Self Study Report Sarada Vilas Teachers College “Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 1 SARADA VILAS EDUCATIONAL INSTITUTIONS SARADA VILAS TEACHERS COLLEGE Krishnamurthypuram, Mysore-570004 Recognised by NCTE and permanently affiliated to University of Mysore Accredited by NAAC with B++ Grade NAAC Reaccreditation 2015 Track ID: KACOTE13012 E mail: svbedclg@yahoo.co.in Website:www.svtcmysore.org Landline: 0821-2332137 SELF STUDY REPORT NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL P.O.BOX 1075, NAGARBHAVI, BANGALORE-560072, INDIA
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Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 1
SARADA VILAS EDUCATIONAL INSTITUTIONS
SARADA VILAS TEACHERS COLLEGE Krishnamurthypuram, Mysore-570004
Recognised by NCTE and permanently affiliated to University of Mysore Accredited by NAAC with B++ Grade
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 2
mOTTO
“Vidya viveka janani”
“Education is the Mother of wisdom” Sarada Vilas Teachers College is committed to the cause of Empowerment of Youth through imparting Quality Education thus instilling Serenity and Wisdom to distinguish between the Right and the Wrong. Vision
To be a premier Teacher Education Institute and Centre of Excellence-producing trained graduates who are conscientious teachers and citizens of the world at large.
Mission To contribute to the community—physically and mentally healthy, intellectually refined, socially responsible, morally upright, emotionally poised and spiritually elevated secondary school teachers.
Values To Instil, Nourish & Develop among student teachers ∗ Values: democratic, socialistic, aesthetic and secular ∗ creative thinking ∗ critical thinking ∗ eco-friendly attitude ∗ respect for the rights of people
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 3
objectives
Institution aims at the following objectives:
∗ Making pupil teachers proficient to understand the existing educational scenario.
∗ Developing leadership qualities among pupil teachers. ∗ Sensitizing pupil teachers to the subtleties of social changes. ∗ Inculcating democratic human values among the pupil teachers. ∗ Developing skill of appreciation of different art forms. ∗ Enhancing the skill of communication of pupil teachers. ∗ Preparing the pupil teachers for the ICT. ∗ Developing the responsibilities towards maintaining a favourable
environment, eco-friendly values and habits. ∗ To draw out, bring out the hidden talents of pupil teachers through
various curricular, co-curricular activities. ∗ To develop dignity of labour by indulging them in various
activities.
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 4
Guruvandana Student teachers pay obeisance to the teacher who impressed them most in their previous educational career & elaborate on the positive qualities.
Thought for the day Student teachers choose quotations, proverbs and sayings which reflect good, noble thoughts which stimulate thinking.
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 5
Table of contents
Sl.No. Title Page. No.
I Section- A
a Motto, Vision, Mission, Objectives, & Values 2-4
b College Prayer, “Guruvandana” and Thought for the Day 4
c List of Table of Contents and Appendices 5-6
d Title Page 7
e Sarada Vilas Educational Institutions – Governing Council 8-10
Criterion V: Student Support & Progression 135-152
Criterion VI: Governance & Leadership 153-172
Criterion VII: Innovative Practices 173-179
2. Mapping of Academic Activities of the Institution 180
3. Declaration by the Head of the Institution 181
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 6
III Section C: Appendices
1 Certificate of Accreditation 2 UGC 2f & UGC 12B 3 NCTE certificate of Recognition 4 Affiliation copy 5 Calendar of Events University of Mysore & SVTC 6 Student trainees evaluation of their faculty 7 Format of Mentor profile 8 Feedback format of Heads of high schools 9 Data on SWOT analysis
10 2013– 14 batch result 11 Syllabus copy/ Prospectus 12 Audit Report 13 Inauguration of Student Cultural Committee 14 Community Living Camp 15 Sports/ Cultural Certificate 16 Communication skill time table 17 Teaching practice supervision time table 18 College Annual magazine “Bharathi” 19 Evaluation Criteria of assignments 20 Staff responsibility & duties 21 Format of pre-internship field learning 22 Schedule for observation of lessons 23 Building plan 24 Books written by faculty and staff
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 7
Section-A
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 8
Sri.B.S.Parthasarathy, President, Sarada Vilas Educational Institutions
Krishnamurthypuram, Mysore
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 9
Sri.S.Ravishankar, Hon. Secretary, Sarada Vilas Educational Institutions,
Krishnamurthypuram, Mysore
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 10
Sarada vilas educational institutions (r)
Sarada vilas road, krishnamurthypuram, mysore
Governing council
President Sri.B.S.Parthasarathy Hon.Secretary Sri.S.Ravishankar
Members Sri. R. S. Mohanmurthy Sri.R.Narasimha Sri.D.S.Srinivasa Rao Sri.Sundaramurthy Sri.H.K.Srinath Sri.S.Nagaraj Sri.M.B.Dongri Sri.T.R.Harish Sri.P.V.Narahari Sri.S.L.Ramachandra Sri.M.S.Nandakumar Sri.C.R.Krishna Sri.R.V.Nagaraja Rao
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 11
Steering Committee
Principal- Dr. P. S. Suresh
Coordinator-Dr. K. S. Leela
Members of staff
Principal Dr. P. S. Suresh Faculty Dr. Leela. K.S Dr. S. Suresh Dr. H. N. Vishwanath Miss. Sumithramma Miss. Zonia Abraham Mr. H. M. Manjunath Miss. Roopa.M Mrs. Vidya.T.R Mr. Veerabhadraiah Mr. Chetan.B.S. Mr.H.Paramesha Mr. Nagaraja. M. Mr. Ramamurthy. P. R. Mr. Rama
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 12
preamble
It is a great pleasure to place our Self Study Report reflecting our sustained effort at
enhancing quality since our previous accreditation. Treating the criteria-wise questions
provided by NAAC as a guide, our attempt has been to portray a comprehensive picture of
the overall programmes & activities of the institution in realizing the avowed goals in tune
with our vision and mission and within the framework of the core values enunciated by
NAAC.
True to the integrated quality assurance framework of NAAC, this Self Study Report
seeks to present the inputs, processes, outcomes involved in our quest for quality sustenance
and enhancement. To this effect, we tried to enunciate our efforts at realizing the primary
goals of higher education, namely teaching-learning, research & extension which correspond
with the core values that NAAC considers central, cardinal to higher education.
The Internal Quality Assurance Cell (IQAC) of the college engineered this effort at
mapping the assurance of quality and enhancement process. IQAC tried to bring together the
different stakeholders and make the process highly productive, participatory and interactive.
While the internal contingent comprising the management, staff and students basically
conceived the process the external stakeholders provided the necessary strength and support
for treading into newer horizons of quality initiatives and innovations captured and presented
in this report. This novel exercise, though very laborious and intensive has been a rewarding
and fulfilling experience.
Coordinator
(Dr. Leela. K.S)
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 13
A(i): Profile of the Institution
The history of Sarada Vilas Educational Institutions dates back to 1861, when it had its
glorious beginning with its founder, the illustrious Rao Bahadur Bakshi Narasappa starting
Sarada Vilas “Patha Shala” to teach Sanskrit with the patronage of his Highness, the Late
Maharaja, Sri. Mummadi Krishnaraja Wodeyar. The primary objective was to open up the
doors of education to all those who wanted to study.
Sarada Vilas Educational Institutions has occupied a very significant and place in the
educational map of Karnataka and it is one of the prestigious and oldest educational
institutions in South India. It has made a significant contribution for the development of
education and rendered valuable services to the students in shaping their destinies. Thousands
who have had their education in our institution are occupying prestigious positions and are
serving the society. The institution has a team of well qualified faculty who frame the
backbone of the institution.
The following institutions come under the umbrella of Sarada Vilas Educational
Institutions.
• Sarada Vilas Higher Primary School
• Sarada Vilas Boy’s High School
• Sarada Vilas Girl’s High School
• Sarada Vilas Pre University College
• Sarada Vilas Science College
• Sarada Vilas Law College
• Sarada Vilas Pharmacy College (B. Pharma)
• Sarada Vilas Pharmacy College (D. Pharma)
• SARADA VILAS TEACHERS COLLEGE
Sarada Vilas Teachers College, an off-shoot of Sarada Vilas Educational Institutions,
came to existence in 1963, as a result of the mystical foresight of the managing body of that
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 14
time and the creative genius of the then honorable President, Late Rao Bahadur Ramaswamy
and the then Honorary Secretary, Late T.Venkataramanaiah.
The college had a humble beginning with five teachers, about 50 students, two rooms
and scanty furniture. Besides all odds and constraints, the dedicated managing committee and
the faculty carried the college in a progressive path with their untiring and effort and
enthusiasm. The Grant-in-aid was extended to the college from 1967 by the department of
Public Instruction, Government of Karnataka. The grant of permanent affiliation with an
intake of 100 students was granted to the college by the University of Mysore in the year
1972. The college was recognized under 2(f) and 12(b) of the UGC in 1966. Concurrently the
college was shifted to new premises to accommodate 100 students. Library, laboratory and
other essential academic requirements were strengthened to meet the needs of the students.
Both the teaching and the non-teaching staff were fully recruited in accordance with the
norms of University of Mysore and Government of Karnataka. In 1991 the college was
housed in its own separate building with upgraded infrastructural facilities. At present the
college is imparting teacher training to one hundred students every year. The college has
experienced, well trained and efficient staff and also administrative staff in accordance with
the norms University of Mysore and Government of Karnataka as well as NCTE.
Recently the college has celebrated the Golden Jubilee, “Suvarna Sambhrama” after
successful completion of 50 years. All the facets of the Institution are taken care for further
development and extension to become an ideal institution.
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 15
1. EXECUTIVE SUMMARY
CRITERION I: CURRICULAR ASPECTS
Sarada Vilas Teachers College was established in1963 by the prestigious Sarada Vilas
Educational Institutions. This is one of the oldest colleges of education in Mysore. The
institution has attained a good name through its sustained efforts towards excellence.
Sarada Vilas Teachers College is affiliated to the University of Mysore. It follows
admission rules, regulations and syllabus framed by University of Mysore. Choice Based
Credit System (CBCS) and Continuous Assessment & Grading Pattern (CAGP) was
introduced during 2010-11. Our faculties were involved in the preparation of curriculum for
different courses in the B.Ed programme. Principal is the member of BOS in Education. A
workshop was held in our college for framing the syllabus of the new pattern. Faculties from
our college were involved in revising the curriculum in various subjects. Faculty have access
to various educational organizations like Karnataka State Open University (KSOU), Indira
Gandhi national Open University (IGNOU), District Institute Education and Training (DIET)
and Department of Public Instruction (DPI).
The academic activities of the college not only reflect on the syllabus but also on the
values essential for both individual and social development which contribute to national
development ultimately. Different courses prescribed and activities organized in the college
are to attain the vision, mission and objectives of the institution.
Since 1992 the college has opened study centre for Karnataka State Open University
(KSOU) previously called by the name Institute for Correspondence Course & Continuing
Education (ICC & CE).
When our institution was planning to have NAAC visit the Principal along with
Coordinator discussed various aspects both academic and non academic, pooled the ideas and
made a collective effort towards excellence.
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 16
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 17
CRITERION II: TEACHING-LEARNING AND EVALUATION
Admission process is transparent, with announcement in notice board, publicity in
newspaper and also online. The intake capacity being 100, the Government of Karnataka
allots 75 students and the remaining 25 by the college management. Government rules of
selection on merit as well as reservations are strictly adhered to.
There is an induction programme at the beginning of the academic year which
provides information about the nature of the course, term work, internal assessment pattern
and tests.
The Principal and faculty meet to discuss and prepare calendar of events.
Subsequently, the staff meets to discuss the plan of action for office and support staff. The
college encourages teaching and learning with the involvement of faculty and pupil teachers.
The infrastructure in the college is made use of to the maximum extent. The library facility
helps student trainees in the collection of information to write assignments, prepare projects,
present tutorials and for individual learning. There are group activities to encourage co-
operative learning. The OHP and LCD projectors are made use of to transact in the class. The
student evaluation is carried out by providing constructive feedback with the specific criteria
to evaluate.
The institution has recorded noteworthy results at the university level examination
throughout. The management of the college continuously encourages the faculty in pursuing
higher studies and research. Teacher educators have publications in recognized journals.
Active parent teacher association and alumni association provide worthy feedback and help
us to improve in our endeavors.
CRITERION III: RESEARCH, CONSULTANCY AND EXTENSION
The college has enlightened faculty, four of them with doctorate degree and one more
enrolled for Ph.D. They have published books, written articles in the leading magazines and
journals. They have prepared power point presentations by making use of ICT- related
instructional materials. The faculty is keen on extension activities to the benefit of the local
community.
CRITERION IV: INFRASTRUCTURE AND LEARNING RESOURCES
Sarada Vilas Teachers College is situated in Krishnamurthypuram, Mysore along with
other seven sister institutions within a serene campus. The college has all the necessary
infrastructure like Principal’s chamber, office, individual staff rooms, classrooms, seminar
2. a] Does the institution offer self-financed programmes? No a] How many programmes b] Fee charged per programme 3. Medium of instruction 4. Are there programmes with semester system? Yes
5. Is the institution representing /participating in the curriculum development /revision processes of
the regulatory body? Yes If yes, how many faculties are on the various curriculum development /vision committees / boards of universities / regulating authority?
6. Number of methods / Elective options (Programme wise) B. Ed Methods Electives
--
ü
ü
ü
ü
ü
Kannada & English
ü
ü
06
08
01
03
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 23
7. Are there programmes offered in modular form?
No
8. Are there programmes where assessment of teachers by the students has been introduced? Yes Are there programmes with faculty exchange/ visiting faculty? Yes 9. Is there any mechanism to obtain feedback on the curricular aspects from the
Heads of practice teaching schools? Yes
Academic peers Yes
Alumni Yes
Students Yes
Employers No
10. How long does it take to introduce a new programme within the existing system? 11. Has the institution introduced any new courses in teacher education during the last three years?
No 12. Are there courses in which major syllabus revision was done during the last five years? Yes Number 13. Does the institution develop and deploy action plans for effective implementation of the curriculum?
Yes
ü
ü
ü
ü
ü
ü
ü
ü
3 months
ü
ü
02
ü
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 24
14. Does the institution encourage the faculty to prepare course outlines?
Yes
15. Any other (specify)
ü
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 25
Criterion II
Teaching-learning and Evaluation
1. How are students selected for admission into various courses?
A. Through an entrance test developed by the institution
B. Common entrance test conducted by university/Government
C. Through an interview
D. Entrance test and interview
E. Merit at the qualifying examination
F. Any other (specify)
(If more than one method is followed, kindly specify the weightages)
2. Furnish the following information (for the previous academic year):
a) Date of start of academic year 27-01-2014 12-01-2015 (present year)
b) Date of last admission 26-02-2014 10-02-2015
c) Date of closing of academic year Nov-2014 Nov-2015 d) Total teaching 42 weeks e) Total working days (210 minimum days)
3. Total numbers of students admitted 94 (2013-14)—99 (2014-15)
Programme- 2013-14 Number of students Reserved Open
M F Total M F Total M F Total
B.Ed 2013-14 27 69 96 01 17 18 26 52 78
Programme -2014-15
B ED
M F Total M F Total M F Total
24 75 99 10 17 22 14 63 77
4. Are there any overseas students? If yes, how many?
Yes No ü
ü
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 26
5. What is the ‘unit cost’ of teacher education programme? (Unit cost = total annual recurring expenditure divided by the number of students /trainees enrolled).
a) Unit cost excluding salary component B.Ed
b) Unit cost including salary component B.Ed
(Please provide the unit cost for each of the programme offered by the institution as detailed at item 12 of profile of the institution)
6. Highest and lowest percentage of marks at the qualifying examination considered for admission
during the previous academic session
Programmes Open Reserved
Highest Lowest Highest Lowest
B.Ed No limit Minimum 50% No limit Minimum 45%
7. Is there a provision for assessing students’ knowledge and skills for the programme (after
admission)?
8. Does the institution develop its academic calendar?
9. Time allotted in percentage
11437= 00
11437= 00
Yes ü No
Yes ü No
Programmes Theory Practice teaching Practicum
B.Ed 74% 26%
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 27
10. Pre-practice teaching at the institution
a) Number of pre-practice teaching days
Simulated/micro-teaching/ any other
(Demonstration/team teaching)
b) Minimum number of pre-practice teaching
Lessons given by each student
11. Practice teaching at school
a) Number of schools identified for practice teaching
b) Total number of practice teaching days
c) Minimum number of practice teaching lessons given
by each student
12. Is the scheme of evaluation made known to students at the beginning of the academic session?
13. Does the institution provide for continuous evaluation?
Weightage in percentage given to internal and external evaluation
Programmes Internal External B.Ed 40% 60%
14. Examinations
a) Number of sessional tests held for each paper PER SEMESTER
b) Number of assignments for each paper
2 6
1 4
1 4
4 5
2 6
Yes ü No
Yes ü No
0 2
0 2
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 28
15. Access to ICT (Information and communication technology) and technology.
ICT &Technology Yes No Computers ü Internet ü Intranet ü Software/Courseware(CDs) ü Audio resources ü Video resources ü Teaching aids and other related materials
ü
Any other ü
16. Are there course with ICT enabled teaching learning Process?
17. Does the institution offer computer science as a subject? If yes, is it offered as a compulsory or optional paper?
18. Any other (specify)
Criterion III
Yes ü No Number 06
Yes ü No
Compulsory Optional ü
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 29
Research, consultancy and Extension 1. Number of teachers with Ph. D and their percentage to the total faculty strength
2. Does the institution have on-going research projects?
Funding agency Amount Duration(years) Collaboration, if any
----
---NIL---
---
---
3. Number of completed research projects during last three years.
4. How does the institution motivate its teachers to take up research in education?
(Mark for positive response and X for negative response) Ø Teachers are given study leave
Ø Teachers are provided with seed money
Ø Adjustment in teaching schedule
Ø Providing secretarial support and other facilities
Ø Any other specify
5. Does the institution provide financial support to research scholars?
6. Number of research degree awarded during the last 5 years.
a. Ph.d
b. M. Phill Nil
7. Does the institution support student research projects (UG & PG)?
8. Publications (last five years)
Yes No Number
Internationals journals 01
Number 4 8 57%
0
ü
X
ü
ü
Yes No ü
03
Yes ü No
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 30
National journals – Referred papers - Non referred papers
Academic articles in reputed magazines/news papers ü 35
Books ü 18
Any other(specify)
9. Are there awards, recognition, patents etc received by the faculty?
10. Number of research paper presented by the faculty and students (during last five years):
Faculty Students Ø National seminars
Ø International seminars
Ø Any other academic forum
11. What type of instructional materials have been developed by the institution? (Mark’ ’ for Yes and ‘X’ for No) Ø Self-instructional materials Ø Print materials Ø Non- print materials (eg: teaching Aids/audio-visual,
Multimedia, etc.) Ø Digitalised(Computer and instruction materials) Ø Question bank Ø Any other
12. Does the institution have a designated person for extension activities?
If yes, indicates the nature of the post.
