SELF APPRAISAL REPORT - Chhotu Ram College of Education

1

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By

C.R. College of Education, Rohtak

C.R. College of Education, Rohtak, Haryana

Ph: 09992555802, [email protected], www.crcoertk.org

mailto:[email protected]

http://www.crcoertk.org/

2

C.R. College of Education

Rohtak

SELF APPRAISAL REPORT

for

Re- ACCREDITATION

Submitted to

NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL

P. O. Box. No. 1075, Nagarbhavi,

Bangalore - 560 072, India

by

C.R. College of Education, Delhi Road, Rohtak

INDIA

June 2013

3

CHHOTU RAM COLLEGE OF EDUCATION,

ROHTAK

Permanently Affiliated to M.D. university Mobile : 9992000199

Recognised & Aided by Govt.of Haryana Tel. : 01262-274603

Recognised by N.C.T.E. E- Mail: : [email protected]

[email protected]

From the principal’s Desk….

College of Education is one of the pioneer institutions of Haryana engaged in the task of

preparing teachers and is named after Dinbandhu Sir Chhotu Ram.. This institution is the dream and

vision of Dinbandhu Sir Chhotu Ram a Twentieth century social reformer in India, whose mission

was to bring light and learning to the peasantry in this rural part of the country.

The college of Education was established in 1951 with B.T. class and B.Ed was started in

1955. The institution scaled another height when M.Ed. was introduced in the college in 2000.

Faculty is supervising Ph. D. students since 2006.

C.R. College of Education is affiliated to the Maharishi Dayanand University. Rohtak. the

NCTE as well as Directorate of Higher Education, Haryana. They have recognized both the

programmes. The college is a grant –in aid institution and is recognized by the UGC under section 2f

and 12 B. The college runs M.Ed. on self finance basis.

The institution initiated the preparation by concretizing the need and process of self

assessment. A Steering Committee was formulated. It is worked in liaison The college has developed

its own work culture to match its governing values. These values infuse dynamism and keep abreast

with the pace of development in higher education. The institution has adopted new practices to ensure

that the system is fit to face the emerging challenges. The aim of the college is to prepare students for

successful careers and shoulder responsibilities as citizens with societal values.

With the sub-committee for the collection of data and information. The Steering Committee

collected the data and information from the sub-committees and various cells to draft the Self

Appraisal Report (SAR) adhering to guidelines of the NAAC manual.

I gratefully acknowledge the contribution of faculty, administrative staff and students to

preparation of the SAR.

Mrs. Surekha Khokhar

Principal



4

INDEX

Part-I: Institutional Data

A. Profile of the Institution 5

Part – II: Evaluative Report

1. Executive Summary 33

2. Criterion wise analysis

Criterion I: Curricular Aspects

Criterion II: Teaching-Learning and Evaluation

Criterion III: Research, Consultancy and Extension

Criterion IV: Infrastructure and Learning Resources

Criterion V: Student Support and Progression

Criterion VI: Governance and Leadership

Criterion VII: Innovative Practices

35

37

57

94

132

152

176

198

3. Mapping of Academic Activities of the Institution 213

ANNEXURE

1. SCENARIO OF TEACHER EDUCATION IN HARYANA ii

2. Academic Calendar iv

3. MASTER PLANE OF THE INSTITUTION ix

4. STUDENT FEEDBACK FOR TEACHERS xi

5. Students’ overall Evaluation of the course and Teaching xiii

6. Student Feedback Form To Institution xv

7. Peer’s Evaluation Sheet for Practice Teaching Lessons xvii

8. Self Assessment Evaluation Sheet for Practice Teaching Lessons xix

9. Subject Teacher’s ( Teacher Educators )Evaluation Sheet for

Discussion Lessons xx

10. Feedback by school teacher of Practice teaching Schools xxiii

11. Over All Evaluation of Teaching Practice Session of B.Ed. students b

Head of the Schools xxvi

12. Feedback For Teaching Practice in School By students xxvii

13. Audit report 2011-12 xxviii

14. Time Table Session 2011-12 xxxiv

15. syllabus xxxv

16. Result xxxvi

17. NCTE Recognition letter Xxxvii

Best Practice xxxviii

5

Part I:

Institutional Data

A. Profile of the Institution

1. Name and address of the institution: C.R. College of Education, Rohtak-124001 (Haryana)

2. Website URL : crcoertk.org

3. For communication:

Office Name Telephone Number

with STD Code

Fax No E-Mail Address

Head/Principal

Dr. Surekha Khokhar

01262-274603

09992555802

01262-295918 [email protected]

[email protected]

Vice-Principal

Dr. Sushila Sangwan

01262-274603 01262-295918

Self - appraisal

Co-ordinator

Dr. Seema Sirohi

01262-274603

09416522236

01262-295918 sirohi.seema678@gmail.

com

Residence

Name Telephone Number

with STD Code

Mobile Number

Head/Principal :

Dr. Surekha Khokhar

- 09315864669

Vice-Principal

Dr. Sushila Sangwan

09896679897

Self - appraisal Co-ordinator

Dr. Seema Sirohi

09416522236

4. Location of the Institution: Urban Semi-urban Rural Tribal

Any other (specify and indicate)

6

5. Campus area in acres: 6. Is it a recognized minority institution? Yes No 7. Date of establishment of the institution: Month & Year 8. University/Board to which the institution is affiliated: 9. Details of UGC recognition under sections 2(f) and 12(B) of the UGC Act. Month & Year

2f Month & Year 12B

10. Type of Institution

a. By funding i. Government

ii. Grant-in-aid -

iii. Constituent

iv. Self-financed

v. Any other (specify and indicate)

b. By Gender i. Only for Men ii. Only for Women

iii. Co-education - c. By Nature i. University Dept. ii. IASE iii. Autonomous College

iv. Affiliated College - v. Constituent College vi. Dept. of Education of Composite

College vii. CTE Viii. Any other (specify and indicate)

5

M.D. University,

MM YYYY

1 1951

MM YYYY

1 1957

MM YYYY

1 1957

7

11. Does the University / State Education Act have provision for autonomy? Yes No If yes, has the institution applied for autonomy? Yes No 12. Details of Teacher Education programmes offered by the institution:

Sl. No.

