| 2023-2024 | 2.1.1 | Enrolment of students during the year | |
| 2.1.2 | Number of seats filled against reserved categories (SC, ST, OBC) as per applicable reservation policy during the year | |
| 4 | Academic Calendar | |
| 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 - Documentary evidence in support of the claim | |
| 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 - Documents showing the performance of students at the entry level | |
| 2.2.2 | Mechanisms are in place to honour student diversities in terms of learning needs; Student diversities are addressed on the basis of the learner profiles identified by the institution through - Relevant documents highlighting the activities to address the student diversities | |
| 2.2.2 | Mechanisms are in place to honour student diversities in terms of learning needs; Student diversities are addressed on the basis of the learner profiles identified by the institution through - Reports with seal and signature of Principal | |
| 2.2.2 | Mechanisms are in place to honour student diversities in terms of learning needs; Student diversities are addressed on the basis of the learner profiles identified by the institution through - Photographs with caption and date, if any | |
| 2.2.3 | There are institutional provisions for catering to differential student needs; Appropriate learning exposures are provided to students - Relevant documents highlighting the activities to address the differential
student needs | |
| 2.2.3 | There are institutional provisions for catering to differential student needs; Appropriate learning exposures are provided to students - Reports with seal and signature of the Principal | |
| 2.2.3 | There are institutional provisions for catering to differential student needs; Appropriate learning exposures are provided to students - Photographs with caption and date | |
| 2.2.4 | Student-Mentor ratio for the academic year
Relevant documents of mentor-mentee activities with seal and signature of the Principal | |
| 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 - Any other relevant information | |
| 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- Course-wise details of modes of teaching learning adopted during the
academic year in each programme | |
| 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 -Documentary evidence in support of the claim | |
| 2.3.4 | ICT support is used by students in various learning situations such as - Lesson plan / activity plan / activity report to substantiate the use of ICT by students in various learning situations | |
| 2.3.4 | ICT support is used by students in various learning situations such as - Geo-tagged photographs wherever applicable | |
| 2.3.5 | Continual mentoring is provided by teachers for developing professional attributes in students - Documentary evidence in support of the claim | |
| 2.3.6 | Institution provides exposure to students about recent developments in the field of education through - Documentary evidence in support of the selected response/s | |
| 2.3.6 | Institution provides exposure to students about recent developments in the field of education through - Reports of activities conducted related to recent developments in education with video graphic support, wherever possible | |
| 2.3.7 | Institution provides exposure to students about recent developments in the field of education through - Documentary evidence in support of the claim | |
| 2.4.1 | Institution provides opportunities for developing competencies and skills in different functional areas through specially designed activities / experiences that include - Documentary evidence in support of the selected response/s | |
| 2.4.1 | Institution provides opportunities for developing competencies and skills in different functional areas through specially designed activities / experiences that include - Reports of activities with video graphic support wherever possible | |
| 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 - Reports and photographs / videos of the activities | |
| 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 - Attendance sheets of the workshops / activities with seal and signature of the Principal | |
| 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 - Documentary evidence in support of each selected activity | |
| 2.4.3 | Competency of effective communication is developed in students through several activities such as -Details of the activities carried out during the academic year in respect of each response indicated | |
| 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 - Samples prepared by students for each indicated assessment tool | |
| 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 - Documents showing the different activities for evolving indicated assessment tools | |
| 2.4.5 | Adequate skills are developed in students for effective use of ICT for teaching learning process in respect of - Documentary evidence in support of each response selected | |
| 2.4.5 | Adequate skills are developed in students for effective use of ICT for teaching learning process in respect of
Preparation of lesson plans
Developing assessment tools for both online and offline learning
Effective use of social media/learning apps/adaptive devices for learning
Identifying and selecting/ developing online learning resources
Evolving learning sequences (learning activities) for online as well as face to face situations-Sample evidence showing the tasks carried out for each of the selected response | |
| 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- Documentary evidence showing
the activities carried out for each of the selected response | |
| 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- Report of the events organized | |
| 2.4.7 | A variety of assignments given and assessed for theory courses through - Samples of assessed assignments for theory courses of different programmes | |
| 2.4.8 | Internship programme is systematically planned with necessary preparedness Describe institution’s preparatory efforts at organizing internship programme in not more than 100-200 words with respect to the following:
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- Documentary evidence in support of the claim | |
| 2.4.8 | nternship programme is systematically planned with necessary preparedness Describe institution’s preparatory efforts at organizing internship programme in not more than 100-200 words with respect to the following:
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- Any other relevant information | |
| 2.4.9 | Number of students attached to each school for internship during the academic year - Copy of the schedule of work of internees in each school | |
| 2.4.10 | Nature of internee engagement during internship consists of - Sample copies for each of selected activities claimed | |
| 2.4.10 | Nature of internee engagement during internship consists of - School-wise internship reports showing student engagement in activities claimed | |