Full-time Part-time
13. Are there NSS and NCC programme in the institution?
14. Are there any outreach programmes provided by the institution? If yes, give details – 3.5 of part II
15. Number of other curricular/co-curricular meets organized by other academic agencies/NGOs
Yes No ü
16 -
07 -
08 01
ü
ü
ü
ü
ü
Yes No ü
Yes No ü
Yes No
05
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 31
on campus
16. Does the institution provide consultancy services? In case of paid consultancy what is the net amount generated during last 3 years. Consultancy is done on an honorary basis.
17. Does the institution have networking/linkage with other institutions/organisational bodies?
Criterion – IV Infrastructure and Learning Resources
Yes ü No
Local level ü
State level ü
National level ü International level -
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 32
1. Built-up Area in -1,226 sq. mts.) 2. Are the following laboratories been established as per NCTE Norms?
a)
Methods laboratory
Yes
No -
b)
Psychology laboratory Yes ü No -
c)
Science Laboratory(s) Yes ü No -
d)
Education Technology laboratory Yes ü No -
e)
Computer laboratory Yes ü No -
f)
Workshop for preparing teaching aids Yes No -
3. Has the institution developed computer-aided learning packages? 4. What is the Budget allotted for computers (purchase and maintenance) during the previous
academic year?
5. What is the Amount spent on maintenance of computer facilities during the previous academic
year?
.
6 What is the Amount spent on maintenance and upgrading of laboratory facilities during the
previous academic year?
Yes No ü Year Amount
2013-14 Nil
Year Amount
2013-14 7,748/-
2014-15 12000/-
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 33
. 7. What is the Budget allocated for campus expansion (building) and upkeep for the current
academic session/financial year? Budget given for 60 lakhs to UGC (Library and laboratory)
8. Has the institution developed computer-aided learning packages? Yes
9. Total number of posts sanctioned
10 Total number of posts vacant 11. a. Number of regular and permanent teachers
(Gender-wise) Open Reserved
M F M F Lecturers 01 01 01 Associate Professors
02
Professors ---- -- -- --
b. Number of temporary/ad-hoc/part-time teachers (Gender-wise)
(Gender-wise) Open Reserved M F M F
Year Amount
2013-14 23.000/-
2014-15 25000/-
Open Reserved M F M F Teaching 02 01 01 01 Non-teaching 01 - 04 -
Teaching faculty 03
Non teaching 09
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 34
Lecturers 01 01 01 Readers - Professors
c. Number of teachers from same state
Teachers from
same state 07 Other states
Nil
12 Teacher student ratio (program-wise) -12:1
13. a. Non-teaching staff
(Gender-wise)
Open Reserved
M F M F Permanent - 05 - Temporary (Management full time staff)
01
b. Technical Assistants
M F M F Permanent - - - - Temporary - - - -
14. Ratio of Teaching – non-teaching staff
15. Amount spent on the salaries of teaching faculty during the previous academic session (%of total expenditure)
16. Is there an advisory committee for the library? Yes.
11:09
44.96%
Self Study Report Sarada Vilas Teachers College
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17. Working hours of the Library -10-5pm
On working days 9.30 A.M.to 5P.M. without lunch break
On holidays 9.30 A.M.to 1.30 P.M.
During examinations 9 A.M.to 5.30 P.M. without lunch break
18. Does the library have an open access facility?
19. Total collection of the following in the library
20. Mention the total carpet area of the Library (in sq. mts.)
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 36
Fully automated -
22. Which of the following services/facilities are provided in the library?
Circulation ü Clipping ü Bibliographic compilation ü Reference ü Information display and notification ü Book Bank ü Photocopying ü Computer and Printer ü Internet ü Online access facility ü Inter-library borrowing ü Power back up ü User orientation /information literacy ü Any other (please specify and indicate)
1. Reservation of books for needy pupil teachers on a priority basis.
2. Lending reference books to pupil teachers for overnight in case of urgency.
23. Are students allowed to retain books for examinations?
Yes ü No -
24. Furnish information on the following
Average number of books issued/returned per day 60 to 178 Maximum number of days books are
permitted to be retained
by students 15 days
by faculty As per their need Maximum number of books permitted
for issue by students
04
by faculty 25 Average number of users who visited/consulted per month
800 to 1200
Ratio of library books (excluding textbooks and book bank Facility) to the number of students enrolled
110:1
25. What is the percentage of library budget in relation to total budget of the institution?
3%
Self Study Report Sarada Vilas Teachers College
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26. Provide the number of books/ journals/ periodicals that have been added to the library
during the last three years and their cost.
2011-12 2012-13 2013-14
Number Total cost (in Rs.)
Number Total cost (in Rs.)
Number Total cost (in Rs.)
Text books 248 42122.00 154 15975.00 83 13731.75 Other books - - - - - -
If yes, how many students were employed through placement cell during the past three years?
2010-11 2011-12 2012-13 2013-14
15 12 18 40
24. Does the institution provide the following guidance and counseling services to students?
Academic Guidance and Counselling Yes ü No -
Personal Counselling Yes ü No -
Career Counselling Yes ü No -
2005
Yes ü No -
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 42
Criterion - VI Governance and leadership
1. Does the institution have a functional Internal Quality Assurance Cell (IQAC) or any other similar body/committee?
Yes √ No -
2. Frequency of meeting of Academic and administrative bodies: (last year)
Governing Body / Management 02
Staff council 10
IQAC / or any other similar body / committee 4 Internal Administrative bodies contributing to quality improvement of the institutional processes. (mention only for three most important bodies) IQAC Planning committee Purchase committee
4 2 2
3. What are the welfare schemes available for the teaching and non-teaching staff of the institution?
a. Loan facility Yes ü No - b. Medical assistance Yes No üc. Insurance Yes - No üd. Other (specify and indicate) FBF, EPF Yes ü No -
4. Number of career development programmes made available for non-teaching staff during the last three years.
2010-11 2011-12 2012-13 00 01 01
5. Furnish the following details for the past three years
a. Number of teachers who have availed the faculty improvement program of the
UGC/NCTE or any other recognized organization.
Orientation =1, Refresher = 1
b. Number of teachers who were sponsored for professional development programmes
by the institution
c. Number of faculty development programmes organized by the Institution:
National - - - International - - -
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 43
2010-11 2011-12 2012-13 - - -
d. Number of seminars/workshops/symposia on curricular development, teaching – learning, Assessment, etc. organized by the institution
2010-11 2011-12 2012-13 - - 01
e. Research development programmes attended by the faculty
2010-11 2011-12 2012-13 - - 01 YES
f. Invited/endowment lectures at the institution
2010-11 2011-12 2012-13 02 02 02
Any other areas (specify the programme and indicate)
2010-11 2011-12 2012-13 2013-14
- -
Add on programme in Sanskrit , Bridge course
in English
Add on programme in Sanskrit & Bridge course in
English& Teacher Eligibility Test
6. How does the institution monitor the performance of the teaching and non-teaching staff?
a. Self-appraisal Yes No ü
b. Student assessment of faculty performance Yes ü No -
c. Expert assessment of faculty performance Yes - No ü
d. Combination of one or more of the above Yes ü No
e. Any other (specify and indicate) Yes - No -
7. Are the faculty assigned additional administrative work?
Yes ü No -
If yes, given the number of hours spent by the faculty per week
2 hours
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 44
8. Provide the income received under various heads of the account by the institution for previous academic session
Year 2013-14 2014-15
Grant-in-aid 77,37,757
fees 4,62,127 2,66,544
donation _ _
Self_funded cources
Any other(specify and indicate) _ _
Management contribution _ _
UGC grant 7,82,767 8,11,501
9 Expenditure statement (for last two years)
Year 2013-2014 2014-15 Total Sanction Budget 7,49,868 6,74,999 % spent on the salary of faculty 6,13,929 5,56,629 % spent on the salary of non-teaching employees
1,35,939 1,18,370
%spent on the books and journals 24,193 % spent on developmental activities (expansion of building)
% spent on telephone, electricity and water 33,827 % spent on maintenance of building, sports facilities, hostels, residential complex and student amenities, etc.
7,200
% spent on maintenance of equipment, teaching aids, contingency etc.
23,000
% spent on travel Any other (specify and indicate) Total expenditure incurred
10. Specify the institutions surplus/deficit budget during the last three years?
(Specify the amount in the applicable boxes given below)
Surplus in Rs. Deficit in Rs. 2010-11 - - 2011-12 - - 2012-13 - -
11. Is there an internal financial audit mechanism?
Yes ü No -
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 45
12 Is there an external financial audit mechanism?
Yes ü No -
13 ICT/Technology supported activities/units of the institution:
Administration Yes ü No - Finance Yes ü No - Student Records Yes ü - No - Career Counseling
Yes - No -
Aptitude testing Yes - No - Examinations/Evaluation/Assessment
Yes ü No -
Library Yes - No - Any other (specify and indicate)
- - - -
14 Does the institution have an efficient internal Co-coordinating and monitoring mechanism?
Yes ü √ No -
15 Does the institution have an inbuilt mechanism to check the work efficiency of the non-teaching staff?
Yes ü No -
16 Are all the decisions taken by the institution during the last three years approved by a
competent authority?
Yes ü No -
17. Does the institution have the freedom and resources to appoint and pay temporary/ad hoc/guest
teaching staff??
Yes ü No -
18. Is a grievance redressal mechanism in vogue in the institution?
a. For teachers No
b. For students Yes
c. For non-teaching No
Self Study Report Sarada Vilas Teachers College
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19. Are there any ongoing legal disputes pertaining to the institution?
Yes - No ü
20. Has the institution adopted any mechanism /process for internal academic audit/quality checks?
Yes ü No
20. Has the institution adopted any mechanism /process for internal academic audit/quality checks?
Yes ü No -
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 47
Criterion – VII Innovative Practices
1. Does the institution has an established Internal Quality Assurance Mechanisms?
Yes ü No -
2. Do students participate in the Quality Enhancement of the Institution?
Yes ü No -
3. What is the percentage of the following student categories in the institution?
Category Men % Women % a SC 09 9.27 09 9.27 b ST 01 1.03 00 0 c OBC 07 7.21 34 35.05
d Physically challenged
00 00 00 00
e General Category
09 9.27 25 25.77
f Rural 26 26.80 45 46.39 g Urban 02 2.06 24 24.74
Any other ( specify)
4. What is the percentage of the staff in the following category?
Category Teaching staff
% Non-teaching staff
%
a SC 02 28.57 03 57.14 b ST 00 00 01 14,28 c OBC 00 00 01 14.28 d Women 00 00 00 00
e Physically challenged 00
00 00
00
f General Category
03 57.14 00 00
g Any other ( specify) 00 00 00 00
Self Study Report Sarada Vilas Teachers College
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5. What is the percentage incremental academic growth of the students for the last two batches?
YEAR 2012-13 2013-14 Category At Admission On completion of the course Batch I Batch II Batch I Batch II SC 13 15 ST 08 03 OBC 52 50 Physically challenged
General Category
21 28
Rural Urban Any other ( specify)
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 49
Criterion I:
CRITERION I:
CURRICULAR ASPECTS
Self Study Report Sarada Vilas Teachers College
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CURRICULAR ASPECTS
1.1 Curricular Design and Development
1.1.1 State the objectives of the institution and the major considerations addressed by them. (Intellectual, Academic, Training, Access to the Disadvantaged, Equity, Self development, Community and National Development, Issue of ecology and environment, Value Orientation, Employment, Global trends and demands, etc.) “Vidya Viveka Janani” (Education is the mother of Wisdom) is the motto of Sarada Vilas
Educational Institutions. Institution is committed to the cause of empowerment of youth
through imparting quality education which instils serenity- the wisdom to distinguish
between the right and wrong. Throughout its history of five decades, it has always tried to
instil enlightenment among students.
Our mission and goal is to ensure total quality and suitable personality development
and to meet the challenges in the field of education. Our mission is to bring out teachers who
are socially sensitive and those who reciprocate to issues in the society and have a
humanitarian consideration for their fellow human beings.
Institution believes that the three domains- cognitive, affective and psychomotor or
conative of the teacher have to be developed. Generally, the cognitive and conative domains
are taken care of during the usual training. Hence our institution has considered the
development of affective domain as its central vision. For that it has given more prominence
to cultural education and human engineering.
The Institution’s purpose, vision, mission and values are made known to the different
stakeholders by various means. Some of them are:
• Logo of the institution is printed on all the published materials of the institution like
invitations, booklets etc.
• Pupil teachers are briefed about the history and goals of the institution during the ‘warm
welcome session’ on the first day in the beginning of the new academic year.
Sarada Vilas Teachers College targets at attaining the following aims in the duration of B. Ed course.
The intellectual aims:
• To promote logical thinking and positive attitude.
Self Study Report Sarada Vilas Teachers College
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• To foster creative thinking.
• To develop critical thinking.
• To develop organizational ability.
The academic aims:
• To enable pupil teachers to be well-versed in skills necessary for teaching.
• To make pupil teachers realize their hidden talents and utilize them in
curricular and co-curricular activities.
Objectives of Training:
• . To provide firsthand experience of teaching to pupil teachers.
• To develop essential competencies required for a teacher.
Objective of Access to the Disadvantaged:
• To create an impartial, unbiased outlook towards the disadvantaged by
treating pupil teachers without any preconceived notion.
Objective of Equity:
• To provide equal opportunities to pupil teachers irrespective of their gender
and physical, economic, racial and educational considerations.
Objective of Self development:
• To make them realize the need for self development by assessing their
performance in activities and offering constructive criticism to them.
• Developing leadership qualities among teacher trainees.
• Enhancing the skill of communication of teacher trainee.
Community and National Development:
• To enable them to develop the ability to adjust themselves to different type of
environment and cooperate with community
• To them participate in social service activities.
• To promote National Integration and International understanding.
Objective of Issue of ecology and environment:
§ To develop among the student teachers an awareness ecological conservation.
Objective of Value Orientation:
Self Study Report Sarada Vilas Teachers College
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• To lay the foundation for basic and professional values through curricular
and co-curricular activities.
Objective of Employment:
• To equip pupil teachers with essential teaching competencies and thus
preparing them for suitable employment
Objective of Global trends and demands:
• To produce would-be teachers with updated knowledge and enhanced level
of training of essential skills.
• Sensitizing teacher trainees to the subtleties of social changes.
1.1.2 Specify the various steps in the curricular development processes. (Need
assessment, development of information database pertaining to the feedback
from faculty, students, alumni, employers and academic experts, and
formalizing the decisions in statutory academic bodies).
• The college is affiliated to University of Mysore.
• At present Choice Based Credit System (CBCS) & Continuous assessment
& Grading Pattern (CAGP) with two semesters is being followed.
• The restructured curriculum is finalized in the Board Of Studies with a
panel of experts.
• University of Mysore seeks the approval of BOS in Education for the
finalization of curriculum.
• Finalized curriculum is followed by the teacher training institutions which
come under the purview of Mysore University.
• Many of our senior teaching faculties are involved in framing the curriculum
of the recently introduced CBCS & CAGP curriculum
A workshop was organised in our institution for the reframing of the syllabus in
collaboration of university of Mysore and all the faculty were involved in the restructuring of
the curriculum in 2011.Our previous principal was the resource person and also a member of
syndicate.
Self Study Report Sarada Vilas Teachers College
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Institution has an elaborate system of getting feedback from different
stakeholders. The feedback is used for need assessment and to develop information database.
But this data is mainly used to bring in changes in the academic programmes of the institution
with its limitations and freedom. However, this information is carried to the appropriate
statutory bodies whenever our teaching staff is member to such bodies. Our institution is
proud about in proclaiming that it headed the revision of curriculum of the present academic
session of the B.Ed. course.
Sources of Feedback: Regular feedback is obtained from different sources to bring about
qualitative improvement in our Institutional programmes. The feedback is obtained mainly
from five sources-
A. Schools
Practicing Schools: Feedback from the heads of the practicing schools is undertaken in the
following manner.
i. Before the actual Practice Teaching begins, a meeting of all the Head masters of all the practicing
Schools involved in the present year’s Practice Teaching programme is called. In this meeting,
Discussion is generated regarding Practice Teaching programme in their schools and the problems
encountered by them in this regard and their requirements like
∗ The maximum number of trainees can accommodate, (method and wisdom
wise)
∗ The general expectations from the college and trainees.
∗ About their specific requirements as far as the number of particular subject
Teacher Trainee they require.
∗ Arrangement of Demonstration Lessons in their schools.
∗ The facilities for Practice Teaching they can provide.
Based on this discussion, the general format and guiding principles of Practice
Teaching is drawn.
ii. During the Teaching Programme the feedback obtained at the school premises are
taken in following manner.
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 54
The Practice-in-teaching programme goes on for a period of 2 months. The teacher trainees are
grouped and attached to the chosen Practicing school for this period. Different lecturers are sent to
these schools to supervise their lessons. They get feedback in the following manner, through informal
meeting and supervisory talks with the Head Masters and teacher trainees, their subject competency,
regularity, preparation etc.
The registers maintained by the teacher trainees also give feedback to the college regarding the
process of practice teaching in each school. It also gives information regarding the various programs
conducted by the teacher trainees in the practicing schools.
The practice teaching in the school ends with a ‘valedictory function of teaching practice
session’. In this function the Headmaster and the senior teachers of the school give their impression.