Level Programme/ Course

Entry Qualificati

on

Nature of Award

Duration Medium of instruction

i) Pre-primary

Certificate

Diploma

Degree

ii) Primary/ Elementary

Certificate

Diploma

Degree

iii) Secondary/ Sr. secondary

B.Ed. Graduate Certificate

Diploma

Degree 1 year Eng./Hindi

iv. Post Graduate

M.Ed. B.Ed. Diploma

Degree 1 year Eng./Hindi

v. Other (specify)

Certificate

Diploma

Degree

(Additional rows may be inserted as per requirement)

13. Give details of NCTE recognition (for each programme mentioned in Q.12 above)

Level Programme Order No. & Date

Valid upto

Sanctioned Intake

Pre-primary

Primary/Elementary

Secondary/ Sr.secondary

B.Ed. NRC/NCTE/HR-3/B.Ed./120

Post Graduate M.Ed. F-3/HR-02/M.Ed./2000/9596

dated 22.8.2000 (35 Seats)

Other (specify)


8

B) Criterion-wise inputs Criterion I: Curricular Aspects 1. Does the Institution have a stated

Vision

Mission

Values

Objectives

2. a) Does the institution offer self-financed programme(s)?

If yes,

a) How many programmes?

b) Fee charged per programme

3. Are there programmes with semester system

4. Is the institution representing/participating in the curriculum development/ revision processes of the regulatory bodies?

If yes, how many faculties are on the various curriculum development/vision committees/boards of universities/regulating authority?

5. Number of methods/elective options (programme wise)

D.Ed.

B.Ed. -

M.Ed. (Full Time) -

M.Ed. (Part Time)


Yes (M.Ed.)

Yes No

Yes No

Yes No

Yes No

Method -12 , Elective – 8, project -9

I Semester – 12, II Semester - 12

One (M.Ed.)

48600

Yes No

Yes

No

1

9

6. Are there Programmes offered in modular form

7. Are there Programmes where assessment of teachers by the students has been introduced

8. Are there Programmes with faculty exchange/visiting faculty

9. Is there any mechanism to obtain feedback on the curricular aspects from the

Heads of practice teaching schools

Academic peers

Alumni

Students

Employers

10. How long does it take for the institution 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?

12. Are there courses in which major syllabus revision was done during the last five years?

Yes No

Number 2

No

Yes No

Number 2

Yes No

Number 14

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Number

Yes No

Number 2

10

13. Does the institution develop and deploy action plans for effective implementation of the

curriculum?

14. Does the institution encourage the faculty to prepare course outlines?

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 the

University/Government

c) Through an interview

d) Entrance test and interview

e) Merit at the qualifying examination

f) Any other (specify and indicate)

(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 the academic year In B. Ed.-11.08.11. In M.Ed. – 03.11.11

b) Date of last admission In B. Ed.-22.11.11. In M.Ed. – 30.11.11 c) Date of closing of the academic year In B. Ed.-10.06.12. In M.Ed. – 29.11.12 d) Total teaching days In B. Ed.-244. In M.Ed. – 244 e) Total working days In B. Ed.-282. In M.Ed. – 282

Yes No

Yes No

11

3. Total number of students admitted

Programme Number of

students Reserved Open

M F Total M F Total M F Total

D.Ed.

B.Ed. 11 109 120 4 46 50 7 63 70

M.Ed. (Full Time)

8 27 35 3 13 16 5 14 19

M.Ed. (Part Time)

4. Are there any overseas students?

If yes, how many?

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) Unit cost including salary component

(Please provide the unit cost for each of the programme offered by the institution as detailed at

Question 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

(%)

D.Ed.

B.Ed. 84.18 67.78 70 64.6

M.Ed. (Full Time)

80.33 61 66.6 51.3

M.Ed. (Part Time)

7. Is there a provision for assessing students’ knowledge and skills for the programme

(after admission)?

Yes No

Yes No

69761

136187

12

8. Does the institution develop its academic calendar?

9. Time allotted (in percentage)

Programmes Theory Practice

Teaching Practicum

D.Ed.

B.Ed. 60 25 15

M.Ed. (Full Time) 80 - 20

M.Ed. (Part Time)

10. Pre-practice teaching at the institution

a) Number of pre-practice teaching days 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. How many lessons are given by the student teachers in simulation and pre-practice

teaching in classroom situations?

13. Is the scheme of evaluation made known to students at the beginning of the academic

session?

14. Does the institution provide for continuous evaluation?

2 6

2 0

Yes No

Yes No

Yes No

2 4

1 1

0 6

No. of Lessons In simulation

No. 20 No. of Lessons Pre-practice teaching

No. Micro Lessons 10

Mega Lessons -10

Discussion Lessons - 02

13

15. Weightage (in percentage) given to internal and external evaluation

Programmes Internal External

D.Ed.

B.Ed. 20% 80% (from the current session)

M.Ed. (Full Time) 20% 80%

M.Ed. (Part Time)

16. Examinations

a) Number of sessional tests held for each paper

b) Number of assignments for each paper

17. Access to ICT (Information and Communication Technology) and technology.

Yes No

Computers 70

Laptop 15

DVD Player 01

Laser Printers (Black & coloured) 11

LCD Projectors 09

Slide Projector 01

Tablet Monitor 05

Document Camera (Visuliser) 08

Camera 04

Music System 01

OHP 05

TV 05

UPS (On line) 03

Intranet

Internet

Software / courseware (CDs)

18. Are there courses with ICT enabled teaching-learning process?

0 4

0 2

Yes No

Number All

14

19. Does the institution offer computer science as a subject?

If yes, is it offered as a compulsory or optional paper?

Compulsory Optional Teaching Subjects


1. Number of teachers with Ph. D and their percentage to the total faculty strength

2. Does the Institution have ongoing research projects?

If yes, provide the following details on the ongoing research projects

Funding agency Amount (Rs) Duration (years) Collaboration, if any

(Additional rows/columns may be inserted as per the requirement)

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) Teachers are given study leave Teachers are provided with seed money Adjustment in teaching schedule

Providing secretarial support and other facilities Any other specify and indicate

Library, computer and internet facility provided to teachers 5. Does the institution provide financial support to research scholars?

Yes No

Yes No

Yes No

100 Number %

Nil

15

6. Number of research degrees awarded during the last 5 years.

a. Ph.D.

b. M.Phil.

7. Does the institution support student research projects (UG & PG)?

8. Details of the Publications by the faculty (Last five years)

Yes No Number

International journals 8

National journals – referred papers

Non referred papers

60

Academic articles in reputed magazines/news papers

Books 3


9. Are there awards, recognition, patents etc received by the faculty?

10. Number of papers presented by the faculty and students (during last five years):

Faculty Students

National seminars

International seminars

Any other academic forum

43

11

Yes No

12

50

30

20

Yes No

Number 4

16

11. What types of instructional materials have been developed by the institution?

(Mark `’ for yes and `X’ for No.