| 2.4.11 | Institution adopts effective monitoring mechanisms during internship programme-Any other relevant information | |
| 2.4.11 | Institution adopts effective monitoring mechanisms during internship programme - Documentary evidence in support of the response | |
| 2.4.12 | Performance of students during internship is assessed by the institution in terms of observations of different persons such as - Two filled in sample observation formats for each of the claimed assessors | |
| 2.4.13 | Comprehensive appraisal of interns’ performance is in place. The criteria used for assessment include - Format for criteria and weightages for interns’ performance appraisal used | |
| 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-Relevant documents related to
Internal Evaluation System at the
institution level with seal and
signature of the Principal | |
| 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 teacher
education | |
| 2.6.2 | Mechanism of internal evaluation is transparent and robust and time bound; Institution adopts the following in internal evaluation-
1. Display of internal assessment marks before the term end examination
2. Timely feedback on individual/group performance
3. Provision of improvement opportunities
4. Access to tutorial/remedial support
5. Provision of answering bilingually-Documentary evidence for remedial support provided | |
| 2.7.4 | Performance of outgoing students in internal assessment -Record of student-wise / programme-wise / semester-wise internal
assessment of students during the year | |
| 2.7.5 | Performance of students on various assessment tasks reflects how far their initially identified learning needs are catered to. - Documentary evidence in respect to claim | |
| 2.7.5 | Performance of students on various assessment tasks reflects how far their initially identified learning needs are catered to. - Any other relevant information | |
| 2.7.5 | Performance of students on various assessment tasks reflects how far their initially identified learning needs are catered to. - Any other relevant information | |
| 2022-2023 | 2.1.2 | Number of seats filled against reserved categories (SC, ST, OBC) as per applicable
reservation policy during the year | |
| 4 | Academic Calendar | |
| 2.3.4 | ICT support is used by students in various learning situations such as- understanding theory courses, practice teaching internship, out of classroom activities, biomechanical and kinesiological activities and field sports. | |
| 2021-2022 | 2.1.2 | Number of seats filled against reserved categories (SC, ST, OBC) as per applicable reservation policy during the year | |
| 2.2.1 | The institution assesses students’ learning levels and organises special programmes for both slow and advanced learners | |
| 2.3.1 | 2.3.1 - Student-centric methods such as experiential learning, participative learning and problem-solving methodologies are used for enhancing learning experiences | |
| 2.4.1 | Number of full-time teachers against sanctioned posts during the year | |
| 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 | |
| 2.5.3 | IT integration and reforms in the examination procedures and processes including Continuous Internal Assessment (CIA) have brought in considerable improvement in the Examination Management System (EMS) of the Institution | |
| 2.6.2 | Attainment of Programme Outcomes and Course Outcomes as evaluated by the institution | |
| 2.6.3 | Pass Percentage of students | |
| 4 | Academic Calendar | |
| 2020-2021 | 2.1.1 | Enrolment of students during the year | |
| 2.1.2 | Number of seats filled against reserved categories (SC, ST, OBC) as per applicable reservation policy during the year | |
| 2.2.1 | Assessment process is in place at entry level to identify different learning needs of students and their level of readiness to undergo professional education programme and also the academic support provided to students | |
| 2.2.2 | Mechanisms are in place to honour student diversities in terms of learning needs; Student diversities are addressed on the basis of the learner profiles identified by the institution through
1. Mentoring / Academic Counselling
2. Peer Feedback / Tutoring
3. Remedial Learning Engagement
4. Learning Enhancement / Enrichment inputs
5. Collaborative tasks
6. Assistive Devices and Adaptive Structures (for the differently abled)
7. Multilingual interactions and inputs
| |
| 2.2.4 | Student-Mentor ratio for the academic year | |
| 2.3.1 | Multiple mode approach to teaching-learning is adopted by teachers which includes experiential learning, participative learning, problem solving methodologies, brain storming, focused group discussion, online mode, etc. for enhancing student learning | |
| 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 during the year | |
| 2.3.6 | Institution provides exposure to students about recent developments in the field of education through-
1. Special lectures by experts
2. ‘Book reading’ & discussion on it
3. Discussion on recent policies & regulations
4. Teacher presented seminars for benefit of teachers & students
5. Use of media for various aspects of education
6. Discussions showcasing the linkages of various contexts of education- from local to regional to national to global | |
| 2.3.7 | Teaching learning process nurtures creativity, innovativeness, intellectual and thinking skills, empathy, life skills etc. among students | |
| 2.4.3 | Competency of effective communication is developed in students through several activities such as
1. Workshop sessions for effective communication
2. Simulated sessions for practicing communication in different situations
3. Participating in institutional activities as ‘anchor’, ‘discussant’ or ‘rapporteur’
4. Classroom teaching learning situations along with teacher and peer feedback | |
| 2.4.6 | Students develop competence to organize academic, cultural, sports and community related events through-
1. Planning and scheduling academic, cultural and sports events in school
2. Planning and execution of community related events
3. Building teams and helping them to participate
4. Involvement in preparatory arrangements
5. Executing/conducting the event | |
| 2.5.1 | Number of fulltime teachers against sanctioned posts during the year | |
| 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 | |
| 2.6.1 | Continuous Internal Evaluation (CIE) of student learning is in place in the institution | |
| 2.6.2 | Mechanism of internal evaluation is transparent and robust and time bound; Institution adopts the following in internal evaluation
1. Display of internal assessment marks before the term end examination
2. Timely feedback on individual/group performance
3. Provision of improvement opportunities
4. Access to tutorial/remedial support
5. Provision of answering bilingually | |
| 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 | |
| 2.7.2 | Pass percentage of students during the year | |
| 2.7.4 | Performance of outgoing students in internal assessment | |