This too acts as a feedback of improvement and assists in maintaining the rapport with the school
authorities..
After the Practice-in-teaching and Terminal Lessons are completed, all the Headmasters of
Practicing schools are called for the final meeting in the institution. In this meeting, the Headmasters
are requested to give concrete suggestions for the improvement of Practice Teaching program.
iii. Feedback through ‘ Feedback Format’
The Institution has devised a Feedback Format to obtain feedback from the Headmasters. The
Headmasters in consultation with senior teachers have to note down the appropriate
comments for each question given in the format.
Other Schools: Schools other than Practicing Schools are also a source of feedback for the
Institution.
a) Institution has links with many other schools of the area. This link has been established by
involving teachers of such schools in extension activities of the college. Their feedback is procured
through informal meetings. And also the feedback of teachers of a particular extensional activity
throws light on the general standard of the Institution.
b) Some of the Schools seek the assistance of our Institution for conducting Workshops,
Seminars, Enrichment program and Guidance etc. for the benefit of their teachers. Our teaching staff
participates in them as resource persons. On such occasions informal feedback opens up for us to
know our strengths and weakness.
c) Many schools have contact with us for procuring learning aids for their use. At the time of
mustering of these aids the possibility of informal feedback opens for us.
d) As the Institution has Placement Service, many schools avail the opportunity to recruit teachers.
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 55
B. Academic peers
Academic Peers (Education discipline): Regular feedback is obtained from Academic Peers
who are in close contact with the Institution. Academic peers who participate in different programs
conducted by the Institution have sufficient opportunities to know how the college is functioning.
Their opinions help us in viewing our Institution from the eyes of professionals.
Academic peers (Other disciplines): College has the rich tradition of inviting resource
persons and experts of other allied fields to expose students to varied experiences. They may belong
to the field of communication, literature, social work, creative art and any other basic subjects. Their
impression of working with our teaching staff and students is recorded in the visitor’s book, which
mirrors the quality of our efforts.
C. Teacher Trainees
Teacher Trainees of present batch: Students of present batch have ample occasions to
express their academic and administrative needs and problems to the respective teachers and
administrators for getting them fulfilled. Number of committees and associations in the college to
carry out different activities provides such opportunities for the students. One of the striking features
of the college is a free wallboard named ‘ Chitta Chittara’ which provides open and liberal space for
the students to air out their feelings about the proceedings of the college.
At the end of the course, teacher trainees evaluate the teaching staff on a ‘Lecturer Evaluation
Proforma’ and rank them in accordance to different criteria. The analysis of their teacher evaluation
helps to rectify the mistakes and to strengthen the effective ones.
Alumni: Alumni Association is trying to bring the old students of the college in contact with the
present students through various activities. Such interactive sessions also operate as the pointers to the
quality check of the institution.
D. Parents
Parent Teacher Association has been initiated in the college to strengthen the bond between
the community and the Institution. One of the objectives of this association is to procure the opinion
of the parents about the quality and to raise the level of the institution to that expectation.
E. Management
The management of Sarada Vilas Educational Institutions (SVEI) has a deep concern about
the qualitative improvement of the institution. Periodic informal meetings are held to assess and
guide the course of action taken by the college. The beginning and the end of each academic session
invariably have such meetings with the management in which the principal and other staff members
participate.
Self Study Report Sarada Vilas Teachers College
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The analysis of all these feedbacks and the impressions obtained during interaction helps the
institution in identifying the needs of different stakeholders. This forms the basis for visualizing the
curricular changes which will be aired in the appropriate statutory academic bodies.
1.1.3 How are the global trends in teacher education reflected in the curriculum and existing courses modified to meet the emerging needs?
Common thrusts of the nation are included in the teacher education for understanding and
analysis. The renewed Choice Based Credit System [CBCS] & Continuous Assessment & Grading
Pattern [CAGP] prescribed University of Mysore has introduced many innovative topics in the
curriculum. The syllabus has introduced Computer Education, On-line Education and International
understanding and National concerns. Education and global trends is one of the major units of a
core paper ‘Education and national concerns.
GLOBAL TRENDS
Pupil teachers & teacher educators are encouraged to use
ICT.
An impartial,healthy,cosmopolitan atmosphere instils
confidence and motivation among pupil
teachers.
Special lectures, programmes are organised to create awareness about
the global community among pupil teachers.
College is following CBCS&CAGP pattern in
accordance with regulations of University of Mysore
CBCS & CAGP system is highly flexible to cater to the needs of
the growing demands of the recent times..
Global trends is reflected in subjects like Computer
Education,Multimedia & e-learning,Inclusive Education & International understanding.
Self Study Report Sarada Vilas Teachers College
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1.1.4 How does the institution ensure that the curriculum bears some thrust on national issues like environment, value education and ICT?
1.1.5 How does the institution ensure that the curriculum bears some thrust on national issues like environment, value education and ICT? Yes, the institution uses ICT for transaction of curriculum.
Environment
•Pupil teachers plant saplings in practicing schools.
•Pupil teachers take care of the college garden.
•Vanamahotsava is conducted in institution.
•Useful plants like teak are planted in places where CLC is conducted.
•Eco -friendly attitude is developed through celebration of environment day.
•Some members of staff are involved in "Grahakara parishat.
Value Education
•College prayer & uniform develop the value of unison or integrity.
•Guruvandana instils the value of reverence appreciating positive aspects of teacher.
•Pupil teachers clean the college campus - this builds up a civic responsibility among them.
•Celebration of Teachers Day and National festivals creates a sense of respecting their elders.
Information andCommunication Technology
•Pupil teachers are made to use internet
•Teacher educators use ICT for transaction of curriculum.
•Pupil teachers are tuaght communication skills and sre given practicie.
•REcent,needed information about appointments,hostel facility and "earn while learn" opportunities are displayed on"Chittachittara" the college bulletin board.
Self Study Report Sarada Vilas Teachers College
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1.1.6 Does the institution make use of ICT for curricular planning? If yes, give details. Yes, ICT is used to teach different curricular courses. Students use them for
planning their academic and co-curricular activities
Hard Core Paper I Power point presentation on topics like Meaning, definition of Education. Education as teaching, training, instruction, indoctrination. Education as initiation, self actualization, self realization. Social change and Modernization.
Hard Core Paper II and Hard Core Paper VI
Power point presentation on topics like Factors influencing Learning and Educational Statistics
Hard Core Paper III Power point presentation on topics like Micro teaching, School Management and Administration, School Records, Head Master and Teacher Function, Supervision and Time Table.
Soft Core Paper II Content cum Methodology of teaching English – Power point presentation on topics like Meaning and Nature of English, Importance of language, Objectives of teaching English, methods of teaching English, Content Analysis, Approaches of teaching English & Planning for teaching English and resources to teach English
1.2 Academic Flexibility
1.2.1 How does the institution attempt to provide experiences to the students so that teaching becomes a reflective practice?
The institution attempts to provide experiences to the students so that teaching
becomes a reflective practice by a variety of activities.
• Practice of verbal and non-verbal skills of communication, micro-teaching
skills, mini lessons, taking an active part in the different activities of college.
Self Study Report Sarada Vilas Teachers College
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• Visiting schools and collecting information of the daily routine activities of
school and observing the classes of regular teachers lends them an insight into
the teacher behaviour and competencies
• Pupil teachers learn the art of reading, explaining, justifying their stand versus
criticism and many other skills when they get involved in seminars, tutorials.
• They get a firsthand experience of doing things and hands on experience in
practical sessions
1.2.2 How does the institution provide for adequate flexibility and scope in the operational curriculum for providing varied learning experiences to the students both in the campus and in the field?
The institution provides for adequate flexibility and scope in the operational
curriculum for providing varied learning experiences to the students both in the
campus and in the field by the following:
• Pupil teachers are allowed to do take up responsibilities under different
committees and execute them. This makes them learn cooperation, sense of
duty and organisational skill and managerial skills.
• They take part in different indoor and outdoor games-this provides relaxation.
• Their inquisitive spirit is satisfied in the library and they enhance their level of
knowledge.
• They visit schools and learn and prepare themselves for the teaching
profession.
• Their creative acumen finds an expression in “Chittachittara”, manuscript
magazines, annual “college magazine “Bharathi”, and wall papers.
• They devlop the value of remembering the positive qualities of their previous
teachers in “Guruvandana”
• They take part in cleaning the campus in “”Swacchata””programme.
Self Study Report Sarada Vilas Teachers College
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1.2.3 What value added courses have been introduced by the institution during the last three years which would for example: Develop communication skills (verbal & written), ICT skills, Life skills, Community orientation, Social responsibility etc?
• The value added courses have been introduced by the institution during the last
three years are
• Communication skills-both verbal & non verbal & their practice.
• Microteaching skills and their practice.
• Integration of micro skills and giving mini lessons.
• Practice of mini lessons which enhances their teaching ability.
• Mentor sessions where pupil teachers and teacher educators meet on a regular
basis and the rapport between them is strengthened.
• Visit to special schools and other teacher education institutions to bring out a
comparison thus creating a scope for improvement.
• Organising programmes on eye donation & blood donation and creating
awareness on environmental issues.
• Participation in the rallies e.g. Aids Day, Procession on “Vivekananda Jayanti” to
instil a sense on social responsibility.
• ICT skills: Using LCD projector, OHP, Power point presentation and the college
provides hands on experience in computers for each and every pupil teacher.
1.2.4 How does the institution ensure the inclusion of the following aspects in the
curriculum? i. Interdisciplinary/Multidisciplinary ii. Multi-skill development iii. Inclusive education iv. Practice teaching v. School experience / internship vi. Work experience /SUPW vii. Any other (specify and give details
Self Study Report Sarada Vilas Teachers College
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•Pupil tachers are taught hard core & soft core subjects along with content
•Tutorials & Practicals are arranged.
•Tutorials & Practicals are arranged.
Interdisciplinary/Multidisciplinary
•Use of ICT.•Use of communication skill.
•Use of simple & correct language.•Development of social skills
•Skill of living together.
Multi skill develpoment.
•Visit to AIISH,special schools like school for retarded,deaf & dumb,school for the blind .
•Practicing the art of integration in scholls & catering to their needs.
Inclusive education
Practice teaching
School experience/Internship
The skills learnt,the art of speking,teaching learnt is in perfect coordination with the practice in teaching in the high schools.
Puil teachers learn while teacheing their students ,they lean how to organise functions ,how to cooperate with each other
and the way of seeing, observing and offerring healthy criticism.
Work experiencePupil teachers are taught to create ""useful from
waste","covers,baskets,flowers,dusters,files,book binding & such other arts.
Self Study Report Sarada Vilas Teachers College
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1.3 Feedback on curriculum 1.3.1 How does the institution encourage feedback and communication from the Students, Alumni, Employers, Community, Academic peers and other stakeholders with reference to the curriculum?
Feedback and communication from Students, Alumni, Employers, Community,
Academic peers and other stakeholders with reference to the curriculum is received and
discussed with the staff and necessary corrections are made.
• Feedback is obtained through the Mentor System. Every Saturday when a Mentor meets their
group, she/he talks to students regarding their problem and difficulties and provides
appropriate guidance and counseling.
• Further at the end of the year Teacher Appraisal/Evaluation is conducted where students have
to evaluate the performance of the teaching staff on a ‘Teacher Evaluation Proforma’. The
observations recorded by the Teacher Trainees are analyzed and this acts as an effective
feedback for the lecturers to appraise and upgrade themselves.
• A general Suggestion box was maintained last year where in many students came forward to
drop suggestions to upgrade ourselves and the institution. Since it was found to be very
useful, this year it is being extended in all the departments.
• Alumni are either invited or are taken to class whenever they come to the institution to narrate
their experience and give valuable suggestions to the present batch of Teacher Trainees to
achieve better.
1.3.2: Is there a mechanism for analysis and use of the outcome from the feedback to review and identify areas for improvement and the changes to be brought in the curriculum? If yes give details on the same.
Mechanism for analysis
Data’s in the Students expectation and Teacher evaluation proforma are analyzed and the
possible changes will be brought to the notice of the relevant authorities.
Changes in the Curriculum
Mysore University has revised the B.Ed syllabus and has changed the regulations. The
regulations called University of Mysore regulations for Choice Based Credit System
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[CBCS] and Continuous Assessment & Grading pattern[CAGP] for Bachelor Degree in
Education programme.
Measures for Quality sustenance and enhancement.
The proforma ‘Staff evaluation proforma’ developed by the institution is revised this
year. This has helped the students to assess their teachers in the mid course. This would
help the teachers to adapt to the immediate need of the trainees regarding curricular
transactions. Internal Quality Cell of the college sees to the enhancement of quality by
editing the question papers and making them error-free, prepares criteria for evaluation of
different assignments and test booklets.
1.3.3 What are the contributions of the institution to curriculum development? (Member of BoS/ sending timely suggestions, feedback, etc.)
Dr.P.S.Suresh
Member of Board Of Studies in Education.
Member in framing syllabus for Content Course in Geography.
Resource person for framing the model lesson plan using cognitive mapping.
Member of Board of Examination, KSOU
Dr,Leela.K.S.
Member in framing syllabus for Content Course in English.
Resource person for framing the model lesson plan using cognitive mapping in English.
Member in framing syllabus for Content Course in English.
Resource person for framing the model lesson plan using cognitive mapping in English.
Self Study Report Sarada Vilas Teachers College
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1.4 Curriculum Update 1.4.1 Which courses have undergone a major curriculum revision during the last five years? How did these changes contribute to quality improvement and student satisfaction? (Provide details of only the major changes in the content that have been made)
B.Ed course has undergone a major change in the curriculum since last five years. Mysore
University has revised the B.Ed syllabus and has changed the regulations. The regulations called
University of Mysore regulations for Choice Based Credit System [CBCS] and Continuous
Assessment & Grading pattern [CAGP] for Bachelor Degree in Education programme.
Courses Course Credit
Hard Core Course 20
Soft Core Course 10
Term work 08
Elective 02
Open Self Study 02 (extra Credits)
Hard Core Course 40 Credits
Table showing Semester wise distribution of credits & marks: I Semester
Sl.No. Course Title Credits Mid Semester Assessment
Semester/ Year end examination
Total marks
1 Hard Core I 4 50 50 100 2 Hard Core II 4 50 50 100 3 Hard Core III 4 50 50 100 4 Soft Core I 3 50 50 100 5 Soft Core II 3 50 50 100 6 Term work
(Pre Internship) 2 100 - 100
20 350 250 600
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Table showing Semester wise distribution of credits & marks: Semester II
Sl.N
o.
Course Title Credits Mid Semester
Assessment
Semester/ Year end
examination
Total
marks
1 Hard Core IV 2 50 50 100
2 Hard Core V 3 50 50 100
3 Hard Core VI 3 50 50 100
4 Soft Core III 2 50 50 100
5 Soft Core IV 2 50 50 100
6 Elective 2 50 50 100
7 Term Work
(Internship in teaching I)
3 100 - 100
8 Term Work
(Internship in teaching II)
3 100 - 100
20 500 300 800
1.4.2 What are the strategies adopted by the institution for curriculum revision and update? (Need assessment, student input, feedback from practicing schools etc.)
Our college follows the regulations stipulated by University of Mysore.
- Institution follows the curriculum which framed by the university experts.
- At the institution level we make it relevant and appealing for the students.
- Institution contextualizes the curriculum.
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1.5 Best Practices in curricular Aspects
1.5.1 What are the quality sustenance and quality enhancement measures undertaken
by the institution during the last five years in curricular aspects?
• Though the college follows the regulations of University of Mysore it tries its level best to enhance the quality by open minded endeavours.
• Interactive sessions are held in classroom while teaching. • In Tutorials pupil teachers are made to discuss and reflect upon some of the not-easy
to understand concepts. • Paper presentations are arranged on some chosen topics. • Special lectures, guest lectures are arranged on topics which are not easy to
understand. • Special visits are arranged so that pupil teachers feel the need of developing and
enlarging their outlook towards teaching. • Dramas are enacted involving maximum number of pupil teachers to make them
internalise the variety of feelings.
1.5.2 What innovations / best practices in ‘Curricular Aspects” have been planned/ implemented by the institution?
The innovations/best practice in ‘Curricular Aspects” have been planned/
implemented by the institution are as below:
Best Practice 1: Talk Fest
A series of special lectures by experts in the field are arranged about topics, issues
concerning teaching profession and the different subjects prescribed in the course.
Context: An examination oriented approach may not bring out the required level of
interest among the pupil teachers. This may create monotony and a lowered level of
motivation to understand the concepts or the spirit behind the concept.
Objectives:
• To provide an opportunity for learning beyond the syllabus.
• To enable them to develop open mindedness.
• To make them understand the concept in depth.
Obstacles:
• Shortage of time.
• Approach of Semester end examination.
• Difficulty in providing a slot in the course schedule.
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Benefits:
• Pupil teachers learn a great deal more when the listen to a person who has a deviant approach to the topic.
• A widened outlook, anew frame of mind provides them a novel experience which remains fresh in their memory.
Best Practice 2:
Title of the practice: Unitization of syllabus
Context:
• The curriculum of B. Ed course is multi-disciplinary in approach-various Hard Core
and Soft Core subjects are introduced.
• Pupil teachers who have joined B.Ed course both graduates and postgraduates are not
able to clearly understand the nature of B.Ed course.
• The National Policy on Education 1986 and Programme of Action 1992 emphasise
bringing quality improvement in the institutions.
• Hence, there is need to maintain quality in the institution. A variety of activities are
the indicators of quality in an institution.
Objectives:
• To provide learning beyond the syllabus.
• To bring various potentialities.
• To provide concreteness in comprehension.
The Practice:
In order to provide variety of experiences following activities were in the institutions.
• The members of faculty handle different Hard Core and Soft Core subjects.
• There are three Hard Core subjects and eight Soft core subjects.
• Each member of faculty analyzed the entire syllabus as a whole and converted it into
meaningful, simple easy to understand concepts or units.
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• The single unit was explained very briefly such that the pupil teacher finds it easy to
understand.
• The essence or crux of the entire syllabus thus is analysed into meaningful, point
blank units.