Self-instructional materials Print materials Non-print materials (e.g. Teaching Aids/audio-visual, multimedia, etc.) Digitalized (Computer aided instructional materials) Question bank Any other (specify and indicate)

12. Does the institution have a designated person for extension activities?

If yes, indicate the nature of the post.

Full-time Part-time Additional charge

13. Are there NSS and NCC programmes in the institution?

14. Are there any other outreach programmes provided by the institution?

15. Number of other curricular/co-curricular meets organized by other academic

agencies/NGOs on Campus 16. Does the institution provide consultancy services? In case of paid consultancy what is the net amount generated during last three years.

x

Yes No

Yes No

Yes No

5

N.A.

Yes No

17

17. Does the institution have networking/linkage with other institutions/ organizations?

Local level State level National level International level


1. Built-up Area (in sq. mts.)

2. Are the following laboratories been established as per NCTE Norms?

a) Methods lab Yes No

b) Psychology lab Yes No

c) Science Lab(s) Yes No

d) Education Technology lab Yes No

e) Computer lab Yes No f) Workshop for preparing teaching aids Yes No g) Language lab Yes No

3. How many Computer terminals are available with the institution?

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?

7. What is the Budget allocated for campus expansion (building) and upkeep for the current academic session/financial year?

7576

70

1265000

69744

30000

5000000

18

8. Has the institution developed computer-aided learning packages?

9. Total number of posts sanctioned Open Reserved

Teaching

Non-teaching

10. Total number of posts vacant Open Reserved

Teaching

Non-teaching

11. a. Number of regular and permanent teachers Open Reserved (Gender-wise)

Assistant Professor

Associate Professor

Professors

b. Number of temporary/ad-hoc/part-time teachers (Gender-wise) Open Reserved

Lecturers

Readers

Professors

c. Number of teachers from Same state

Other states

Yes No

9

1

M F M F

6

M F M F

5

M F M F

1

M F M F

M F M F

M F M F

M F M F

19

15

M F M F

7

5

19

12. Teacher student ratio (program-wise)

Programme Teacher student ratio

D.Ed.

B.Ed. 1 : 16

M.Ed. (Full Time) 1 : 7

M.Ed. (Part Time)

13. a. Non-teaching staff Open Reserved

Permanent

Temporary

b. Technical Assistants 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?

17. Working hours of the Library

On working days

On holidays

During examinations

18. Does the library have an Open access facility

1.2: 1

Yes

No

6.5

Yes No

6.5

M F M F

6 1 1

M F M F

M F M F

1 1

M F M F

37.97

20

19. Total collection of the following in the library

a. Books

- Textbooks

- Reference books

b. Magazines

e. Journals subscribed

- Indian journals

- Foreign journals

f. Peer reviewed journals

g. Back volumes of journals

h. E-information resources

- Online journals/e-journals

- CDs/ DVDs

- Databases

- Video Cassettes

- Audio Cassettes

20. Mention the

Total carpet area of the Library (in sq. mts.)

Seating capacity of the Reading room

21. Status of automation of Library

Yet to intimate

Partially automated

Fully automated

22. Which of the following services/facilities are provided in the library?

Circulation

Clipping

Bibliographic compilation

Reference

Information display and notification

Book Bank

21756

16756

5000

18

47

03

10

2200

4

350

01

40

99

70

25

21

Photocopying

Computer and Printer

Internet

Online access facility

Inter-library borrowing

Power back up

User orientation /information literacy

Any other (please specify and indicate)

23. Are students allowed to retain books for examinations?

24. Furnish information on the following

Average number of books issued/returned per day

Maximum number of days books are permitted to be retained

by students

by faculty

Maximum number of books permitted for issue

for students

for faculty

Average number of users who visited/consulted per month

Ratio of library books (excluding textbooks and book bank

facility)to the number of students enrolled

25. What is the percentage of library budget in relation to total budget of the institution

20-40

30

Yes No

1.5

1:32

700

15

2

10

22

26. Provide the number of books/ journals/ periodicals that have been added to the library during the last three years and their cost.

I (2009-10) II (2010-11) III (2011-12

Number Total cost

(in Rs.)

Number Total cost

(in Rs.)

Number Total cost

(in Rs.) Text books 326 128662 963 207225 166 67509

Other books

Journals/

Periodicals

48 22647 48 36407 50 41904

Any

others

specify

and

indicate

New

s

pap

er

per

13

17

16834

13

17

34500

13

17

28984

Mag

azin

es

(Additional rows/columns may be inserted as per requirement)


1. Programme wise “dropout rate” for the last three batches

Programmes Year 1 Year 2 Year 3

D.Ed.

B.Ed. nil nil nil

M.Ed. (Full Time)

nil nil nil

M.Ed. (Part Time)

2. Does the Institution have the tutor-ward/or any similar mentoring system?

If yes, how many students are under the care of a mentor/tutor?

3. Does the institution offer Remedial instruction?

4. Does the institution offer Bridge courses?

Yes No

15

Yes No

Yes No

23

5. Examination Results during past three years (provide year wise data)

2009-10 2010-11 2011-12

UG PG UG PG UG PG

I II III I II III I II III I II III I II III I II III

Pass

percentage

100 100 100 100 100 100

Number of first

classes

102/121 15/24 66 /123 14/34 84/120

Number of

distinctions

1 3 3

Exemplary performances

(Gold Medal and university ranks)

6. Number of students who have passed competitive examinations during the last three years (provide year wise data)

NET

SLET/SET


7. Mention the number of students who have received financial aid during the past three

years.

Financial Aid I II III

Merit Scholarship 2 2 2

Merit-cum-means (SC)

scholarship (OBC)

13

8

8

6

12

7

Fee concession

Loan facilities

Any other specify and

indicate


8. Is there a Health Centre available in the campus of the institution?

Yes

No

2009-10

06

16

2010-11

15

26

2011-12

4

23

24

9. Does the institution provide Residential accommodation for:

Faculty

Non-teaching staff

10. Does the institution provide Hostel facility for its students?

If yes, number of students residing in hostels

Men

Women

11. Does the institution provide indoor and outdoor sports facilities?

Sports fields

Indoor sports facilities

Gymnasium

12. Availability of rest rooms for Women

13. Availability of rest rooms for men

14. Is there transport facility available?

15. Does the Institution obtain feedback from students on their campus experience?

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

-

6

25

16. Give information on the Cultural Events (Last year data) in which the institution participated/organised.

Organised Participated

Yes No Number Yes No Number

Inter-collegiate Yes 1 Yes 14

Inter-university Yes 2

National


(Excluding college day celebration)

17. Give details of the participation of students during the past year at the university, state, regional, national and international sports meets.

