the events organized
Photographs with caption and date, wherever possible
Any other relevant information

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

Library work
Field exploration
Hands-on activity
Preparation of term paper
Identifying and using the different sources for study

2.4.8 – Internship programme is systematically planned with necessary preparedness Describe institution’s preparatory efforts at organizing internship programme

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

2.4.9: Average number of students attached to each school for internship during the last completed academic year – Number of schools selected for internship during the last completed academic year

2.4.10: Nature of internee engagement during internship consists of

Classroom teaching
Mentoring
Time-table preparation
Student counseling
PTA meetings
Assessment of student learning – home assignments & tests
Organizing academic and cultural events
Maintaining documents
Administrative responsibilities- experience/exposure
Preparation of progress reports

Data as per Data Template
Sample copies for each of selected activities claimed
School-wise internship reports showing student engagement in activities claimed
Wherever the documents are in regional language, provide English translated version
Any other relevant information

2.4.11 – Institution adopts effective monitoring mechanisms during internship programme.

Describe in not more than 100-200 words, the monitoring mechanisms adopted to ensure optimal impact of internship in schools with specific reference to the role of teacher educators, school principal, school teachers and peers

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

Self
Peers (fellow interns)
Teachers / School* Teachers
Principal / School* Principal
B.Ed Students / School* Students (* ‘Schools’ to be read as “TEIs” for PG programmes)

2.4.13: Comprehensive appraisal of interns’ performance is in place. The criteria used for assessment include

Effectiveness in class room teaching
Competency acquired in evaluation process in schools
Involvement in various activities of schools
Regularity, initiative and commitment
Extent of job readiness

2.5 - Teacher Profile and Quality

2.5.1 – Number of fulltime teachers against sanctioned posts during the year

Data as per Data Template
Sanction letters indicating number of posts (including managementsanctioned posts) with seal and signature of the principal
English translation of sanction letter, if it is in regional language
Any other relevant information

2.5.2 – Number of fulltime teachers with Ph. D. degree during the year

2.5.3 – Number of teaching experience of full time teachers for the during the year

2.5.4 – Teachers put-forth efforts to keep themselves updated professionally Describe the nature of efforts by teachers to keep themselves updated professionally

1. In house discussions on current developments and issues in education

2. Share information with colleagues and with other institutions on policies andregulations

2.6 - Evaluation Process

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

Describe details of the Continuous Internal Evaluation in the institution highlighting its major components in not more than 100-200 words

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

Display of internal assessment marks before the term end examination
Timely feedback on individual/group performance
Provision of improvement opportunities
Access to tutorial/remedial support
Provision of answering bilingually

Copy of university regulation on internal evaluation for teachereducation
Annual Institutional plan of action for internal evaluation
Details of provisions for improvement and bi-lingual answering
Documentary evidence for remedial support provided
Any other relevant information

2.6.3 – Mechanism for grievance redressal related to examination is operationally effective

2.6.4 – The institution adheres to academic calendar for the conduct of Internal Evaluation

Describe the mechanism of adhering to academic calendar for the conduct of Internal Evaluation in the institution in not more than 100-200 words

2.7 - Student Performance and Learning Outcomes

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

Describe the way in which institution ensures alignment of stated PLOs and CLOs with the teaching learning process in not more than 200 words

2.7.2 – Pass percentage of Students during the year

2.7.3 – The progressive performance of students and attainment of professional and personal attributes in line with the PLOs and CLOs is monitored and used for further improvements

Describe the manner in which progress in student performance in 200 words

2.7.4 – Performance of outgoing students in internal assessment

2.7.5 – Performance of students on various assessment tasks reflects how far their initially identified learning needs are catered to. Describe with examples the extent to which the assessment task and the performance of students reflect their initially identified learning needs in not more than 200 words

2.8 - Student Satisfaction Survey

Criteria 3

Criteria 3 : RESEARCH AND OUTREACH ACTIVITIES

3.1 Resource Mobilisation for Research

3.1.1 – Number of research projects funded by government and/ or non-government agencies during the year

3.1.2 – Number of grants received for research projects from government and / or non-government agencies during the year

3.1.3 – In-house support is provided by the institution to teachers for research purposes during the year in the form of :

Seed money for doctoral studies/research projects
Granting study leave for research field work
Undertaking appraisals of institutional functioning and documentation
Facilitating research by providing organizational supports
Organizing research circle / internal seminar / interactive session on research

Data as per Data Template
Institutional Policy document detailing scheme of incentives
Sanction letter from the funding agency
Income Expenditure statements highlighting the research grants received certified by the auditor
Documentary evidence for each of the claims
Any other relevant information

3.1.4 – Institution has created an eco-system for innovation and other initiatives for creation and transfer of knowledge that include

Participative efforts (brain storming, think tank,etc.) to identify possible and needed innovations
Encouragement to novel ideas
Official approval and support for innovative try-outs
Material and procedural supports

3.2 - Research Publications

3.2.1 – Number of research papers / articles per teacher published in Journals notified on UGC website during the year

Data as per Data Template
First page of the article/journals with seal and signature of the Principal
E-copies of outer jacket/contents page of the journals in which articles are published
Any other relevant information

3.2.2 – Number of books and / or chapters in edited books published and papers in National / International conference-proceedings per teacher during the year

Data as per Data Template
First page of the published book/chapter with seal and signature of the Principal
E-copies of outer jacket/contents page of the books, chapters and paperspublished along with ISBN number in national / international conference-proceedings per teacher
Any other relevant information