• A systematic, meaningful order of these concepts framed by teacher educators make
the pupil teacher understand quickly and also effectively.
Obstacles:
• Time constraint.
• Student participation.
Impact:
• The programme made effort to enhance to fund of information in student trainees.
• It encouraged student trainees develop better understanding of concepts as a
meaningful whole.
• Pupil teachers thus understand that the syllabus constitutes systematic integration of
many meaningful concepts
Resources:
• All the resource persons who have a fund of information.
Contact person: Dr.S.Suresh
Best Practice 3:
Title of the practice: Implementation of ICT
Context:
• The curriculum of B. Ed course involves many situations wherein pupil teachers have
to use ICT.
• Many pupil teachers are not conversant with the use of computers.
Objectives:
• To provide learning beyond the syllabus.
• To develop the potentiality of using ICT.
• To be able to develop computer generated lessons and lesson plans. .
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The Practice:
In order to provide variety of experiences following activities were in the institutions.
• The members of faculty dealing with different Hard Core and Soft Core subjects use
ICT.
• The single unit was explained very briefly in power point presentation such that the
pupil teacher finds it easy to understand.
Obstacles:
• Time constraint.
• Student participation.
Impact:
• The presentations made effort to enhance to fund of information among pupil
teachers.
• It encouraged student trainees develop better and easy understanding of concepts as a
meaningful whole.
Resources:
• All the resource persons who develop presentations.
Contact person: Dr. H. N. Vishwanath.
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Additional information
1. What are the main evaluative observations / suggestions made in the first
assessment report with reference to curricular aspects and how have they been
acted upon?
Sl.
No.
Observations made by NAAC Action taken by the college
1. Faculty should obtain PhD degree
Three more members of faculty have
obtained Ph.D Degree after the previous
NAAC visit. One more has enrolled for
research in Education.
2 College may start M.Ed , M.Phil
and PhD programs.
The management of Sarada Vilas
Educational Institutions has taken
permission from University for M.Ed
programme. University of Mysore will grant
permission for Ph.D programme if post
graduate programme in education is
conducted in the college.
3 College prospectus should be
updated
College prospectus is updated with
information about the newly introduced
CBCS & CAGP pattern prescribed by
University of Mysore.
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CRITERION II:
TEACHING, LEARNING AND
EVALUATION
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CRITERION II: Teaching, LEARNING AND EVALUATION
2.1 Admission Process and Student Profile 2.1.1 Give details of the admission processes and admission policy (criteria for admission adherence to the decisions of the regulatory bodies, equity, access, transparency, etc.) of the institution. Selection of Teacher Trainees for admission into B.Ed course
Teacher Trainees are selected to the course through two streams.
i. Government Seats:
The Government selects the Teacher Trainees for each B. Ed College through a
‘Central Entrance Test’ (CET) and ‘Counselling’. The list of selected Teacher
Trainee candidates is notified to the institution for admission. 75 Teacher Trainees
out of fixed intake of 100 students to the institution are selected through this
stream.
ii. Management Seats:
The management seats are for those Teacher Trainees who directly approach the
management. It can be of 2 categories of students.
a. Candidates from Karnataka
b. Candidates from other states apart from Karnataka
Preference is given to Teacher Trainee candidates from Karnataka. The procedure adopted by
the Management is:
∗ Interview at arrival
∗ Scrutiny of Academic Records and the subject combination taken by the candidate.
∗ Selection and intimation to the candidate and the college for admission.
The criteria for selecting the trainees are in accordance to the norms stipulated by the
Government of Karnataka and University of Mysore. 25 Teacher Trainees are selected in
this category.
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2.1.2 How are the programmes advertised? What information is provided to prospective students about the programmes through the advertisement and prospectus or the similar material of the institution? Advertisement of the program
‘Central admission cell’ issues advertisement in most of the national papers giving all the
details regarding the course for the benefit of prospective trainees seeking admission under
Government quota. At the time of obtaining the application form to B.Ed course. The
prospective students are given a booklet by ‘Central Admission Cell’, K G Road, Bangalore
(of the Government of Karnataka) with details of the course. This booklet provides the
following information to the prospective B.Ed. students.
a. Admission criteria
b. Application form
c. Number of colleges available for B.Ed. course in Karnataka
d. Fee structure
e. Reservation criteria
f. Entrance Examination Model Question Paper
Prospective students seeking admission under management quota are provided with the
prospectus of the college which outlines all the essential information about the course and the
available infrastructure.
Prospectus: The teacher trainees are provided prospectus of the institution along with the
admission form. It includes the following information: (1) Information about our parent
Institution (2) Information about the B.Ed. College (3) infrastructure facilities, rules and
discipline, curriculum etc. The programmes are advertised by the website, circulars,
Newspapers and even display board in which the fees structure, Eligibility, the aspects of
teaching as well as the Curricular and Non-curricular activities are presented and the facilities
which are provided in the institution too.
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2.1.3 How does the institution monitor admission decisions to ensure that the determined admission criteria are equitably applied to all applicants? Equal treatment of criteria
Admission made by the Institution will be sent to the University for approval. This ensures
that the published admission criteria are equitably applied to all the applicants. The
documents of each candidate are verified by the institution authorities according to the rules
and norms laid down by the NCTE. If lacunae are found, the case is referred by the Principal
to the concerned authority of Admission.
2.1.4 Specify the strategies if any, adopted by the institution to retain the diverse teacher trainees population admitted to the institution. (e. g. Individuals of diverse economic, cultural, religious, gender, linguistic, backgrounds and physically challenged)
• The intake of the college is 100.Of them 75 are sent by Government and the remaining 25 are taken by management.
• Even the management seats come under the rules of University of Mysore. • Pupil teachers belonging to different categories are eligible for financial support as
per government rules.
• Pupil teachers have the facility of availing help from “Prevention of harassment of
women Committee” for lady pupil teachers, “Anti ragging Committee” for men and
“Student Grievance Cell” for all the student teachers.
2.1.5 Is there a provision for assessing student’s knowledge / needs and skills before commencement of teaching program? If yes, give details on the same.
Assessing teacher trainees
The Institution has made a provision for assessing Teacher Trainees’ knowledge in content
attitude and aptitude towards the profession soon after their admission. It is done in two
ways.
1) Informal Assessment:
i. Informal assessment is done in the methodology classes to assess proficiency
in school subjects (content)
ii. The attitude of then teacher trainees for the profession is informally assessed
through observation of the behaviour in the college campus during the first
and second week of the academic year.
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2) Formal Assessment:
In the beginning of the Academic year Entry Level Content and General teaching
Attitude test (ECG Test) is administrated to the teacher Trainees to assess their
knowledge and the skills needed for the course. ECG Test is a battery of tests
developed by the institution to test the Teacher trainees’ Content knowledge,
Attitude: This battery of tests measures the entry behaviour of teacher Trainees. ECG
Test is developed and administered with the assumption that the benefit of the course
would be maximum if teacher trainees have the required entry behaviour. Further, the
knowledge about the entry behaviour of the trainees will help the lecturers to fix up
their priorities and modify their approach to help the teacher trainees and plan
remedial programs if needed.
2.2 Catering to Diverse Needs
2.2.1 Describe how the institution works towards creating an overall environment conducive to learning and development of the students.
Welcome Session: On the first day, i.e., on the day of reopening, pupil teachers are invited
by the alumni, pupil teachers of the previous batch and the college flag is handed over to the
new pupil teachers of the present batch. The entire family of Sarada Vilas Teachers College
assemble before the new pupil teachers and they are introduced by the students of the
previous batch. The Principal addresses the fresh batch of pupil teachers and welcomes them
to the abode of Sarada Vilas Teachers College. This is the beginning of the rapport between
teacher educators and pupil teachers.
Orientation Programme: The institution starts the beginning session with the orientation
programme. This is organized for three days. The dynamics of orientation programme leads
each individual to know each other; to come closer to one another more over it discloses the
ethos of the institution. Through various games and discussions the whole group is led to
focus their minds and hearts to become aware of their vocation. Orientation of this sort
enables the group to be sociable and to discover the needs of their training. The teacher
trainees are made aware of their objectives of being teacher trainees. It is a fitting period to
make aware of collective responsibilities to know the syllabus and whole B.Ed. curriculum.
All these programmes are field based which are experiential of various fields. On the
other hand orientation programme helps the teacher trainees to modify and rectify their
adjustment problems towards curriculum and their teaching-learning environment.
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Morning Assembly: The day is begun with morning assembly every day. Morning assembly
consists of various items to be presented. It draws the minds and hearts of the student
teachers and teacher educators together to express their conviction in the Supreme Being.
Thought for the Day: Pupil teachers write novel, thought provoking and motivating
quotations, proverbs both in kannada and English on the Bulletin Board.
Chiththachittara: The talents of pupil teachers find an expression in “Chiththachittara” a
Bulletin Board. The recent happenings, useful information, recent thought trends and creative
arts like drawings, paintings are displayed here.
Wall papers: Recent happenings in immediate surroundings, events of importance
newsworthy incidents are recorded in the periodical wallpapers. The wallpapers brought out
from college are:
Department of English-“Wisdom”
Department of Kannada- “Sarada Vani”
Department of Geography- “Bhoomika”
Department of History –“Itihasa Charita”
Manuscript Magazines: The creative acumen of pupil teachers finds an outlet in the
manuscripts from different manuscript magazine.
Department of English-“Inspirer”
Department of Kannada- “Dhatu”
Department of Geography- “Bhoogola Masa”_Monthly magazine
Annual Magazine-“Nisarga”
Department of History-“Itihasa Sankalana”
Annual College Magazine “Bharathi”: The institution is bringing out the annual college
magazine by name “Bharathi.”
Seminars and tutorials are held frequently with respect to all the papers. Seminars
are scheduled in such a way that all the students are going to present at least one paper in core
and one each in their respective methodologies summing up to five seminar papers. Subjects
for seminar are brought to the notice of the candidates well in advance, so that they can prefer
and prepare papers of their choice. Seminar subjects are notified in such a way that the
preparation of seminar paper would help the students in preparing themselves for
examination also. Presentations of papers are followed by the concerned teachers. Presented
papers are kept in the library for some period for the benefit of other students.
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Promoting self learning
Certain areas of curriculum are earmarked for the self study of students and this
operates as a strategy of promoting self learning. Teacher trainees are given guidelines to
complete an assignment either through experimentations or visit or library work etc. Different
teacher trainees choose different assignments and try to complete the work in their own way.
This encourages them to be creative, original and learn at their own rate and ability. Students
are encouraged avail internet facilities. Library work is well monitored to promote self
learning.
Campus of Institute: - The institution has developed an adequate campus set up. It ensures
all the inmates faculty, non-faculty and student teachers to become eco-friendly. Surrounding
and greenery create an atmosphere of physical fitness. Its set up is away from noisy and
disturbing situations that make all the inmates willing to do good studies and training. It gives
ample place to move around and enjoy nature. It has multi-faceted dimension of landscape to
play and dance on the ground. The institution building is conducive for teachers’ training
programme. It is a three-storied building. It has properly ventilated structure which keeps the
learning atmosphere healthy and lively. There are sufficient rooms for various needs. The
building is well maintained by the institute.
Classrooms: - There are mainly five classrooms and each room can accommodate a
minimum of 50 students teachers. Besides these classrooms there is a big seminar hall in
which 100 student teachers sit together when there is combined class of both the sections.
Each classroom is well ventilated with sufficient natural light. Sufficient number of tube
lights and fans are provided in those classrooms. Benches in the classrooms are adult sized
and made up of wood and are comfortable to sit. All the facilities in the classroom help to
keep the environment conducive for learning.
Library: - It is well equipped with 23000 text-books, good reference books, periodicals,
research journals, and dictionaries. Books are available in both English and Kannada. It is
also equipped with a photocopy machine. The library is spacious and 50 teacher trainees are
accommodated when there is library period of one section. There are sufficient tables and
chairs in the library. This library provides an inspiring learning environment for the teacher
trainees.
Educational Technology Room: - The institution has a well equipped Educational
Technology (ET) room. It consists of television, overhead projector, LCD, and laptop. The
teacher educators use these technologies while teaching. It helps the teacher trainees to
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develop their skills regarding the use of electronic gadgets, so that they can easily handle
these equipments during their practice teaching sessions. Teacher trainees also prepare and
use various models, PPT and teaching aids required for the teaching sessions throughout the
academic year.
Multipurpose Hall: - There is a multipurpose hall available for the teacher trainees to carry
various co-curricular activities, cultural programs, annual function and prize distribution. It is
also useful to conduct various lectures, workshops, seminars, symposium and conferences.
Orientation programme for the teacher trainees takes place in the multipurpose hall.
Psychology laboratory: - Psychological instruments, equipment and tests are available in the
laboratory. There are psychology practical prescribed in the syllabus and for all these
practical necessary equipments and instruments are available.
Community Living Camp: Field experiences are also given to the teacher trainees to apply
and reflect on their content. Every year all the staff and student teachers go for community
experience to some rural area and stay there for three days. They visit people around that
particular place. They also go to different schools and take some classes. This is meant for the
community experience of the teacher trainees. They experience the rural life. Some
awareness programmes related to education, health, human rights, etc. are organized.
Educational Tour: Every year educational tour is arranged by the institution. The
educational tour widens the perspective of the teacher trainees.
Visit to AIISH; Pupil teachers visited All India Institute of Speech & Hearing and listened to
special lectures on Voice disorders and maintenance of voice. They also visited special school
and realized the differential needs of the special children.
Micro-teaching and Teaching Practice: Microteaching programme is arranged for the
teacher trainees. The student teachers practice a minimum of five micro-skills. After this they
are trained in giving mini lessons. After microteaching they go for practice teaching in
different neighbouring schools. The teacher trainees do their internship in these schools.
Community work: The institution conducts Chalk Making, Gardening, Drawing & Painting,
Tailoring & Embroidery, Games and sports. So, there are curricular as well as co-curricular
activities for the students for creating over all environment conducive to learning and
development of the students.
Various Competitions: Teacher students are also involved in a variety of school based
activities like organizing Quiz, Essay Competition, Handwriting Competition, Speech
Completion, Best out of Waste Competition, Singing Competition, Dance Competition,
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Cooking Competition, Debate, Extempore speech etc. All the above mentioned points are
helpful in creating over all environment conducive to learning and development of the
students. Also the teacher educators and teacher trainees make the environment rich and
conducive to all kind of learning and development.
2.2.2 How does the institution cater to the diverse learning needs of the teacher trainees?
The following aspects make it sure that the diverse learning needs of the teacher trainees are catered to by the college.
• Admission for the diverse trainees is done as stipulated by Government rules.
Institution follows the norms stipulated by the Government of Karnataka to ensure the
admission of diverse student population to the Institution.
• The candidates are admitted to the institution through the guidelines and norms of
admission policy of the state.
• Linguistic diversified group: Here the medium of instruction is bilingual. English
and Kannada Languages are used as media of instruction for the teacher trainees.
• Bright learners are encouraged extra reading, opportunities to bring out their talents and use their capability to organize different programmes.
• Freedom accompanied by opportunity to learn. • Assigning challenging tasks. • Guiding them to aspire for higher goals. • Bridge Course is organized by the institution.
• Bilingual method is used in the class in the teaching-learning process and study materials
are provided according to their needs in bilingual form.
• The teachers give extra classes. They have conversation with students to know their
problems, backgrounds etc.
• They have very friendly relation with the students. Hence they give diverse learning
needs of the students.
2.2.3 What are the activities envisioned in the curriculum for teacher trainees to understand the role of diversity and equity in teaching learning process?
The B.Ed. curriculum is focused on understanding the role of diversity and equity in
teaching learning process. Pupil teachers have to study both Hard Core papers and Soft Core
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papers in the First Semester. In addition to Hard Core & Soft Core papers they study elective
papers in the second semester.
• Hard core papers provide a deeper, basis for education which by nature is a
multidisciplinary concept.
• Various practical, practice teaching lessons and activities conducted under the
working with community are useful for the teacher trainees to understand the role of
diversity and equity in the teaching learning process.
• Soft core papers train pupil teachers in learning the way of teaching skill and
practicing them.
• “Visit to school” makes pupil teachers become aware of the infrastructure, facilities
like rooms and documents and daily schedule of the high school students in their
regular routine.
• Practice teaching program gives the teacher trainees an opportunity to apply their
knowledge regarding the diversity and equity, which is gained in the classroom.
While teaching, they find out the diversity in the classroom and try to create equity
through the teaching learning process.
• There are various curriculum activities like Micro-teaching, Rural camp, Educational
tour and Internship, Teaching programmes etc. In this the curriculum there are parts
like getting knowledge about the things and things related to teaching, facts and
knowledge. They get other knowledge too besides bookish knowledge.
2.2.4 What are the various practices that help teacher trainees develop knowledge
and skills related to diversity and inclusion and apply them in classroom
situations?
The various practices that help teacher trainees develop knowledge and skills related to
diversity and inclusion and apply them effectively in classroom situations are:
• Developing skills through demonstrations given by the faculty members:
• The teacher educators give demonstration just before the micro teaching starts. All the
skills of microteaching are demonstrated by the faculty members. The teacher
educators develop the skills of teacher trainees regarding the diversity and inclusion
through live demonstration during their teaching sessions.
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• Providing knowledge and skill through theoretical teaching: All the papers of the
B.Ed. syllabus are taught by the faculty members. While teaching these papers they
also provide inputs to develop knowledge and skills of the teacher trainees.
• Use of gained knowledge and skills by the teacher trainees: The knowledge gained
and skills acquired by the trainee- teachers are used in the classroom situations during
practice teaching. In this way, the teacher trainees get an opportunity to apply the
required knowledge and skills. Beside this, teacher trainees observe the schools
during the practice teaching.
• The knowledge and skills of the faculty members: The institution ensures that the
teacher educators are knowledgeable and skilful. The teacher trainees give feedback
everyday during the practice teaching session.
2.3 Teaching Learning Process
2.3.1 How does the institution engage students in “active learning”? (Use of learning
resources such as library, web site, focus group, individual projects, simulation
peer teaching, role playing, internship, practicum, etc.)