Participation of students

(Numbers)

Outcome

(Medal achievers)

State

Regional

National

International

18. Does the institution have an active Alumni Association?

If yes, give the year of establishment

19. Does the institution have a Student Association/Council?

20. Does the institution regularly publish a college magazine?

21. Does the institution publish its updated prospectus annually?

Yes No

Yes No

Yes No

Yes

No

2002

26

22. Give the details on the progression of the students to employment/further study (Give percentage) for last three years

Year 1

9-10

(%)

Year 2

10-11

(%)

Year 3

11-12

(%)

Higher studies 34.84 15.45 18.33

Employment (Total) 22.58 31.61 40.66

Teaching

Non teaching

22.64 28.38 38.33

.02 .03 .03

23. Is there a placement cell in the institution?

If yes, how many students were employed through placement cell during the past three

years.

1 2 3

15 24 26

24. Does the institution provide the following guidance and counselling services to

students? Yes No

Academic guidance and Counseling

Personal Counseling

Career Counseling 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

Yes No

27

2. Frequency of meetings of Academic and Administrative Bodies: (last year)

Governing Body/management 4

Staff council 12

IQAC/or any other similar body/committee 6

Internal Administrative Bodies contributing to quality

improvement of the institutional processes. (mention only

for three most important bodies) (1. Library, 2. Purchase, 3.

Maintenance)

10

3. What are the Welfare Schemes available for the teaching and non-teaching staff of the

institution?

Loan facility

Medical assistance

Insurance

Other (specify and indicate)

4. Number of career development programmes made available for non-teaching staff during the last three years

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 organisation

b. Number of teachers who were sponsored for professional development programmes by the institution

National

International

c. Number of faculty development programmes organized by the Institution:

d. Number of Seminars/ workshops/symposia on Curricular development,

Teaching- learning, Assessment, etc. organised by the institution

12

6

Yes

No

Yes No

Yes No

Yes No

6

28

e. Research development programmes attended by the faculty

f. Invited/endowment lectures at the institution

Any other area (specify the programme and indicate)

6. How does the institution monitor the performance of the teaching and non-teaching staff?

a. Self-appraisal

b. Student assessment of faculty performance

c. Expert assessment of faculty performance

d. Combination of one or more of the above

e. Any other (specify and indicate)

7. Are the faculty assigned additional administrative work?

Different committees

If yes, give the number of hours spent by the faculty per week

8. Provide the income received under various heads of the account by the institution for

previous academic session

Grant-in-aid

Fees

Donation

Self-funded courses


Yes No

Yes No

Yes No

Yes No

6

11792198

72000

8400

1479360

129180

12

1 5

Yes No

Yes No

29

9. Expenditure statement (for last two years)

Year 1 Year2

2010-11 2011-12

Total sanctioned Budget

% spent on the salary of faculty 38.58 37.97

% spent on the salary of non-teaching employees 17.95 10.00

% spent on books and journals 2.12 0.65

% spent on developmental activities (expansion of building)

- 1.89

% spent on telephone, electricity and water 8.07 1.47

% spent on maintenance of building, sports facilities, hostels, residential complex and student amenities, etc.

5.00 2.36

% spent on maintenance of equipment, teaching aids, contingency etc.

10.74 0.33

% spent on research and scholarship (seminars, conferences, faculty development programs, faculty exchange, etc.)

1.13 1.06

% spent on travel 0.12 0.06

Any other (specify and indicate) University & other 7.94 43.38

Total expenditure incurred 13149225 21109028

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.

11. Is there an internal financial audit mechanism?

12. Is there an external financial audit mechanism?

13. ICT/Technology supported activities/units of the institution:

Administration

Finance

Student Records

Yes No

Yes No

Yes No

1,00050

1,00075

1,00070

Yes

No

Yes No

2009-10

2010-11

2011-12

30

Career Counselling

Aptitude Testing

Examinations/Evaluation/

Assessment


14. Does the institution have an efficient internal co-ordinating and monitoring

mechanism?

15. Does the institution have an inbuilt mechanism to check the work efficiency of the non-

teaching staff?

16. Are all the decisions taken by the institution during the last three years approved by a

competent authority?

17. Does the institution have the freedom and the resources to appoint and pay temporary/

ad hoc / guest teaching staff?

18. Is a grievance redressal mechanism in vogue in the institution? a) for teachers

b) for students

c) for non - teaching staff

19. Are there any ongoing legal disputes pertaining to the institution?

20. Has the institution adopted any mechanism/process for internal academic audit/quality checks?

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

31

21. Is the institution sensitised to modern managerial concepts such as strategic planning, teamwork, decision-making, computerisation and TQM?

Criterion VII: Innovative Practices

1. Does the institution has an established Internal Quality Assurance Mechanisms ?

2. Do students participate in the Quality Enhancement of the Institution?

3. What is the percentage of the following student categories in the institution?

Category Men % Women %

B.Ed.

a SC 7 4.52 21 13.55

b ST

c OBC 4 2.58 31 20.7

d Physically challenged

3 1.94

e General Category 9 5.8 80 51.61

f Rural

g Urban

h Any other ( specify) M.Ed.

4. What is the percentage of the staff in the following category ?

Category Teaching staff

% Non-teaching staff

%

a SC 1 10

b ST

c OBC 1 10

d Women

e Physically challenged 1 11

f General Category 8 89 8 80

g Any other ( specify)

Yes No

Yes No

Yes No

Yes No

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5. What is the percentage incremental academic growth of the students for the last two batches?

Category At Admission On completion of the course

Batch I Batch II Batch I Batch II

B.Ed.

SC

ST

OBC Physically challenged

General Category

Rural

Urban

Any other( specify) M.Ed.

33

EXECUTIVE SUMMARY

Chhotu Ram College of Education, is one of the several institution run by the ‘Jat Education

Society. Other institutions of the society are - (i) Jat Primary School (ii) Jat HAMS High School

(iii)Jat Senior Secondary Schools (iv)Chhotu Ram Memorial Public School (v)All India Jat Heroes

Memorial Degree College (vi) M.K.J.K. Degree college (vi)Chhotu Ram Polytechnic College (vii)

Matu Ram institute of Engineering and Management (viii) C.R. institute of law. College of

Education is one of the pioneer institutions of Haryana engaged in the task of preparing teachers and

is named after Dinbandhu Sir Chhotu Ram. This institution is the dream and vision of Dinbandhu Sir

Chhotu Ram a Twentieth century social reformer in India, whose mission was to bring light and

learning to the peasantry in this rural part of the country. . The college of Education was established

in 1951 with B.T. class and B.Ed was started in 1955. The institution scaled another height when

M.Ed. was introduced in the college in 2000. Faculty is supervising Ph. D. students since 2006.

Holistic Curriculum

C.R. College of Education is affiliated to the Maharishi Dayanand University. Rohtak. the

NCTE as well as Directorate of Higher Education, Haryana. They have recognized both the

programmes. The college is a grant –in aid institution and is recognized by the UGC under section 2f

and 12 B. The college runs M.Ed. on self finance basis. College Implements the University directives

on curriculum, examination and evaluation. Integration of education to meet global needs, national

development, social responsibility, ICT integration and quest for excellence are the areas of concern.

Flexibility for greater learning is provided by additional training programmes, teaching practice,

visits and lectures by experts. Constant feedback from students, parents, alumni, teachers of schools

and head of the school is undertaken to monitor the course curriculum progress in the light of its

mission and vision.

Student-Centric Pedagogy

The needs of students from diverse socio-economic backgrounds are assessed and apt

programmes are initiated to address them. The orientation programmes and additional training are

strategies to bridge the knowledge gap of the students. Slow learners are given remedial classes in

order to enable them to meet the required academic standards. Experiential learning is ensured

through institutional visits, field trips, teaching practice, projects, educational tours, interaction with

eminent personalities from education and different fields and through the extension and outreach

programmes in communities. Facilities like internet connectivity, smart classrooms, resource centers

and audio-visual equipment are provided to integrate ICT. Well equipped library is the backbone of

the teaching-learning process. A well planned teaching-learning programme is monitored by the

teachers of schools, head of schools and faculty members. Continuous Internal Assessment (CIA)

plays a major role in the quest for academic excellence. An effective evaluation process has been

designed, implemented and monitored to achieve this objective.

Research and Extension

The Research committee was constituted to give a thrust for research activities and to

inculcate research culture. It coordinates various research activities of the institution and the faculty.

Infrastructure for research and monetary assistance for participation in seminars, workshops, training

programmes and workshop are the institutional initiatives to encourage faculty participation in

research. The faculty contribute to the field of knowledge through publications and research

guidance.

34

Infrastructure

The college has an attractive building with latest infrastructure .Spacious smart classrooms,

resource centres, library, Seminar halls, multipurpose hall create conducive climate for academic

excellence. Adequate ICT and technological facilities enable effective transmission of education.

Various sports and games facilities contribute to the development of students in extra-curricular

activities. The college gives priority to the library in acquiring the latest books and journals, updating

internet resources, access to library networks, provision of electronic media resources, reading room

and reference section. Language resource centre, art and craft resource centre, psychology resource

centre, computers with advanced configurations in ICT centre, internet facility, LAN connectivity

and e-classrooms have made ICT integration a concrete reality.

Student Support

Students of the college are in the forefront getting University ranks and recognition. Positive

reinforcement to achievers by the faculty keeps the morale and aspirations of the students high. The

college has adequate provision and has a systematic approach in the areas of student counselling,

student welfare in terms of health, financial support and safety. It also provides the hostel facilities

and placement opportunities. Students shine in inter-college cultural and academic competitions and

bring reputation, recognition and honour. There is a dedicated Placement Cell which gives soft skill

training and coordinates with the schools for placement needs of the students. The support and

feedback from the alumni show that the placement efforts are in the right direction.

Governance

The Management, the Head of college and faculty members of various committees contribute

to decision making regarding academic work. Each faculty drafts the tasks and responsibilities in the

Annual Strategic Plan that is executed with the approval of the Principal.

The college has developed its own work culture to match its governing values. These values

infuse dynamism and keep abreast with the pace of development in higher education. The institution

has adopted new practices to ensure that the system is fit to face the emerging challenges. The aim of

the college is to prepare students for successful careers and shoulder responsibilities as citizens with

societal values. All these quality circles have been consolidated under the Quality Assurance Cell

(QAC) to implement and monitor quality management strategies in all academic and administrative

aspects.

35

Criterion wise

analysis

36

Criterion I

Curricular

Aspects

37

Criterion I: 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.)

C.R. College of Education follows the following major objectives:

Intellectual

To ensure that the youth gets adequate opportunities to identify and develop their skills and

potentials.

To produce intellectual capital in term of research output, transfer of knowledge and

technology oriented attitude to land in the field of education.

Academic and Training

To enable prospective teachers to understand the inter-disciplinary nature of educational

theory and practice and its incorporation in teacher education.

To prepare individual for independent learning to develop reference skills, critical thinking,

conceptualization and self evaluation of their own progress.

Access to Disadvantaged and Equity

To enable prospective teacher to realize diverse need of students and give respect to equity.

Self Development

To prepare the prospective teachers for self development and advancement in their field.

To mould individuals into integrated personalities who are competent, spiritually mature,

physically strong and socially sensitive.

Community and National Development

To help them build happy and healthy school and community relationship and promote

interest in life long learning.

To develop feeling of love for Indian culture and strengthen a sense of national pride and

identity among the prospective teachers.

Ecology and Environment

To create among them the awareness of environmental protection and need to maintain

ecological balance.

Value Orientation

To prepare them for inculcation of values and develop sense of citizenship.

38

To enable the prospective teachers to inculcate dignity and morality in work and produce

work culture among their students.

Employment

To empower them to prepare fully professionally competent, committed and reflective

teachers for secondary and senior secondary school education.

ICT Introduction

To enable them to develop the teaching competencies and performance skill for the subjects

they have to teach, using appropriate aids including ICT.

Global Demands

To provide among them the capacity to think, problem solving attitude, capacity to undertake

action research and research.

Major Consideration Addressed by the Goals and Objectives of the Institution

Intellectual

Provision for qualitative education to prospective teachers by offering relevant facilities

related to programme and by developing them as knowledgeable and skilled human resources

to accept intellectual challenges.

Provision for experiential exposures through various competition, research projects, excursion

etc.

Academic and Training

Prepare academic calendar in the beginning of the year.

Teacher educator prepares plan for whole year / semester and follows them.

Provide academic excellence experiences to prospective teachers through individualized and

cooperative learning at reflective level.

Provision of reflective level of teaching and learning environment through suitable method

like project, seminar and group discussion etc.

Provide experiential learning through micro teaching and school practice teaching.

Access to Disadvantaged and Equity

Provision of reservation for underprivileged and disadvantaged group – SC, ST, OBC,

differentially disabled persons as per M.D. University / State Government / Central

Government policies in student enrolment and in the selection of faculty.

Provision of instruction material, equipments and other resources for students with

disabilities.

39

Self Development

Organization of conference, seminar, workshop on research methodology, use of various

software in education, teaching skills, SPSS etc.

Introduced short training for self-employment like food preservation, tie and dye, block

printing, screen printing, best out of waste and flower making etc..