The institution engages student teachers in active learning by giving assignments,
journals writing, reading books in library, assigning them projects work in group as well as
individual, doing peer group teaching in which some talented teacher students teach their peer
group, performing some cultural activities etc. Thus it brings interest in them to learn. Role
playing, acting and presenting skits etc., make the students active in learning.
Library: There is a college library. The student teachers as well as the staff members make
full use of the library. At a time two books are issued to each teacher student. There are
enough tables and chairs where more than 50 students can study together. There are library
periods for the teacher students and during library period one section of students goes for
library study. They observe silence in the library. Nearly 25000 books are available in the
college library. Different types of journals and Magazines are available in library. Photocopy
facility is also made available in the library for students and staff. Thus library helps active
learning.
Website: Usually the staff members browse website and get the additional and latest
information and references time to time. Additional reading material is obtained from the
website. The Curriculum of B.Ed. Programme is designed in such a way that the teacher
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trainees should remain engaged in active learning. The institute makes good use of
transacting the curriculum effectively.
Micro-teaching, Mini lessons and peer teaching: Microteaching is given much importance
in the institute. It is the essence of teacher training programme, where the teacher trainees
have to remain focused in acquiring mastery over various teaching skills which draws the
attention of the learner and all body and mind involved in the learning situation. Therefore,
the teacher trainees remain active in this learning process.
Mini lessons: The core teaching skills are developed in simulated settings. The following
core teaching skills are practised in this college by the students in simulated setting.
1. Introducing a Lesson Skill
2. Skill of Probing Questioning
3. Skill of Explaining
4. Skill of Illustration with Examples
5. Skill of Stimulus Variation
6. Skill of Blackboard Writing
7. Stimulus Variation Skill
Practice Teaching: Before the practice, the teacher trainees have to write lesson plans and
for that purpose they have to do a lot of preparation. The lesson plans are first finalized by the
subject teacher and then they go for practice teaching which is real teaching in classroom
situation. The teacher trainees use teaching aids and for the preparation of the teaching aids
they make much efforts. For all these activities the teacher trainee- teachers become active
and get involved bodily and mentally.
Work Experience: The teacher trainees are engaged in some of the work experiences like
gardening, chalk making, drawing & painting, tailoring & embroidery etc. which make the
teacher trainees active in learning. Thus, the teacher trainees are engaged in active learning
and develop their competencies and commitments required for would be teachers.
Co-curricular activities: The institution has many co-curricular activities which keep the
teacher trainees active throughout the year. All these activities mould the personality of the
teacher trainees. The co- curricular activities include orientations, essay writing, handwriting,
skit presentation, morning assembly conduct, exhibitions, elocution, celebration of festivals
of different religion and culture, best out of waist, cooking, workshop and seminar,
gardening, chalk making, celebration of various important days, parents day, teacher’s day,
annual functions etc., all these activities engage the teacher trainees in active learning and
develop their competencies and also shape their personality.
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2.3.2 How ‘learning’ is made teacher trainee-centred? Give a list of the participatory
learning activities adopted by the institution and those, which contributed to self
management of knowledge, and skill development by the teacher trainees?
Learning is made teacher trainee centred by the following ways:
• Learning is made ‘student centered by utilizing Participatory teaching learning
strategies
• It is made teacher trainee centred by lectures, practical and field activities.
• Technological approach makes the learning student-centred.
• Various participatory activities like group discussion, seminar, workshop,
microteaching, practice teaching, assignment etc. make the learning trainees centred.
Students are provided with the experience of active learning i.e. they are exposed to
learning resources like library of the Institute, individual projects as the part of
assignments, and practical in the form of psychological tests.
• Learning is made student-centred by performing non-curricular activities such as
involving them in chalk making, gardening, playing different games, having different
competitions, conducting assembly in which different group perform different
activities such as news, thought for the day, skit etc.
2.3.3. What are the instructional approaches (various models of teaching used) and
experiences provided for ensuring effective learning? Detail any innovative approach/
method developed and used.
Various instructional approaches are used by the teacher educators like self learning
material, programmed learning, power point presentations, OHP, models, teaching aids etc.
which make the student teachers understand teaching in a more effective way. Active
learning methods are given much importance. To ensure effective learning various
instructional approaches are used to provide them learning experiences. Regular student’s
seminar and discussions are a part of our instructional approach. Guided library work is used
as an instructional approach. All the instructional approaches are adopted by the staff is
always interactive in nature. Hence transaction of theory is basically interactive approach.
They help in
• Promotion of Interactive learning
• Interactive teaching-learning is promoted by following means:
• Interaction between Lecturers and teacher trainees
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• Transaction of theory is mainly done through lecture cum discussion method. Teacher
trainees are free to clarify their doubts during these sessions.
• Sometimes the staff uses the ‘Over Head Projectors’ which again generates a lot of
interaction between teacher trainees and Lecturers.
• Interaction between Lecturers and Lecturers.
In our Institution all the core papers are handled by 3 to4 lecturers. For the purpose of
effective teaching of these papers and to avoid overlapping of transaction of information and
to overcome the discrepancies and to bring in gestalt view, the concerned lectures discuss the
subject among themselves.
Similarly, Content-cum-methodology papers – Language teachers, Science Teachers and
Humanities Teachers too interact with each other to gain insight into their subjects. This
happens at the time of adopting Team- Teaching sessions also. Interaction between Teacher
trainees- Lecturers-Teacher trainees. Seminar periods provide ample opportunities for
interaction between Trainee-Teachers and Lecturers. Further as a part of pre-teaching
preparation of Teacher trainees, the college conducts ‘Micro teaching Sessions’ and
‘Demonstration of Lessons’ by staff members and senior teachers of schools. These sessions
are always highly interactive in nature.
Interaction between alumni and present batch Teacher trainees:
Alumni share their experience and provide guidance to present batch teacher Trainees
to achieve better. The video clippings of the activities in which alumni were involved are
used in this session.
Interaction between Academic Peers, Lecturers and Teacher trainees:
Academic Peers are invited to college for talks on recent issues and advances. Such
Programs follow the following format:
• -Briefing the Teacher Trainees regarding objectives of the program • -Presentation of the actual talk by the resource person • -Interaction – clarification of doubts, expressing their views etc.
The procedure invariably brings interaction between academic Peers, Lecturers and teacher trainees.
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Interaction between Teacher trainees and ‘Practicing School’ Teachers:
During the ‘Pre-practice Teaching Interactive’ Program, Teacher trainees are sent to the
‘Practicing schools’ for the following activities.
-To collect topics for teaching
-Observe regular lessons by school teachers in natural setting
-Prepare Timetable for Practice Teaching session
This program generates interaction between teacher trainees and school teachers.
Thus teacher trainees are able to understand the actual reality persisting in the school and able
to grasp the real ambience of the practicing school.
2.3.4. Does the institution have a provision for additional training in models of
teaching? If yes, provide details on the models of teaching and number of lessons given
by each teacher trainee.
Institution has provision for training in models of teaching. Teacher-educators of the
college are trained in the teaching and using various models of teaching. All the trainees
teach the lessons during practice teaching using Cognitive mapping model instead of the
regular Herbertian way of teaching. Each trainee gives a minimum of one lesson in models of
teaching either Concept Attainment Model or Inquiry Training Model.
2.3.5. Do the teacher trainees use micro-teaching technique for developing teaching
skills? If yes, list the skills practiced and number of lessons given by each teacher
trainee per skill.
The teacher trainees do use micro-teaching techniques for developing teaching skills;
microteaching gives a good start to the fresher in the field of teaching as they have to learn
each microteaching skill to get them integrated in the practice teaching session. Each teacher
trainees is asked to conduct two lessons on each of the eight skills of micro teaching. The
students are taught theory of different micro teaching skills. Any five skills among these are
practiced by them. They give two micro lessons in each skill-one in each method/Soft Core.
1] Skill Introducing a Lesson.
2] Skill of Questioning.
3] Skill of Explaining.
4] Skill of Illustration with Examples.
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5] Skill of Stimulus Variation.
6] Skill of using Blackboard.
The teacher gives theoretical orientation and demonstration of each skill and
afterwards each student teacher completes two microteaching lessons per skill in Simulation.
Trainees are supposed to use the different Microteaching skills during practice teaching. The
process of Micro Teaching is as under: The College conducts the workshop for Micro
Teaching. The workshop is organized by conducting the following steps.
1. Conceptual orientation of micro teaching
2. Conceptual Orientation of Micro skills.
3. Lesson Demonstration by the faculty
4. Preparation of lesson plan
5. Preplanning of lesson plan.
6. Feedback Mechanism by peer group and supervisor.
7. Practice teaching of lesson plan
8. Re-teaching of lesson plan.
2.3.6. Detail the process of practice teaching in schools (Lessons a teacher trainee gives
per day, lessons observed by the teacher educators, peer/school teachers, feedback
mechanism, monitoring mechanisms of lesson plans, etc.)
And
2.3.7 Describe the process of Block Teaching / Internship of students in Vogue.
The practice teaching is conducted in fourteen secondary schools in and around the
city of Mysore. Available schools for practice are approached by the Principal. Among these
schools Kannada Medium schools, English Medium schools and Government schools and
Private Schools are included. Duration the teaching practice is 45 days. Supervision of the
teaching practice is done by staff members daily there is good rapport with the staff of those
practice teaching schools. The following schools are provided to the teacher trainees for
practice teaching:
• Sarada Vilas Boys’High School (Aided): Both Kannada & English Media.
• Sarada Vilas Girls’High School (Aided): Both Kannada & English Media.
• Bhagini Seva Samaja High School (Aided): Co-education, Both Kannada & English
Media
• GovindaRao High School (Private): Co-education, English Medium
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• GopalaSwamy Boys’High School (Private, Co-education): English Medium.
• Sarvajanika Boys’High School (Aided): Both Kannada & English Media.
• St.Mary’s Girls’ High School (Aided); Both Kannada & English Media
• Sarada High School (Private, Co-education): Kannada Medium
• Ilwala High School (Aided, Co-education): Kannada Medium
• Raghavendra High School (Aided, Co-education): Both Kannada & English Media
• Royal High School (Aided, Co-education): Both Kannada & English media
• Salundi Boys’High School (Government, Co-education): Kannada Medium
• Vanitha Sadana Girls’ High School (Aided):Both Kannada & English Media
• Sarvajanika High School, Chamundi Hills (Aided, Co-education):Both Kannada
& English Media
Schools are informed regarding the practice teaching programme well in advance.
After the microteaching, the teacher trainees are sent for practice teaching. Practice teaching
is the core element of B.Ed. Curriculum to make the student well-versed with the core
elements of the teaching; each student has to pre-plan the lesson under the guidance of
Method teacher, has to get it checked and signed by Method teacher and present it in the
allotted class. Each teacher trainee has to teach 40 lessons i.e. 13 lessons of school subject I
and 13 lessons of school subject II. The Teacher Educator supervises the entire lesson and
writes observations in the Observation Schedule developed by the college. After each lesson,
immediate feedback is given by school teachers who observed the lesson and the teacher
educator gives feedback at the end of the day’s schedule. While supervising the lesson
presentations, teacher educator has to give remarks in the lesson plan copies by keeping in
view the positive feedback first followed by negative feedback and points of improvement.
Observation of the practice teaching by the peer group: Each student is expected
to observe 60 practice teaching lessons given in the schools. The students are expected to
observe only two lessons in a day. The students are advised to visit maximum number of
practice teaching schools for peer lesson observation. These arrangements enable the pupil
teachers to appreciate and imbibe good teaching skills of their classmates and in overcoming
their own inadequate aspects.
Observation of the Practice teaching by the teacher-educators: The practice
teaching is supervised by the trained staff members of the college. To avoid subjective
observation and to avoid inter and intra discrepancies in the feedback, an analytical
observation format is prescribed to all the observers. The observers are expected to write their
Self Study Report Sarada Vilas Teachers College
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observation analytically and suggestions descriptively. The lesson observing teacher educator
evaluates each components of the practice teaching lesson given by the students.
Observation of practice teaching by the school teachers: The subject teacher
whose period is taken by the pupil teacher is requested to attend the lesson given by other
pupil teachers. The school teachers are requested to observe the teaching of the pupil teacher
especially the content part of the teaching. The school teachers are also requested to
participate in the feedback session and requested to give their valuable suggestions for the
improvement of the lessons given by the pupil teachers. The students are expected to make a
note of the feedback given by the supervising lecturer and peer observer. They are required to
incorporate the suggestions given by the observers while preparing further lesson plans. The
students should reflect on the strengths and weaknesses of their lessons based on the
discussion held in the feedback session. The feedback has to be reflected in the future lessons
in terms of magnifying their strength and minimizing their weakness.
Feedback mechanism: At the end of the day of practice teaching the teacher
educator conducts the feedback session. In this feedback session, the pupil teacher who has
given the lesson, the teacher educator who has observed the lesson, the school teacher who
observed the lesson the peer group who observed the lesson participate. The pupil teachers
are told about the strengths and weaknesses of the lesson given by him. The suggestions,
modifications suggested by the observers are discussed in the session. The pupil teacher is
asked to note down the suggestions after thoroughly understanding it. The pupil teacher is
expected to modify the lessons accordingly incorporating the suggestions.
Monitoring mechanism: The lesson plans are written by the pupil teachers on the
basis of the guidance given in the lesson plan workshop. These drafts of lesson plans are to
be shown to the teacher educator who teaches the subject. The teacher educator goes through
the lesson plan and gives suggestions. Based on these suggestions the pupil teacher writes the
final lesson plan and once again shows it to the particular teacher educator of the respective
subject. The principal gives surprise visit to the practice teaching schools to monitor the
practice teaching. In between and after the practice teaching is over, the college conducts
mid- term monitoring of the practice teaching. The feedback forms received by the school
teachers and head masters are analyzed in the meeting. The pupil teachers and the teacher
educators share their experiences on practice teaching. The practical difficulties of the
students are also solved in this meeting.
2.3.8 Are the practice teaching sessions/ plans developed in partnership, cooperatively
involving the school staff and mentor teachers? If yes give details on the same.
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Yes, the practice teaching sessions/ plans are developed in partnership, cooperatively
involving the school and mentor teachers. First of all Principals and Headmasters of different
schools are requested for accepting teacher trainees in their schools. Two days before they
join the schools for practice teaching they go and meet the Head master//headmistress and get
subjects and periods for teaching. So they come prepared with lesson plan. The practice
teaching sessions/plans are developed in partnership cooperatively involving the school staff.
Teachers guide the student teachers about teaching.
2.3.9. How do you prepare the teacher trainees for managing the diverse learning the
needs of students in schools?
The student teachers start planning to teach in school. They fulfil the basic needs of learning
in school by giving extra classes. The faculty members give them training and different
techniques of teaching in the school. They are enlightened about the diversified groups of
school students and their behavioural patterns. The student teachers also taught to use OHP,
projector, model, chart to teach the student in school. They are given information about
different techniques of handling high school students and measures of discipline which lends
them confidence and boosts their morale.
2.3.10. What are the major initiatives for encouraging teacher trainees to use/ adopt
Technology in practice teaching?
The various initiatives for encouraging student teachers to adopt technology in practice
teaching are OHP, Model, Charts, and Projectors all these things help the student to
understand properly and more efficiently.
2.2 Teacher Quality
The quality of teacher educators is an important factor that decides the quality of teacher
education. There are two broad elements that characterize teacher quality 1) Teacher
Qualification 2) Personal, Professional attributes and 3) Technical Know-how. The first
refers to the minimum qualification requirements for the profession and continued learning
i.e. professional development and the second and third refers to the exemplary teaching
behaviour and practices the teacher’s exhibit in their classrooms.
The college is having highly experienced, qualified and devoted teacher educators who
have dedicated themselves for the welfare of the college. Four members of teaching faculty
are doctorate holders and another teacher educator has registered for Ph.D. in Education.
Self Study Report Sarada Vilas Teachers College
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Some of them are resource persons who are a source of knowledge. Some of them are
in the committee of staff selection for other teacher education colleges.
2.4.1 Are the practice teaching plans developed in partnership, cooperatively involving
the school staff and mentor teachers? If yes give details.
Yes, the practice teaching plans are developed in partnership co-operatively involving the
school staff. The student teachers themselves don’t prepare the portion what to teach but the
school staff allots them the syllabus and helps them to teach. The student teachers follow the
instructions and prepare themselves. They teach different subjects like science, social science,
Hindi, English and Kannada. School staff motivates our students and cooperate with the
students.
2.4.2 What is the ratio of teacher trainees to identified practice teaching schools? Give
the details on what basis the decision has been taken? The ratio of student trainees to the identified practice teaching schools differ from school to
school ranging 6 to 12. The bases for taking the decision are,
• Cooperation and willingness of the school authorities in providing school for practice-in –
teaching.
• Number of sections in different classes and strength in each section.
• Prevalence of either English medium or Kannada medium or bothsince some pupil
teachers have preference for any one medium of instruction.
• Facility of vacant rooms to divide the classes.
2.4.3 Describe the mechanism of giving feedback to the teacher trainees and how it is
used for performance improvement.
There is a mechanism of feedback to student trainees after observing the lesson. The
feedback given by teacher educators includes,
• Keen observation of the lessons-the entire lesson is observed for 45 minutes.
• Observations, suggestions and comments are recorded in the observation schedule.
• Creative or constructive criticism i.e., the feedback is given such that the pupil teacher
receives the suggestions and comments of teacher educator and peers with pleasure.
• The suggestions include advice about the content and mannerisms of the pupil teacher
and the different techniques of disciplinary measures.
• Peer group also gives suggestions about methods of teaching and content.
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2.4.4. How does the institution ensure that the teacher trainees are updated on the
policy directions and educational needs of the schools?
While giving general instruction to the students about teaching practice following aspects are
considered:
• Number of students in the school.
• Number of available classrooms in the school.
• Nature of the school – Aided, Un-aided and Government.
• Rules and regulations followed by the school.
• Location of school (Rural and Urban).
• Lessons to be taught by them.
• Learning aids to be prepared by them.
Student trainees are updated with regard the above aspects and suggested to prepare their
lesson plans accordingly with cooperation of school
2.4.5 How do the teacher trainees and faculty keep pace with the recent developments in
the school subjects and teaching methodologies?