Training for the effective use of computer technology, internet, and usage of ICT tools in

teaching and learning and evaluation works.

Organized lectures on Human values and spirituality.

Deputation of staff and students for seminar, workshops etc.

Short term training programmes for non-teaching staff on use of computer in administration,

internet and on-line submission of student’s information to university website.

Community and National Development

Encouragement and provision for community centered activities like National Service

Scheme.

Provision for social issues related projects in the curriculum.

Ecology and Environment

Encouragement and provision for creating environmental sensitivity and environmental

awareness among the faculty and students, by developing and organizing suitable extension

activities.

Value Orientation

Inculcation of values through lectures, production and distribution of value related literature.

Giving enough time in morning assembly on value based talk, statements, quotation etc.

Employment

Established placement cell.

Organized campus interview.

Developed capabilities of good teaching competency and had given helpful environment to

dedicated and committed personal.

Introduced training course to prepare them for self-employment.

ICT Introduction

Provision of computer education, internet facilities and usage of various ICT tools for the

faculty and the students.

Provision of Smart classrooms

40

Effective use of ICT in teaching learning process by teacher educators and in school teaching

practice by prospective teachers.

Effective use of on line & off line resources by teacher educators and prospective teachers.

Organized ICT related workshops.

Provision for curriculum related facilities through ICT.

Library has SOUL Software.

Language Lab has OREL Software.

Office work, examination work are computerized.

Dynamic college website.

Global Demand

Provision for research oriented environment through enriched library with reference books,

encyclopedia, surveys and internet in library and all resource centers.

ICT enabled classrooms, labs and library with CDs, DVDs, reference books, encyclopedias,

international journal in which student learn and are made capable to phase global demand in

teaching and learning.

Some selected PowerPoint presentations are uploaded on YouTube for availability of

instructional material at global platform.

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 follows the Curriculum prepared by M.D. University, Rohtak. However, in

curriculum development, the college undertakes the following steps:

Obtains feedback on the utility, performance and relevance on existing curriculum from

teacher educators, students and alumni.

Thrust areas are identified from the feedback from faculty, alumni and students and review

given by teacher educators.

Faculty members organizes meeting and give suggestions related to the thrust areas in

curriculum development programme and ensuring relevance, current need and future

projections.

Organized conference of teacher educators of M.D. University on “curriculum transaction”

and submitted report to Education Department of M.D. University to take action on existing

curriculum.

41

Recommendations are made to the board of study for implementation of changes in the

curriculum. On the recommendations of the conference , MDU syllabi committee

incorporated our suggestions in 2009-10 curriculum and new syllabus introduced in the

session 2010-11

Beside that implementation of curriculum and addition of curriculum, the college adopts following

approaches:

o Provision for optional papers as per diverse needs of the students and the community.

o Invited experts and resource persons for talks on essential and important topics.

o Provision for faculty development programmes, workshops, seminars and conferences

organized on various topics and issues.

o After getting feedback on the utility, performance and relevance on existing

curriculum from teacher educators, students and alumni, faculty members construct

additional curriculum and executed them during teaching learning process

o Verbal suggestions given time to time to Education Department of M.D. University to

revise some topics of curriculum and they acted upon that.

1.1.3. How are the global trends in teacher education reflected in the curriculum and existing

courses modified to meet the emerging needs?

Curriculum Update

From the session 2010-11, B.Ed. syllabus was revised at large scale. In every compulsory

paper many new topics were included and six compulsory papers were included in place of four and

one more optional paper was included. The one new subject that was introduced for the first time in

B.Ed. was Inclusive Education and in previous year ICT practical of 20 marks was the sub part of

compulsory theory paper. Now ICT practical of 50 marks is a separate subject and it is compulsory.

Various Projects were included. The topics and subjects included in the syllabus are highly related to

the demand of the modern society.

In M.Ed. semester system was introduced from the academic years 2011-12.

Global Trends in the curriculum are reflected in the following manner:

ICT knowledge is compulsory for all students.

Career guidance makes them competent to face competitive examination.

Emphasis on skilled human resources through experiential learning techniques.

Existing B.Ed. course has been strengthened as per global trends / needs.

Teaching of English has relevant thrust towards communication skills, report writing and

skills translation, phonetics and other areas that emphasize global thrust in teacher education.

All courses ensure both knowledge and skill development.

42

Inclusive education has been added.

Co-curricular, extra-curricular activities are organized in the campus and extension activities

are organized outside the campus.

Developed community orientated social responsibility, leadership qualities, organizational

abilities, problem solving competencies and sense of communal harmony in social relations.

Sports activities keep students physically fit and socially sensitive in order to develop broader

national and global perspectives.

1.1.4. How does the institution ensure that the curriculum bears some thrust on national issues

like environment, value education and ICT?

Curriculum and Thrust on Environment is ensured by the following:

By assigning projects related to environmental issues.

To enrich the curricular activities, environment day and awareness programmes etc are

celebrated and organised.

M.Ed. student takes problem in research related to attitude, awareness and practices towards

environment.

Competitions and Rallies are conducted to sensitize the student-teachers as well as the general

public regarding environmental hazards and climate crisis.

Organizes movie show based on Global Warming and effect of that on earth.

Curriculum and Thrust on Value Education is ensured by the following:

By conducting expert lectures and seminars.

By conducting morning assembly daily and also students are asked to deliver speech on

values.

Visit organized with mentaly retarded children, marginalised children and remote area school

students and women.

Movie show (based on some important issues ) are organized and discuss major points with

students and highlights values reflected by them.

Establishment of women cell to sensitize students towards women empowerment.

Curriculum and Thrust on ICT Education is ensured by the following:

Refer to 1.1.5.

1.1.5. Does the institution make use of ICT for curricular planning? If yes give details.

Yes, ICT for all students is incorporated in the curriculum planning in the following way:

In B.Ed. course a unit of Computer Applications in paper V (Education and Communication

Technology) is introduced that is compulsory for all students.

43

ICT enabled practical is compulsory for B.Ed students.

Students use ICT in their preparation of notes, assignments, lesson planning , self evaluation

and carrier counseling etc.etc.

Students uses ICT during teaching practice.

Students of M.Ed. make use of ICT for writing their research reports. They use various

software like MS-Word, PowerPoint, SPSS and internet.

Workshops on Computer Education are also conducted by IQAC for students as well as

faculty.

The college has a well equipped ICT Resource Centre.

Institution has Smart Classrooms.

All teacher educators uses ICT in teaching learning process.

Laptop is issued to every teacher educator to prepare instructional material.