The student and faculty keep pace with the recent developments in the school subjects and
teaching methodologies by the help of active learning as they both are connected with new
technology. They even understand the things by doing activity and practicing skills.
• The institution updates the faculty with the recent developments in the school subjects,
teaching methodologies by conducting various activities.
• Referring revised secondary school text books and continuous surfing of digital resources
like internet and online depositories.
• Alumni resource persons share their knowledge on school subjects with student teachers.
• Senior lecturers from CTE are consulted as and when there are curricular changes.
2.4.6 What are the major initiatives of the institution for ensuring personal and
professional/career development of the teaching staff of the institution (training,
organizing and sponsoring professional development activities, promotional policies,
etc)?
The major initiatives of the institution for ensuring personal and professional/career
development of the teaching staff of the institution are:
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• The institution pays special attention for personal and professional growth of the
faculty. They are encouraged to participate in seminars, refresher courses, orientation
programmes and conferences at state, national and international level.
• They have easy access to educational literature.
• The computer, internet, printer, smart board facilities for individual.
• The healthy, cooperative work culture of the college promotes the desire to excel.
2.4.7 Does the institution have any mechanism to reward and motivate staff members
for good performance? If yes, give details.
Yes. The institution has the mechanism to reward and motivate staff members for good
performance.
Management encourages staff by arranging and honoring them.
Staff meetings are held to motivate and congratulate them.
2.5 EVALUATION PROCESSES & REFORMS
2.5.1 How are the barriers to student learning identified, communicated and addressed?
(Conducive environment, infrastructure, access to technology, teacher quality, etc.)
Pupil teachers are provided with a congenial atmosphere wherein they are motivated to the
maximum. A warm and healthy environment accompanied by a counselling unit and mentor
grouping assist the pupil teacher in solving problems-both personal and academic and instil a
sense of confidence in him thus making him achieve higher.
Mechanism to evaluate the achievement of goals is done by assessing the results in the
final examination and comparing it with the other teacher training institutions and with the
result of previous year. It is also judged by considering the number of enquiries made by the
schools to recruit teachers from the institutions placement cell.
Efficient internal coordinating and monitoring mechanism: For the purpose of
smooth functioning of academic activities of the institution. One staff member is made in
charge of ‘Coordination Work ‘. He/she is responsible for bringing coordination between
staff members and the principal, and also the practicing Schools and Institution. In this way
he/she has coordinating and monitoring agent. Coordinator is selected on rotation basis so
that new ideas can be floated and tried.
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Apart from this, all the staff members are required to write ‘Program of Work’ and
undertake their academic work in accordance to it. It is signed by the Principal in the
beginning of every month to see whether the staff members could complete the work
mentioned in their ‘Program of Work’. This also helps in smooth functioning of the
institution.
Further all the staff members in charge of various committees are required to plan
‘Calendar of Events’ for the special work assigned to them. While writing this the
coordinator provides the overall general ‘Calendar of Events’ for the Institution. This helps in
avoiding overlapping of various programs being chalked out by various programs being
chalked out by various committees and brings proper coordination between various activities.
Access to stakeholders: Stakeholder’s access to the various information on
organizational performance is ensures by providing opportunities to them to participate in the
activities of alumni association and parent teacher association’s activities. They can also
gather information from the news appearing in the daily papers regarding the activities of the
staff and the institution.
Sharing of good practices: Sarada Vilas Educational Institutions has 8 constituents
and their good practices are regularly brought to the notice of our institution for the purpose
of practicing them. This information is shared during the meetings of the heads of different
constituents.
Leadership: Management’s commitment: Sarada Vilas Educational Institutions
(Reg) is a society comprising of members who are highly committed to the cause of
education that too for the under privileged section of the society of the surrounding locality.
They constitute the general body of the institution. They elect 15 members of the governing
council of the institution who manages the affairs of the institution for a term of 3 years.
Governing members elect the President and the Honorary Secretary among themselves whose
tenure is also for 3 years. Governing council meets regularly to assess, monitor and guide the
institutional process. The President, Hon. Secretary participate in most of the functions of the
institution along with the governing council members.
Ensuring the roles: Management often holds staff meeting where academic,
administrative , instructional and infrastructural aspects are discussed. During such meetings
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the role of the management and the head of the institution are made clear. So also the role of
the other staff members are defined and communicated.
Review by management: All the policies made by the management are conveyed
regularly to the head of the institution. Even though head of the institution has full freedom in
the administrative matters, it is the practice of the institution to bring them to the notice of the
management and get approved from them. This ensures transparency in administration and
financial management. All most all of the decisions of the head are approved by the
management, sometimes with few modifications if required.
Management’s encouragement: Management involves the staff in different
capacities during organizing campus programs. During such events specific responsibilities
are assigned to the staff.
Leadership role of the head: Leadership is modelled on the democratic lines.
Decisions are taken collectively. Maximum transparency is the watch word of the leadership.
Governance and management of curriculum, administration and other aspects are carried with
good rapport. Every teaching staff is assigned with a specific responsibility. The problems of
the staff are always handled with care and proper perspective. Student friendly approach is
used to sort out the problems of the trainees. Satisfying the needs of the trainees is treated on
priority basis.
A teacher evaluation format is developed by the college wherein pupil teachers assess
the teacher educators and this acts as a measure of the performance of teacher educators. Staff
meetings are held to discuss about the various issues concerning academic year. A democratic
attitude prevails in the meeting and college so that there is equitable distribution of
responsibilities to be shared.
2.5.2 Provide details of various assessment /evaluation processes (internal assessment,
midterm assessment, term end evaluations, external evaluation) used for assessing
student learning?
The assessment / evaluation processes followed as per the university guidelines used in
Choice Based Credit System(CBCS) and Continuous Assessment and Grading
Pattern(CAGP) system are as below:
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Sessional Assessment (Internal Assessment) Scheme
(Common for all the Hard Core, Soft Core and Elective Course during I and II Semester
Component)
Component Units covered in
each course
Sessional
Assessment
Item Break up
Marks
Period of Continuous Assessment
I Sem II Sem C –I Mid
Semester Assessment
1 & 2 25 Test/ Assignment/ Tutorial 15 By the end
of 9th week By the end
of 10th week
C – II 3 & 4 25 Test /Assignment/ Tutorial 10
By the end of 18th week
By the end of 20th week
Practicals in Psychology is an integral part HC-II and HC-IV Experiments are to be
conducted in lieu of assignment and records are to be submitted at the end of the semester.
During II Semester, the assessment under C I component should be completed at the end
of the completion of units 1 and 2 of each course; Project Work / Practical Activities are
assigned under Soft Core Course III and IV in lieu of Tutorials.
For Term Work (Pre Instructional Practice) during I Semester
Item Course Sessional Assessment
Break up Marks
Period of Assessment
Pre-internship Field Learning
(a minimum of one day visit to a school)
10 Physical – 5 Academic-5
Practice of Communication
Skills (One episode)
Practice of Communication Skills
(One episode) 10
Component Units covered in each Course
Weight age (Marks)
Period of Continuous Assessment
C I (Mid Semester Assessment)
1,2 25% By the end of 9th week
By the end of 10th week
C II (Mid Semester Assessment)
3,4 25% By the end of 18th week
By the end of 20th week
C III (Semester and Examination)
1,2,3,4 50% During 20th week
During 22nd week
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Micro teaching (Practice of 5
‘presentation’ Skills)
Micro teaching(Practice of 5 ‘presentation’ Skills) 25 5 X 5 = 25
To be
completed by the end
of 20th week. Mini Lesson (One
episode) Mini Lesson (One episode) 10
Practice of Communication Skills
(One episode)
Practice of Communication Skills (One episode) 10
Micro teaching (Practice of 5
‘presentation’ Skills)
Micro teaching (Practice of 5 ‘presentation’
Skills) 25 5 X 5 = 25
Mini Lesson (One episode)
Mini Lesson (One episode) 10
Total 100
CONTINUOUS ASSESSMENT PATTERN FOR TERM WORK – I SEMESTER
Component Items covered Weight age (Marks)
Period of continuous Assessment
C – I (Mid semester Assessment)
Pre-Internship Field Leadership (Physical-5) +
Communication Skills (10+10) = 25
25% By the end of 9th week
C – II (Mid Semester
Assessment)
Pre – internship Field Learning (Academic 5)+ Mini lesson (10+10)= 25
25% By the end of 18th week
C – III (Mid Semester
Assessment)
Micro Teaching (25+25)=50 50% During 19th week
Note: Mini lessons are lessons of minimum 20 minutes duration to be given by the
trainees. The intention of these lessons is to provide the practice of integration of
micro teaching skills. These are organized in the college under simulated
conditions. Student Trainees have to practice it in group. Each trainee is required
to give one mini lesson each under Soft Core (Methodology)-I and II. Both
lessons have to be supervised and assessed at the college level. The maximum
marks for the each of these lessons is 10.
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For TERM WORK (Internship in Teaching) during II Semester
Item Break up Marks
Period of
Assessment
Soft Core 1 Soft Core 2
12 Practice Lessons to be given (Minimum of 6 lessons to be
observed and assessed) 6 X 5 =30 6 X 5 =30
One Terminal Lesson 20 20 By the end of the
Internship in teaching
Lesson Plan 05 05 Observation Record 05 05
Unit Plan 10 10 Test Items (A minimum of 60 and maximum of 180 Items
comprising of Objective, Short Answer types)
10 10
Unit Test 10 10 Computer generated Activities
(minimum of 10 slides) 10 10
Total marks 100 100
Practical in Computer are an integral part of Term Work of Soft Core-I and II during II
Semester. Submission of both hard copy and Soft copy is required.
CONTINUOUS ASSESSMENT PATTERN FOR TERM WORK
COMPONENT Items covered Weightage
(Marks) Period of Continuous
Assessment
C-I (Mid semester Assessment)
Unit Plan (10) Lesson Plan(5) Computer
generated Activities(10)
25% By the end of 10th
week
C II (Mid semester Assessment)
Observation Record (5) Test Items (10)
Unit Test (10) 25%
By the end of 20th week
C III (Mid semester Assessment)
Practicing Lessons(30)
Terminal Lesson (20) 50% During 21st week
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Semester End Written Examination Question Paper Pattern Duration: 02 Hours, Maximum Marks: 50
Section Type of Questions Marks Total
A
Two long answer type question each with
internal choice.(One question from each Unit
to be set)
2 X 10 20
B
Three short answer type questions out of 05. (At least one question from
each unit to be set)
3 X 5 15
C
Five very short answer type questions out of 07.
(At least one question from each unit to be set)
5 X 3 15
Total 50
2.5.3 How are the assessment/evaluation outcomes communicated and used in
improving the performance of the students and curriculum transaction?
In the B.Ed programme with CBCS and CAGP, transparency in assessment and
evaluation is maintained. Before conducting Tutorials and Tests and before the submission of
assignments, the evaluation criteria which are printed on the booklet are explained to pupil
teachers.
After acceptance of the assessment / evaluation made by teachers, pupil teachers put their
signature. Overall feedback by student trainees on curricular transaction is considered in
improving college curricular activities and performance of students. Academic Quality
Monitoring Committee (AQMC) constituted by the University of Mysore looks into quality of
academic activities of the institution and suggests measures to improve it. AQMC provides
guidelines for the systematic array of different activities in its schedule.
2.5.4 How ICT is used in assessment and evaluation processes?
The use of ICT in assessment and evaluation process is carried out through the criteria of
assessment of different activities prepared by using computer.
• The list of pupil teachers who have joined B.Ed is sent online to university of
Mysore.
• Teachers prepare question papers for the1st and 2nd tests by using computers.
• Computer generated lesson plans are prepared by pupil teachers.
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• Power point presentations are made by students.
• Student trainees prepare assignments and get prepared for tutorials using internet.
• Internal assessment marks sent to university is also generated through computer.
And will be submitted online.
2.6 Best Practices in Teaching -Learning and Evaluation Process
2.6.1 Detail on any significant innovations in teaching / learning / evaluation introduced by the institution.
Best Practices
• Team teaching: Two or more teacher educators combine some chosen topics
& teach pupil teachers.
• Tutorials: Pupil teachers are allotted to convenient batches and made to
present papers. They teach their peers in the presence of a teacher educator.
The questions, doubts, queries of pupil teachers are answered, clarified either
by the paper presenter or by the teacher educator. who presides there.
• Practicals: Practical classes in Psychology and Computer Education are taken
for pupil teachers. Weekly two periods are allotted for both Psychology
Practicals and Computer Practicals. Pupil teachers are allotted to convenient
batches and are made attend the practical classes and participate.
• In Psychology Practicals experiments in Psychology are conducted, theoretical
orientation is also provided to them. They write the details of the experiment
in a record and submit it to the teacher educator concerned.
• In Computer Practicals pupil teachers are taught Microsoft Word, Excel,
Power Point Presentation and such other needed aspects in computer. They are
given hands on experience in dealing with computers.
2.6.2 How does the institution reflect on the best practice in the delivery of instruction,
including use of technology?
The institution reflects on the best practices in the delivery of the instruction by using the
following opportunities:
• The institution prepares a weekly time table.
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• The institution prepares a calendar of events.
• The use of modern multi-media like LCD, OHP. CD-ROMs and computer systems in
instructions as well as in the student teachers learning experiences.
• In soft core classes and hard core classes, computer based learning material is used to
elucidate abstract knowledge.
• The pupil teachers are encouraged to use computer software package for effective
learning.
• Tutorial classes help the pupil teachers in overcoming their difficulties and for clarifying
their doubts.
• In the delivery of lectures, modern technology is used like power-point presentations.
Best Practices
(A) Title of the Practice 1: Street Plays
Context:
• The curriculum of B. Ed course involves many concepts which concern the welfare of
the community.
• Many people though they are victims of some social veils, don not have awareness
and should be taught to solve them.
Objectives:
• To provide variety in learning by enacting.
• To introduce an element of interest and to break monotony in the learning process.
• To draw attention of the community and to create awareness of important concepts.
• To involve students actively.
• To bring out talents in the students.
• To attain objectives of affective domain.
The Practice:
Pupil teachers choose topics either from the syllabus or they choose their own topics. They
plan, prepare and enact the plays in nearby villages.
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 101
Obstacles:
• Time constraint.
• The tight schedule of the new CBCS system pattern
• Pupil teachers travelling long distances.
• Unavailability of costumes.
• Lack of financial assistance.
Resources:
• Human resources
• Dramatists.
• Guidance and supervision by teacher educators.
• Students who are resourceful.
• Material resources: Improvised costume and Literature on dramatics.
Impact:
• Total involvement of students.
• Variety is welcomed by the pupil teacherst. .
• Linking learning to life.
• Learning takes place in social environment.
• Learning becomes enduring.
Contact person: Miss. Zonia Abraham.
Additional Information 1. What are the main evaluative observations/suggestions made in the first assessment report with reference to Teaching Learning and Evaluation and how have they been acted upon?
Sl.
No.
Observations made by NAAC Action taken by the college
1. College should strive for status
of autonomy in the near future The managManagement of Sarada Vilas Educational Institutions has to
agree for opting for autonomy.
2. IQAC should be established IQAC is established in the college to maintain and enhance
the level of quality of the various academic programmes in
the college.
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 102
CRITERION III:
RESEARCH, CONSULTANCY AND
EXTENSION
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 103
3.1. PROMOTION OF RESEARCH
3.1.1. How does institution motivate its teachers to take up research in education?
The institution motivates its teachers to take up research in education by ways listed
below.
• Value of research is highlighted.
• Faculty are encouraged to participate in research related seminars/conferences / workshops.
• Faculty are provided with leave facility.
• Slight adjustments are made in time table.
• Faculties are encouraged to register for PhD by appearing for entrance exams. Details of the faculty who have been awarded Doctorate in education are given below:
Name of the faculty Topics selected for research Guide
Dr.P.S.Suresh
“Praudhashala Shikshanaarthigala Maulyagala
aayke Matthu Sambandhita Parivarthyagalu.”
(Value selection of Secondary School level
Teacher Trainees and Related Variables)
Dr. Y. N. Sridhar
Associate Professor
DOS in Education
Manasa Gangotri, Mysore.
Dr.Leela.K.S
“Effect of Lateral Thinking Techniques Based
Teaching on Achievement, Creative writing and
Interest in English among Secondary School
Students.”
Dr. G. Sheela
Assistant Professor
DOS in Education
Manasa Gangotri, Mysore.
Dr.S.Suresh “Analysis & Evaluative Study on the Educational
and Administrative Problems of KSOU Students”
Dr. N. Lakshmi
Associate Professor & Chairperson
DOS in Education
Karnataka State Open University
Mysore.
Dr.H.N.Vishwanath “A Comparative study of effectiveness of
Models of teaching on the achievement of 10th standard students in environmental studies”
Dr.A.S. Seetharam
Professor & Chairperson
ISEC, Bangalore
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 104
3.1.2. What are thrust areas of research prioritized by the institution?
Sarada Vilas Teachers College runs only one programme i.e. B.Ed. The following research
themes have been identified by the institution for undertaking research study by the faculty.
• Continuous and Comprehensive Evaluation
• Active Learning Methods
• Quality Education
• Educational Technology
• Value Education
• Special Education
• Models of Teaching
• Development of Instructional Material.
3.1.3. Does the institution encourage action research? If yes give details on some of the
major outcomes and the impact.
So far no action research has been introduced in our college. The institute has keen interest in
this area. It can do something but it is only in mind and plan. Here, in our college elective
subjects like Educational Administration, Environmental Studies, etc., are taught. In these
subjects there are opportunities for action research. Students are motivated to take up simple
action research during their teaching practice in schools.
3.1.4 Give detail of the Conference/ Seminar/ Workshop attended and organized by
faculty members in the last five years.
The faculty members enthusiastically attended and presented papers at various
international, national and state level seminars/conferences/workshops, etc.
• Some of the faculty members are resource persons at the
seminars/conferences/workshops.
• The institution encourages the faculty to participate in seminars by providing leave,
making internal work arrangement and secretarial assistance.
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 105
The details of conferences / seminar / workshop for the last five years.
Dr.P.S.Suresh
Date Organization
& Venue Theme/paper presented
Paper presenter / participant
April 1st of and 2nd 2012
“Role of website as a universal data base
knowledge.”