Learning audio-video and recorded lecture of teacher educators and eminent personalities are

available in CDs and computers. All these audio-video CDs also available in library.

Internet connection is available in all Resource Rooms, Smart classrooms, Seminar room,

Library, offices and staff room.

LAN connectivity is available.

Use of modern audio-visual teaching aids such as Laptop, LCD projector, tablet monitors,

Document Camera, Over Head Projectors, CDs and new storage devices ensure that the

curriculum includes and integrates ICT to make students competent to the ICT enabled

schools environment.

Accessibility to e-Journal and e-newsletters.

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?

Reflective level of teaching is problem centered in which the pupil is busy in original imagination.

It aims to develop problem solving capacity and independent, original, critical and creative

thinking. In this regard institution provides following experiences to the students:

Giving project to the student.

In teaching learning process we include group discussion, seminar, and debate and prepare

and execute plan in action research during teaching practices.

Micro teaching, mega lesson and practice teaching.

Plan and execution of teaching model.

44

Preparing case studies of normal child and problematic child.

Prepare motivational schedule.

Peer evaluation and self evaluation.

Creating challenges for students by organizing various inter-house and inter college

competition.

All presentations, fest brochures, Pamphlets, audio-visual material, reports of activities done

by the students lead to experiential learning.

Organise material for college magazine as student auditor.

Preparing PowerPoint presentations, modifying photographs through PhotoDraw software

and MS Picture manager, prepare Resume and lesson planning in MS Word, Web pages,

prepare Result in excel worksheet.

Downloaded text, videos from internet and use them for learning and teaching practice.

Students are using internet facility to prepare notes, assignments, lesson plan, self evaluation

and career counselling using website like mind tool, Sakshat Portal ( website of Gov. Of

India) etc.

Creating website by students of computer science.

Off line and on-line self instructional modules are available in ICT center, which is a very rich

way to learn new software.

Dissertation and field work by M.Ed. students.

Use of SPSS software for the analysis of dissertation work of M.Ed. students.

Upload PPT on YouTube.com .

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?

In MD University B.Ed. syllabi certain parts were not covered hence after getting feedback

from students, alumni, stakeholders etc. our teaching faculty has decided to fill the gapes in

B.Ed. curriculum. In B.Ed. syllabi we have introduced some topics relevant to NCF and

emerging needs of students.

Certain topics are common in different subjects. For these topics our teachers use team

teaching method eg. Blooms Taxonomy, Micro Teaching, Teaching Skills etc.

We do cooperative learning in some topics in B.Ed. class eg. lesson planning, writing

instructional objectives in behavioural term, ICT practical

45

A student admitted to a particular course is permitted to change the optional subject within a

stipulated time.

There are six Optional Subjects offered to the students out of which they can select any one of

their choice in paper III B.

There are twelve optional Subject offered to the students of M.Ed. out of which they can

select any three of their choice in paper IV,V,VI.

Option is also given to the student to select any two projects out of nine in B.Ed.

Choice is also given to the students of M.Ed. to select problems for their research work.

Choice is also given to the students to participate in academic and cultural competitions.

Flexibility in computer hours for the students is provided.

Microteaching sessions are arranged where they practice teaching skills.

26 days teaching practice in various schools is conducted.

In Chhatra Panchayat and method clubs students develop the following characteristics:

Cooperation, leadership, creativity, advancement of knowledge, decision making, self

disclosure, sharing , self-confidence social values and dignity towards manual works.

Students visited to Arpan and Sartar Schools to get practical experience in dealing with

mentally retarded students.

Visit to ‘Surajkund Mela, Faridabad’ and ‘Trade Fare, New Delhi’ to get knowledge of

various crafts of India.

Visit to Book Fair.

Students take classes in sister institution schools at times of need.

Students are provided with opportunity to practice values during their co-operative teaching.

Varied experiences to use and promote technology are provided.

Celebrating festivals, important days together in the campus give them the feelings of oneness

and thus they contribute to national development.

Organizing all functions together to teach them cooperation.

Student teachers are encouraged to use their creative ideas in co-curricular activities.

Global Competence is fostered by providing them opportunities to face the challenges of

teaching students of diverse needs.

Quest for excellence is promoted when they identify their own weaknesses and strengths of

teaching in the classes, improve them and observe their peer for the same.

Undergoing case studies of special child, survey of school plan and organizing co-curricular

activities in schools enriches their operational curriculum.

46

Organized training in various life skills, ICT skills, social events etc.

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 institution organized short term training in the following areas:

2009-2010

Organized training in best out of waste.

Organized two day training on SPSS for faculty and M.Ed. students.

Organized training on Research Methodology

Provided training in Excel and Internet browsing.

Organized training in oil painting

Organized training in pot painting

Organized training in software - photo draw, MS-excel and front page

2010-11

Organized training in Excel and Internet browsing.

Organized training in Pot Painting by placement cell for self employment.

Organized training in oil painting

Organized training in Candle Making.

Organized training in best out of waste.

Organized course in food preservation.

Organized course in Phonetics.

2011-12

Organized course in cursive writing.

Organized course in food preservation.

Organized course in Photoshop (ICT).

Provided training on calendar making through software

Organized training in hand embroidery

Organized training in Flower making

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

47

v. School experience / internship

vi. Work experience /SUPW

vii. Any other (specify and give details)

viii. (Also list out the programmes/courses where the above aspects have been

incorporated

1 Interdisciplinary

Team teaching and collaborative learning is emphasized.

Project Based learning is included in the curriculum.

For M.Ed. students, Research Work is also given due emphasis.

2 Multi-skill development

Involvement of various experts in different fields of education through seminars and

workshops and extension lectures.

Development of social skill through community work.

Emphasis is given to both theory as well as practical aspect of the subjects.

Various training programme are introduced to students in the field of Nutrition, ICT, Home

Management, Painting, Candle Making, Screen Printing, Block Printing, etc.

Case Studies, Surveys, Project work, Community Visit, and so on are included in the

curriculum.

Research work is also a part of the curriculum that enables the students to get real life

experiences.

Provision is made for teaching practice in various schools to train the prospective teachers.

Thrust is given on the development of knowledge, practical component, soft skill component

(problem solving, leadership, team work, communication skills and so on).

3 Inclusive education

Our division of seats already includes physically challenged children.

In addition to it following aspects are added:

In B.Ed. inclusive education is a compulsory subject.

In M.Ed. special education is an optional subject, student obtain this subject.

Visits to School for the mentally challenged children.

4 Practice teaching

A 26 days teaching practice is conducted in two phases in 2 schools within the campus and 3-

4 schools of the neighborhood of Rohtak.

48

Students are supervised by their teacher incharge, M.Ed. students and by the subject teacher

of school.