Paper presenter
Onkarmal Somani College of Education Mysore.
“The effect of teacher education on preparing quality teacher at secondary level in future”
Paper presenter
6th and 7 th of September 2014
MM college of education Davanagere
National seminar on internship in teaching held at Internship in teaching training programme. The role of teacher educators paper was presented in the absence of other.
Paper presenter
Kuvempu University,
Shivmoga.
National seminar-Assimilating recent development of LCT in education held at “Effective use of Technology in school teaching”
Paper presenter
April 1st & 2nd 2011
New Horizon College of Education Bangalore .
The national seminar on ‘Transforming education through technology ’
“”Role of website as a universal database of knowledge
Paper presenter
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 106
2nd of April 2011
Technology enabled teaching’ held at annamali university annamalai nagar .
Paper presnter
Dr.Leela.K.S.
Date Organization
& Venue Theme/paper presented
Paper presenter / participant
7th Feb 2012 Karnataka State Open University, Mysore
One day State Level Seminar on “Rights of children with
special needs” Participant
11th & 12th
Of
July 2011.
Centre for Teacher Education (CTE)
State level Workshop on, “NCFTE & Innovations in
Teaching Strategies” Participant
12th March 2012 Sarada Vilas Teachers College Mysore
One day workshop on “Right to Education Act” Participant
11th & 12th December 2012
Amrita School of Education
“Enhancing quality with respect to curriculum, learning outcomes and examination in teacher education.” in National
Conference on “Universalisation of
Secondary Education Prospects and Challenges”
Paper presenter
8-9 Feb. 2013
Christ University, Bangalore
Two days National Seminar on “Curriculum Transaction in Primary and Secondary
Education in India, and presented a paper on “Lateral thinking and teaching of English”
Paper presenter
21st Dec 2013 College of Teacher Education, Mysore
Workshop on framing of syllabus for Content course in
English
Resource person
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 107
27-28th March 2014
Dept. of Education in the UOM, Mysore
“Teacher Education in the context of Education for
Sustainable Development” in a 2-day National Conference on
“Education for Sustainable development”
Paper presenter
8th Feb. 2014
BGS College of Education, at Adichunchanagiri
Khsethra
One-day university level workshop on the preparation
of Lesson Plans
Resource Person
18th June 2014.
St. Joseph’s College of Education
One-day University level discussion on “Lesson Plan
Modification”
Resource person
Dr.S.Suresh
Date Organization
& Venue Theme/paper presented
Paper presenter / participant
21st & 22nd of March 2012
Madurai Kamaraj University,Madurai
Impact of globalization on Higher Education
Paper presenter
19th & 20th Of December
2011
Onkarmal Somani College of ducation, Mysore
Role of in- service teacher training in Teacher education
Paper presenter
24th & 25th of Jan 2013
Dr.Sivathi AditanarCollege of
Education,Thiruchendur, TamilNadu
Non formal Education Participant
Dr.H.N.Vishwanath
Date Organization
& Venue Theme/paper presented
Paper presenter / participant
1-11-2009 to
3-11-2009
All India Association for Educational Research, Chitradurga, Karnataka
“Life Skills in Teacher Education
-Determinants of Professional Competence and Institutional
Effectiveness “
Paper presenter
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 108
11th & 12th
Of
July 2011.
Centre for Teacher Education (CTE)
State level Workshop on, “NCFTE & Innovations in
Teaching Strategies” Resource person
------ ------
Training workshops for newly recruited Asst. professors of I Grade colleges of Karnataka,
organised by Karnataka Knowledge Commission,
Karnataka Higher Education Council.
Resource person
16-17
March 2011
ShankaraGowda College of Education, Mandya
2 days UGC sponsored state level conference on, “Innovative Teaching
Strategies to enhance pupil participation in Higher
Education
Participant
12th March 2012
Sarada Vilas Teachers College Mysore
One day workshop on “Right to Education Act”
Resource person
13th to 15th March 2012 CTE, Mysore
Three days workshop on the “preparation of Module of NCFTE and Innovations in
Teaching Techniques”
Resource person
15thFeb. 2012 CTE, Mysore One day workshop on, “Educational Research”
Resource person
9th March 2012,
Organised by SSA, at Bangalore
One day seminar for focussed group members on
“Qualitative Science Teaching”
Resource person
29th June 2012 Organised by DIET, DIET, Mysore
One day focussed group discussion on “Policy
recommendations with respect to Quality Teacher
Education’
Resource person
8-9 Feb. 2013
Christ University, Bangalore
“Curriculum Transaction in Pr. And Sec. education in India,
Paper presenter
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 109
25th Feb. 2013 CTE, Mysore one day work shop on
Modified Lesson Plan format Resource person
27-28th March 2014
Dept. of Education in the UOM, Mysore
“ Prospects and Perspectives of Teacher Education in the
context of Education for Sustainable Development” in a 2-day National Conference on
“Education for Sustainable development”
Paper presenter
6th 7th Sept MM College of Education,
Davanagere
“SWOT analysis, a technique of Systemic reforms in
Internship” 2-day National Seminar on, “Internship in Teaching” held at. 2014.
Paper presenter
8th Feb. 2014
BGS College of Education, at
AdichunchanagiriKsethra
One-day university level workshop on the preparation
of Lesson Plans
Resource Person
8th March 2014
ShankaraGowda College of Education, Mandya
One-day state level workshop on “University for Teacher
Education” Participant
18th June 2014.
St. Joseph’s College of Education
One-day University level discussion on “Lesson Plan
Modification” Participant
28th Oct 2014
DIET, Mysore
One day workshop on “Rejuvenation of Science
centres”
Resource person
Miss Sumithramma
2011 Department of Education,
KSOU, Mysore The Dictionary of Education Article
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 110
3.2. RESEARCH AND PUBLICATION OUTPUT:
3.2.1. Give details of the instructional and other materials developed including teaching aids
and or / used by the institution for enhancing the quality of teaching during the last three
years.
The members of our college have developed instructional materials that can be used
for teaching. Power point presentations and transparencies are regularly used for day-to-day
teaching. Our faculty members have developed course materials for core paper, elective and
optional papers. They also prepare self instructional materials, non print materials for the
instructional purpose. The teacher trainees also prepare instructional material for teaching in
schools of their respective subjects. Students develop material in the forms of charts, models,
etc. as teaching aids for each of their two teaching subjects. They are also required to develop
and use their own teaching aids in the form of pictures, charts, maps and models which are
used for the micro-lessons and practice lessons.
3.2.2. Give details on facilities available with institution for developing instructional
materials?
The college has well equipped for developing instructional materials such as
Computers with printer
Over Head Projector (OHP)
Internet
Digital Camera
Projector :- Liquid Crystal Display (LCD)
Recorder
Psychology lab
Laptop
Fax facility
Library
Video camera
Subject laboratory
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 111
3.2.3. Did the institution develop any ICT / Technology related instructional materials
during the last five years? Give details.
Yes. The institution has developed a number of ICT related instructional materials
Activities in college are documented in the CDs
• The institution has Computer lab, Technology lab and Free internet access.
• The classrooms are furnished with computer, LCD projector and smart board.
• The college uses modern ICT facilities for developing instructional materials and
effective use them.
• The students are given training in the development of instructional materials.
• During practice teaching session, they make use of these instructional materials for
making their instruction more effective.
• Information Communication technology related material has been developed by the
faculty and teacher trainees in the institution.
Dr. P. S.Suresh
Hard Core Soft Core
Curriculum – definition, components, types and principles
Introduction to Geography and economics-meaning, importance,
aims and values.
Dr.Leela.K.S.
Blooms taxonomy Instructional objectives
Methodology of teaching English Personality development
Dr. S.Suresh
Meaning of communication Introduction to History and
economics-meaning, importance, aims and values.
Dr.H.N.Vishwanath
Meaning, nature and scope of Psychology
Introduction to Biology and economics-meaning, importance,
aims and values.
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 112
3.2.4. Give details on various training programs and or / workshops on material
development (both instructional and other materials)
• Workshops on preparation of teaching aids are conducted in the college by the members
of the faculty in their methodologies of teaching.
• SUPW workshop is conducted every year for students.
3.2.5. List the journals in which the faculty members have published papers in last five
years.
The faculty members have published papers and articles in the various reputed journals.
Journals in which the faculty members have published papers in last five years are given
below
Dr.P.S.Suresh Name of the
book/ Article
Publisher Year of Publication
Magazine/ Journal/ book /
paper Proudhashala
shikshana mathtu shikshakana
karyagalu
Chiththara prakashana,
Mysore
2006, 07, 08 and 2009. Book
Instructional process and school
managaement
Anuradha prakashana,
Mysore 2011,2014 Book
Bhoogolashasthra-vishaya bodhane
Anuradha prakashana 2010,2013 Book
Rashtriyakalaji mathtu shikshana
Anuradha prakashana 2009, 2010 Book
National concern and education
Anuradha prakashana 2011 Book
Bodhana prakriye mathtu shala
nirvahane
Anuradha prakashana
Mysore
2010,11,12,13,14 and 15 Book
Dr. K. S. Leela Name of the
book/ Article
Publisher Year of Publication
Magazine/ Journal/ book /
paper
Article on Thinking Sarada Vilas Teachers College 2011
Annual College Magazine “Bharathi”
Sarada Vilas Teachers College 2011
Annual College Magazine “Bharathi”
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 113
Importance of Primary Education KSOU
Encyclopedia Achievement in relation to Interest in English
-- 2012
Southern Economist
Human rights
-- 2012
Asian journal of Development Matters
Human rights -- 2013 Asian journal of Development
Matters Dr.H.N.Vishwanath
Models of teaching in
Environmental Education
Discovery Publications 2006 Book
5th Standard Environmental
studies, Karnataka Textbook Society
DSERT, Bangalore 2008 Textbook
8th Standard Biology, Karnataka Textbook Society
DSERT, Bangalore 2009 Textbook
10th Standard Biology, Karnataka Textbook Society
DSERT, Bangalore 2013 Textbook
Pariksha DSERT, Bangalore 2007 Training modules
Sethubandha DSERT, Bangalore 2006 Training modules
3.2.6. Give details of the awards, honors and patents received by the faculty members in last five years. No one has received any awards, honors and patents received by the faculty members in last five
years.
3.2.7. Give details of the minor / major research projects completed by staff members of
the institution in last five years.
3.3. CONSULTANCY
3.3.1. Did the institution provide consultancy services in last five years? If yes give details. Yes. The institution provides consultancy services
Induction program for KSOU B.Ed students.
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 114
3.3.2. Are faculty / staff members of the institute competent to undertake consultancy? If yes,
list the areas of competency of staff members and the steps initiated by the institution to
publicize the available expertise.
Yes. Our college faculties are competent to provide consultancy service in their expertise area.
Sl. No Name of the faculty Areas of Competency
1. Dr.P. S.Suresh
Women Issue Value Education,
and current social issues Communication skills
2. Dr.Leela.K.S.
Educational psychology Inclusive Education
Educational Vocational Guidance Grammar in English Communication
skills
3. Dr.S.Suresh Educational Technology
Multimedia Education and E- Learning. Distance Education
4. Dr.H.N.Vishwanath Educational psychology
Science Education .
5. Kum.Sumithramma Social Change and culture Educational
psychology Science Education
6. Kum.Zonia Abraham
Historians and freedom fighters Science Education Educational
psychology Science Education
7. Sri.H.M.Manjunath
Action Research Modernization
Swami Vivekananda Shakuntala Devi
Aryabhatta Baskaracharya
Shrinivasa Ramanujam and other mathematicians
8 Kum.Roopa.M Grammar in Kannada Information
services
Members of faculty are encouraged to participate in programmes and enhance their professional
growth.
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 115
3.3.3. How much revenue has been generated through consultancy in the last five years?
How is the revenue generated, shared among the concerned staff member and the
institution?
The consultancy services are offered free of cost on an honorary basis.
3.3.4. How does the institution use the revenue generated through consultancy?
No, Revenue has not been generated as consultancy.
3.4. EXTENSION ACTIVITIES
3.4.1. How has the local community benefited from the institution? (Contribution of the
institution through various extension activities, outreach programmes, partnering with
NGO’s and GO’s)
The local community has been benefited from the institution through its various extension
activities. They are mentioned below:
• Awareness building programmes –Environmental awareness on environmental day.
• . Visiting special schools to sensitize pupil teachers towards special children.
• Our library is utilized by users from other universities and institutions.
• The schools and other educational institutions approach us for placement services.
• The staff and students of the college are vigilant in donating blood for the needy in
emergency situations.
• Saplings were planted in the college premises.
• Pupil teachers visited special schools.
• Our college organized several science related programmes.
• The institution provides place for conducting KPSC and other departmental examinations.
• The local community is benefited from the institution through the contribution of the faculty in various extension activities.
• Our faculty is invited to schools and colleges to deliver talks and provide interactive lectures as resource persons on various topics.
3.4.2. How has the institution benefited from the community? (Community
participation in institutional development, institution-community networking,
institution – school networking, etc.)
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 116
The institution is also benefited from the community. The Community participation is
assured in institutional development, institution-community networking and institution –
school networking. The institution has benefited from the community in the following
manner.
The institution has a close network with neighboring schools and provides student
trainees to conduct practice teaching.
College utilizes expertise of school teacher during internship and other occasions.
Various NGOs and Govt. organization support to conduct many programme in our
college.
The details of the institution benefited from the community are given below.
2013 There was a medical examination programme conducted in the college for the student trainees every year from health department. On behalf of celebration of Teachers’s day lecture was arranged by Sri.A Anantharamu.
2014 There was a medical examination programme conducted in the college for the student trainees every year from health department. On behalf of celebration of Teachers’ day lecture was arranged by Sri.A Anantharamu. Information on Job opportunities given by Mrs.Hemamalini from IGNOU about further educational opportunities.
3.4.3. What are the future plans and major activities the institution would like
to take up for providing community orientation to students?
The institution has planned many future plans and major activities for providing
community orientation to students are:
• There is need to conduct a field survey on student drop out in slums.
• Number of field trips of students can be increased by balancing the working
days
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 117
• The feedback from all the stake holders can be strengthened further.
• Training was arranged for TET (Teacher Eligibility Test) for student trainees
• The institution has applied for Rashtriya Uchchattama Shikshana Abhiyan
(RUSA) programme – state higher education council government of
Karnataka under the scheme of up gradation of the existing college for three
crores.
3.4.4. Is there any project completed by the institution relating to the community
development in the last five years? If yes, give details.
None.
3.4.5. How does the institution develop social and citizenship values and skills
among its students?
The institution has planned and organized the following activities to develop social
and citizenship value and skills among our student trainees.
Social value
1. During teaching practice the pupil teachers conduct cultural competitions for
the students.
2. Pupil teachers conduct quiz programmes for high school students.
3. At the end of teaching practice they express their gratitude by contributing
to the school.
4. They acknowledge the support of the school.
5. Pupil teachers undertake the responsibility of conducting National festivals,
Sports day and Founder’s day in schools.
Citizenship value
1. Everyday pupil teachers assemble in the college garden & sing the college prayer in chorus.
2. They also sing the National Anthem. 3. Guruvandana: Pupil teachers remember the teachers who impressed them
most in their educational career and pay respects to them by way of admiring their good qualities, practices which impressed them most.
4. In Community Living camp they learn how to live in different circumstances, cooperate with their peers and also self reliance.
Civic responsibility
Pupil teachers clean the college campus and garden .This develops the dignity of labour & a sense of responsibility.
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 118
3.5 Collaborations
3.5.1. Name the national level organizations, if any, with which the institution has
established linkages in the last five years. Detail the benefits resulted out of such
linkages.
Linkages established by the institution with national organization are UGC, KSOU,
NAAC, NCTE and RUSA.
Details of the benefits resulted out of these linkages.
UGC : University Grants Commission
• Members of Faculty are drawing UGC Scale
• UGC is giving assistance through financial grants
• KSOU: Karnataka State Open University
• Distance education B.Ed., programme study centre in our college.
• Strengthen academic activities to students who are teachers.
• NAAC: National Assessment Accreditation Council.
• The college is utilising the opportunity to improve academic and professional
competencies.
RUSA: Rashtriya Uchattar Shiksha Abhiyan • Applied for grants of three crores.
3.5.2. Name the international organizations, with which the institution has been
established any linkage in the last five years. Detail the benefits resulted out of
such linkages.
None.
3.5.3. How did the linkages if any contribute to the following?
Curriculum Development
Teaching
Practice Teaching
Research
Extension
Publication
Student Placement
None.
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 119
3.5.4. What are the linkages of the institution with the school sector? (Institute-
school-community networking)
• Members of Faculty work as resource persons.
• Faculty of our college provide consultancy.
• They also provide counselling services to the high school students.
• Learning aids and models prepared and submitted by pupil teachers are
donated to practice teaching schools.
• Our student trainees conduct various competitions and cultural events in
practice teaching schools.
• Teacher educators develop a cordial relation with most of the high schools
such that the mutual needs are met.
3.5.5. Are the faculty actively engaged in schools and with teachers and other
school personnel to design, evaluate and deliver practice teaching? If yes give
details.
Yes. The faculty are actively involved with school teachers and other personnel from
the school to design, evaluate and deliver practice teaching in the following way:
• Our faculty visit the schools and colleges for evaluating various competitions.
• Practical examination lessons of our trainers are evaluated by heads of the
schools and senior teachers along with other faculty (during 2009-10).
• Some of the school teachers are actively involved in giving demonstration
lessons for our students.
• The Heads of Institutions and teachers are consulted before allotting students
to schools
• The Suggestions of the head of the institution and teachers are taken while
preparing time table for teaching practice.
• A personal contact is established with the school authorities to improve quality
of teaching practice.
3.5.6. How does the faculty collaborate with school and other colleges or
university faculty?
The members our faculty collaborate with school and college or
University faculty in the following ways
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 120
§ The faculty of our college is involved in Science Club activities of
high schools and also they offer guidance .
§ They function as judges at different schools and colleges
§ They act as counsellors for high school students.
§ Faculty is involved in framing and revising the curriculum at university
level.
3.6 Best Practices in Research, Consultancy and Extension
3.6.1 What are the major measures adopted by the institution to enhance the
Quality of Research, Consultancy and Extension activities during the
last five years?
• Encouraged the members of faculty to take up research work.
• Permitted the members of faculty to attend seminars, workshops,
conferences and symposia
• Involved in teaching in other education institution for offering
academic consultancy.
• Leave whenever required
• Flexibility in the Time table.
• Xerox facility, Access to library books and journals.
3.6.2 What are significant innovations/good practices in Research,
Consultancy and Extension activities of the institution?
§ Academic and personal enrichment to our pupil teachers is provided by
the members of the faculty.
§ Members of faculty deliver guest lecturers in schools colleges and
universities.
§ Members of faculty actively participate in seminars and conferences.
§ Our college has established linkages with various NGOs.
§ Placement services are provided to outgoing students with the
cooperation of the neighbouring schools..
Best practices in Research, Consultancy and Extension
3.6.1: What are the major measures adopted by the institution to enhance the quality of
research, consultancy and extension activities during the last five years?
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 121
(A) Title of the Practice: Talk Fest
Context:
• The curriculum of B. Ed course involves many concepts which need to be elaborated.
• Some of the concepts may not be highlighted in the normal duration of the course.
• Experts in the subjects are invited to deliver special lectures on topics which need to
be given extra weightage.
Objectives:
• To provide variety in learning.
• To introduce an element of interest.
• To provide an opportunity for pupil teachers to listen to people from different fields.
• To involve students actively.
The Practice:
Specialists in the fields of education, environmental education, value education,
philosophy, sociology are invited to deliver special lectures to the pupil teachers.
Obstacles:
• Time constraint.
• The tight schedule of the new CBCS system pattern
• Lack of financial assistance.
Resources:
• Time constraint.
Impact:
• Total involvement of students.
• Variety is welcomed by the pupil teachers.
• Exposure to talks of academic interest.
Contact person: Miss. Sumithramma.
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Additional information
1. What are the main evaluative observations/suggestions made in the first assessment
report with reference to Research Consultancy and Extension and how have they been
acted upon?
Sl. No. Observations made by NAAC Action taken by the college
1 Faculty members should undertake
individual research projects
Faculty members are really interested
in taking up projects though they have
not undertaken any till now.
Self Study Report Sarada Vilas Teachers College
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 123
CRITERION IV:
INFRASTRUCTURE AND
LEARNING RESOURCES
Self Study Report Sarada Vilas Teachers College
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4.1 Physical facilities
4.1.1 Does the institution have the physical infrastructure as per NCTE norms? If yes,
specify the facilities and the amount invested for developing the infrastructure. Enclose
the master plan of the building.
Yes.
The Physical Infrastructure 1226 Sq.mtr (area).
The college has got adequate facilities and resources for B.Ed., programme’s administrative
function and extension services.
Facilities Separate class rooms for all methods. Multipurpose lecturing hall with seating capacity of 120. Faculty staff room. Principal’s chamber. Auditorium with sound system. Fire extinguisher. Rest room for ladies and gents. Library cum reading room.
“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 129
News papers VIjayakarnataka Udyogavarthe Times of India
The Hindu. Prajavani Andolana
List of Encyclopaedias:- Encyclopaedia of World
Knowledge Vol-14 GnanaGangotri-08 volumes
Encyclopaedia of Britannica-24 volumes
Kannada Vishwakosha Vol-13
The International Encyclopaedia of Science-04
volumes
Britannica Ready Reference Encyclopaedia-06 volumes
Total volumes - 160 List of A.V. Materials
CD/DVD - 8
4.3.3 Does the institution have in place, a mechanism to systematically review the various
library resources for adequate access, relevance, etc. and to make acquisition decisions? If
yes, give details including the composition and functioning of library committee.
Yes. Library has the mechanism of systematic review of the various library resources for
adequate access, relevance etc., and to make acquisition decisions. All the staff members under
the Principal constitute the Library Advisory Committee. All the library acquisition decisions are
taken by the committee. The committee usually conducts meeting once in 6 month to discuss
library related issues. The suggestion box is kept for the further suggestion from the student
4.3.4 Is your library computerized? If yes, give details.
No. The library is not computerized.
4.3.5 Does the institution library have Computer, Internet and Reprographic facilities? If
yes, give details on the access to the staff and students and the frequency of use.
Yes. The library has computer with internet and reprographic facilities
4.3.6 Does the institution make use of Inflib-net / Del-net / IUC facilities? If yes, give
details.
No. The institution does not make use of Inflibnet /Delnet/IUC facilities.
4.3.7 Give details on the working days of the library? (Days the library is open in an
academic year, hours the library remains open per day etc.)
The library will be working throughout the year.
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“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.” Page 130
The library timings are
On working day – 10.00 a. m to 6.00 p. m
On holiday - When required
During examination – 9.00 a. m to 6.00 p. m
Working hours – (8 hours)
4.3.8 How do the staff and students come to know of the new arrivals?
The student and staff come to know of the new arrivals by the following ways:
Separate new arrivals section.
Orally communicated to student trainees.
Informed through Library Notice Board.
4.3.9 Does the institution’s library have a book bank? If yes, how is the book bank
facility utilized by the students?
Yes. The institution’s library has a book bank facility for all the pupil teachers..
4.3.10 What are the special facilities offered by the library to the visually and physically
challenged persons?
The library will provide proper facilities of bright light for visually challenged person, but the
institution never had any visually challenged student trainees so for.
4.4 ICT as Learning Resource
4.4.1 Give details of ICT facilities available in the institution (Computer lab, hardware, software, internet connectivity, access, audio visual, other media and materials) and how the institutions ensures the optimum use of the facility. Computer lab :
The institution has computer lab to train student trainees and the faculty.
5.1.6 Does the institution provide training and access to library and other education
related electronic information, Audio/Video resources, Computer Hardware and
Software related and other resources available to the student teachers after graduating
from the institution? If yes give details on the same.
• The teacher trainees who study in the institution can avail the library and electronic
facilities during the tenure of the course.
• Pupil teachers who have passed out will be allowed to study and do reference work in
the library. Those who have taken up competitive examinations also study in the
library.
5.1.7. Does the institution provide placement services? If yes, give details on the services
provided for the last two years and the number of students who have benefited.
• The institution announces various vacant jobs list on the notice board. It is by getting
the formal request by the Heads of the Institution / Management the students are
asked to appear for the interventions.
• There is also a campus interview arranged by the college with information to different
schools.
5.1.8. What are the difficulties (if any) faced by placement cell? How does the institution
overcome those difficulties?
A major difficulty is with documentation.
Institution may not meet the requirements of local schools as many students already working
in home town may not be prepared to come to Mysore city..
Many posts though are available in English medium schools trained teachers are not able to
avail the opportunity due to lack of language facility.
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5.1.9. Does the institution have arrangements with practice teaching schools for
placement of the student teachers?
Yes. The institution has arrangements with practice teaching schools for placement of the
student teachers.
The student teachers are allowed to do their practice of teaching in Government & Aided
schools with permission of the D.D.P.I.
The authorities of the school observe many pupil teachers and if they are satisfied they absorb
them in the schools.
5.1.10. What are the resources (Financial, Human & ICT) provided by the institution to
the placement cell?
There is no financial resource provided to the placement cell.
When the schools need teachers for different subjects the college extends help immediately
without any delay by looking into the previous annual college magazines where the address
and phone numbers are printed.
5.2 Student Support
5.2.1. How are the curricular (teaching – learning process) co-curricular and
extracurricular programmes planned, (developing academic calendar, communication
across the institution, feedback) evaluated and revised to achieve the objectives and
effective implementation of the curriculum?
• An academic calendar, “Calendar of Events”is planned and prepared to carry out the
activities efficiently.
• In this comprehensive plan, curricular, co-curricular and extracurricular activities are
also mentioned.
• The prepared plan is displayed on the notice board for teacher trainees and copies are
circulated to faculty members.
• The curricular and co-curricular activities are evaluated by the members of faculty.
• Revision in curriculum is normally done by the Board of studies in Education of the
University of Mysore, Mysore.
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5.2.2. How is the curricular planning done differently for physically challenged
students?
• The institution takes care of physically challenged students with a great deal of
concern.
• They are allotted to schools in which it is easy for them to handle classes.
5.2.3. Does the institution have mentoring arrangements? If yes, how is it organized?
Yes. The institution has monitoring arrangements.
• Each member of faculty in the institution is involved in the mentor system and is
allotted a group of 15 to 17 students to know more about their strengths and
weaknesses.
• Once every week they meet and discuss about the general issues related to the course
and specific issues regarding their “other interests”.
• Many pupil teachers who do not want to share their problems in the open before the
entire group discusses in private with the mentor.
• Though officially they meet and discuss once a week if there is a need they may meet
at other time as well.
5.2.4. What are the various provisions in the institution, which support and enhance the
effectiveness of the faculty in teaching and mentoring of students?
• There is provision of regular Library access and internet access to the faculty
members to update their knowledge.
• The Institution gives permission to the members of faculty to attend workshops,
seminars and conferences for their professional development.
• Regular use of the power point presentation in the classroom by the faculty members
makes the teaching-learning process effective.
• Book bank facility at the time of examination.
5.2.5. Does the institution have its website? If yes what is the information posted on the
site and how often is it updated?
Yes. The institution has its own website namely Website; www.svtc.mysore.org
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The following information has been posted on the website:
• Vision and mission
• Principal opines
• Members of the Governing council
• About our institution
• Staff details
• Programme Details (Eligibility, details about Exam, Fee, Calendar of events, Student
list, past result)
• Photo clippings
• Co-curricular activities
• Alumni Association details
• Honor roll
• Recent happenings
5.2.6. Does the institution have a remedial programme for academically low achievers?
If yes, given details
No. But those pupil teachers who are not able to achieve upto the mark or pass are allowed to
sit in special classes/extra classes which are arranged as per their request.
5.2.7 What specific teaching strategies are adopted for teaching a) Advanced learners
and (b) Slow Learners?
a) For Advanced learners:
• Encouraged to enhance their knowledge through library reading and using Internet
facilities.
• Information on competitive examinations is given to them.
• Training for Teacher Education Test is conducted.
• Internet accesses like download of a book are provided.
Self Study Report Sarada Vilas Teachers College
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b) For slow learners:
• Academic counseling programmes like mentor system help the slow learners to shed
their inhibitions.
• Guidance is given to prepare for the examination by going through previous year
question papers.
• Special attention is paid to them to get over their weaknesses.
• Bridge course is conducted to help them improve in English language.
5.2.8. What are the various guidance and counseling services available to the students?
Give details.
• Academic counseling is given to both high achievers and especially to Low achievers
who are identified through Internal Assessment Test. Additional attention is given to
them.
• The various employment opportunities are brought to the knowledge of the student
trainees.
• Websites of different employment opportunities are made available to pupil teachers.
• Many times school authorities also offer job opportunities. Some schools conduct
campus interview in the college.
• A well established mentor system offers academic, vocational and also personal
guidance
5.2.9. What is the grievance redressal mechanism adopted by the institution for students?
What are the major grievances redressed in last two years?
2012-2013
Grievances
Problem of adjustment.
Health issues / feeling of let down by
others.
2013-2014
Grievances
Feeling depressed about conditions at
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home.
Adjustment problem.
Health Problem
Health Problem.
Health Problem.
Family problem.
5.2.10. How is the progress of the candidates at different stages of program monitored
and advised?
• As per the regulations of University of Mysore and CBCS & CAGP pattern students
are assessed at various levels of their progress.
• During First Semester two tests are conducted and by looking into the result pupil
teachers who lag behind others are given special attention and some special classes
are taken to assist them.
• Formative evaluation for theory learning is done through tutorials and assignments
and projects.
• Teaching competency is a vital aspect of the teacher training program. To achieve
this, micro lessons, integrated lessons and communication lessons are given by pupil
teachers.
• Unsatisfactory progress and achievement of the teacher trainees is seriously looked
into by the faculty.
• Orientation, feedback and guidance are given to low achievers to achieve the required
level of competency.
5.2.11. How does the institution ensure the student’s competency to begin practice
teaching (pre-practice preparation details) and what is the follow-up support in the field
(practice teaching provided to the students during practice teaching in schools?
Pre-Practice teaching:
Visit to school: Pupil teachers visit the different high schools and make a note of the essential
aspects in the school like; the building, infrastructure, staff, students, the nature of work in
the school, time able, activities conducted, various records maintained etc. This gives them
the insight of how a school works. They also observe the lessons of regular teachers –this
Self Study Report Sarada Vilas Teachers College
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helps them in the way of teaching. After a day’s stay in the school they get familiarized with
the routine work of school.
Communication lesson: A workshop is conducted on communication skills-theoretical
orientation to the verbal and non-verbal aspects of communication is given prior to the
practice. Pupil teachers use the skills of communication and give brief lessons in their
methodologies. This enhances their ability of expression and the choice of vocabulary.
Micro teaching: Intensive orientation is provided in the micro skills, their components and
sub skills, the need and significance of each skill. Demonstrations on micro lessons are given
by teacher educators and they practice these micro skills under the supervision of the teacher
educators. If the level of teaching is not satisfactory they are given an opportunity to
improvise the lesson and re-teach. Thus they become perfect in the micro aspects of the
lesson.
Mini lessons: Pupil teachers are guide to integrate these micro skills and give mini lessons.
This gives a synthetic view of the lesson.
• Proper guidance for developing lesson plans is given to the student trainees at this
stage.
• Lesson plans are carefully corrected and suitable modifications are suggested.
• Micro lesson are observed using observation schedule. Feedback is provided by the
faculty and peers.
• After the teach session, re-teach session are conducted only after the re teach lessons
indicate desirable improvement, the next skill is introduced.
Thereafter, mini lessons are conducted and evaluated. These serve as a link between micro
lessons and classroom practice macro lessons.
Practice Teaching:
• The pupil teachers are provided with follow up support during the practice teaching
program which includes guidance and feedback from the guide and observers on.
• Procedure of writing lesson plan.
• Planning of different stages of the lesson and giving examples, analogies and non
examples.
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• Proper use of micro-skills and their integration.
• Teacher preparation, confidence and transaction of content knowledge.
• Teacher effectiveness.
• Comparison of planning and actual performance.
5.3. Student Activities
5.3.1. Does the institution have an alumni Association?
If yes,
(i) List the current office bearers
(ii) Give the year of the last election
(iii) List Alumni Association activities of last two years.
(iv) Give details of the top ten alumni occupying prominent position.
(v) Give details on the contribution of alumni to the growth and development of the
institution
Yes.
(i) List the current office bearers
Sl.no Position Name of the member Designation 1 President Dr.P.S.Suresh Principal 2 Secretary Dr.S.Suresh Assistant Professor 3 Member Mr.Mahesh Dalapathi Assistant Professor
4 Member Mr.Ravishankar Sub Inspector of Police, Mysore
(iii) Give the year of the last election
The office bearers were elected of unanimously on 26-10-2013
(iv) List Alumni Association activities of last two years.
2011-12 2012-13
Shared their experiences Shared their experiences
Participated in college activities as resource persons Collection of question papers
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(v) Give details of the top ten alumni occupying prominent position.
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7.3.3 What are the feedback mechanisms in vogue to collect, collate and data from
students, professional community, Alumni and other stakeholders on program quality?
How does the institution use the information for quality improvement?
The various ways of feedback mechanisms which are in vogue to collect, collate and data
from students, professional community, Alumni and other stakeholders on program quality
are as follows:-
• An evaluation format has been developed to collect feedback from pupil teachers. The
data is analyzed a deficiency if any will be improved.
• University of Mysore has appointed AQMC (Academic Quality Monitoring
Committee) which reviews the academic standards, quality assurance and
enhancement processes. It gives feedback about academic progress.
• Alumni of our college suggest ways of improving.
• Management often gives valuable suggestions for improvement and keeps monitoring
the quality.
• Senior teachers and headmasters give their comments and suggestions in Practice
teaching schools.
The institution has always welcomed suggestions openly.
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SARADAVILAS TEACHERS COLLEGE MAPPING THE ACADEMIC ACTIVITIES OF THE INSTITUTION 2013-14
First Semester Sl.No Events Date & Month
1 Commencement of the college 27/01/2014 2 Induction Programme 28/01/2014 3 Celebration of Talents day 04/02/2014 4 Formation of various committees 04/02/2014 5 Inauguration of cultural committees 26/02/2014 6 Celebration of science day 28/02/2014 7 Announcement of Assignment topics 1st week of March 8 Pre internship learning /Visit to school 2nd week of March 9 Announcement of tutorial topics 15/03/2014
10 First periodic test 3rd week of March 11 Commencement of soft-core tutorials 4th week of March 12 Commencement of Hard-core tutorials 1st week of April 13 Practice of communication skills 4th week of April 14 Micro teaching work shop 1st week of May 15 Practice of Mini lesson 2nd week of May 16 Second periodic Test 4th week of May 17 Last working day of first semester 31/5/2014
Second Semester 1 Commencement of second semester 14/07/2014 2 Induction Programme 14th & 15th of July 3 Demonstration lesson 16th & 17th of July 4 Visit to schools/Demonstration lesson by
secondary school teachers 18th & 19th of July
5 Commencement of practice- in- teaching 21st to 30th of August 6 Announcement of Assignments& tutorial topics 01-08-2014 7 Terminal lessons 01stto 13th of September 8 Commencement of theory classes 15/09/2014 9 SUPW work shop 9th to 11th of October
10 Submission of Assignment 13/10/2014 11 Community living camp 16th to 18th of October 12 First periodic test 27th to 30th of October 13 Commencement of soft-core tutorials 3rd of November 14 Commencement of Hard-core tutorials 10th of November 15 Celebration of Annual Sports day 15/11/2014 16 Cultural competition 17/11/2014 17 Celebration of valedictory Function 22/11/2014 18 Second periodic Test 24th to 27th of November 19 Last working day 29/11/2014 20 Commencement of Final Examinations 08/12/2014
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Declaration by the Head of the Institution
I hereby declare that the details furnished in this Self Study Report being
submitted to Director, Southern Region, National Assessment & Accreditation
Council, Bengaluru for accreditation are based on the academic records of the
institution and are true and original to the best of my knowledge.