5 School experience / internship

It is enriched programme of 26 days where following assignments are completed by every student.

Preparation of Lesson Plans.

Delivery of Lesson Plans.

Presentation and delivery of plan of Action Research and plan based on models of teaching.

Observation of peers at work.

Critical assessment of teaching of different opted subjects by teacher educators, student-

teachers and peers.

Administration, supervision, evaluation and feedback of class tests.

Maintenance of attendance registers.

Analysis of school.

Taking adjustment classes.

Correction work.

Organization of various competitions and cultural function in school.

Preparation of Time Table.

Evaluation of Students.

6. Work experience /SUPW

In Paper VIII B any two of the Following community based projects and work experiences are

adopt by students

1) Out of School Children Enrolment Drive (At least 5 children enrolment to Support Teaching)

2) Polio Drive and First Aid (Preparing awareness material e,g. Posters/Hand bills etc)

3) Serva Shiksha Abhiyaan (SSA) Project and Mid-day Meal

4) Alternate School Monitoring- Support teaching

5) Out Reach programme (Marginalized children i.e Special needs/Economically/ SC/ST/ Girls)

6) Organising Parent Teacher Meeting

7) AIDS Awareness

8) Gender sensitization and Female Foeticide

9) Disaster Management

In paper XI any two of the following Co-curricular school-based activities are opted by students

A. Communication skills and functional use of Language Lab

B. Bharat Scouts and Guides

49

C. Literary Activities

D. Cultural Activities

E. International and National Days Celebration

F. Sports Activities

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?

Students

Feedback from students is obtained in a prescribed Performa and through verbal

communication on the Curriculum, teachers, facilities, support service and overall learner centric

issues. The data is analyzed by the Internal Quality Assurance Cell (IQAC). The outcome is made

available to the authorities, and teacher for perusal and needful action. The teachers and authorities

used the outcome of feedback as a basis for curriculum design and development (subjects, papers,

specialization, practicals, methods of Teaching, Learning and Evaluation and learning activities /

support services).

Alumni

Verbal feedbacks from alumni had been obtained during meetings. Its analysis has been used

in curriculum development and Teaching, Learning and Evaluation process.

Head of Schools:

The feedback is being obtained from the head of practicing schools regarding the performance

of the teacher trainees and needful action is taken as per their feedback.

Employers:

The feedback is being obtained from employers about our student’s suitability for job in

relation to knowledge, skill component and soft skills. This feedback is also used in

curriculum design and development.

Community and Parents: Feedback from community and parents are taken and it is used in


Institution obtained feedback from participants regarding organizing and relevance of

workshop after end of workshop.

Implementation

During the last working week of every year, feedback is collected from every student. Alumni

feedback is collected during alumni meet. Parent feedback is collected during the parent

teacher interface.

50

The data is collected and analyzed by the Quality Assurance Cell (QAC) which in turn

suggests necessary change to the management / University.

Feedback from the employers is obtained informally when the teacher and students meet

them.

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.

The feedback and suggestions are shared with respective staff members and outcome is

reviewed periodically. Appropriate measures like introduction of training courses, soft skills

have been introduced based on the feedback for sustainable improvement. Suggestions are

forwarded to the university for necessary action.

1.3.3. What are the contributions of the institution to curriculum development? (Member of

BoS/ sending timely suggestions, feedback, etc.)

On 10/9/2008 a one day conference was organized by the Principal of college. Head of

Education Department, M.D. University, Principal and two lecturer of each Aided Education

College participated in it, in which feedback obtained from various resources was discussed

and a report was prepared and submitted to M.D. University on this. Recommendations are

made to the board of study for implementation of changes in the curriculum. On the

recommendations of the conference, MDU syllabi committee incorporated our suggestions in

2009-10 curriculum and new syllabus introduced in the session 2010-11. After getting

feedback on the utility, performance and relevance on existing curriculum from teacher

educators, students and alumni, faculty members constructed additional curriculum and

executed them during teaching learning process

Verbal suggestions are given time to time to Education Department of M.D. University to

revise some topics of curriculum and they acted upon that.

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).

From the session 2010-11, B.Ed. syllabus was revised at large scale. In every

compulsory paper many new topics were included and six compulsory papers were included

in place of four and one more optional paper was included. The one new subject that was

introduced for the first time in B.Ed. was Inclusive Education and in previous year ICT

practical of 20 marks was the sub part of compulsory theory paper. Now ICT practical of 50

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marks is a separate subject and it is compulsory. Various Projects were included. The topics

and subjects included in the syllabus are highly related to the demand of the modern society.

In M.Ed. semester system was introduced from the academic years 2011-12.

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.)

Curriculum revision is done by University. Faculty Members of the college are actively

involved in this process and they give their innovative ideas and suggestions on the bases of

feedback obtained from the students.

It is not possible for Institutional authorities to change the curriculum as the prescribed

syllabus of University is to be followed, but implementation is done immediately and

effectively by the college authorities..

In MD University B.Ed. syllabi certain parts were not covered hence after getting feedback

from students, alumni, stakeholders etc. our teaching faculty has decided to fill the gapes in

B.Ed. curriculum. In B.Ed. syllabi we have introduced some topics relevant to NCF and

emerging needs of students

1.5 Best Practices in curricular Aspects

1.5.1. What is the quality sustenance and quality enhancement measure undertaken by the

institution during the last five years in curricular aspects?


Education Department, M.D. University, Principal and two lecturer of each aided Education




recommendations of the conference , MDU syllabi committee incorporated our suggestions in

2009-10 curriculum and news syllabus introduced in the session 2010-11.

During the session 2010-11 ,the university took an initiative to revised the syllabus at large

scale for B.Ed. major steps are:

o Two new subjects were introduced that is (Inclusive Education and School

Management)

o In Paper VIII B, Community Based Projects and Work Experiences were introduced

and students have to choose any two of nine projects (see 1.2.4 xii)

o ICT Enabeled Practical/Projects was introduced that is compulsory for all students

o Many topics were included in all compulsory subjects

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During 2012-13 the major change was adopted i.e. implementation of internal assessment in

all theory papers.

Semester System in M.Ed. was introduced from 2011-12 by M.D. University.

After getting feedback on the utility, performance and relevance on existing curriculum from

teacher educators, students and alumni, faculty members constructed additional curriculum

and executed them during teaching learning process

Thrust to ICT enabled workshops, ICT competence, multi-skill development, flexibility to

slow learners and challenges to advanced learners is provided.

Project work and training for students is arranged.

Continuous evaluation of students is done.

Seminars and guests lectures on research methodology are organized.

Academic calendar is developed at the beginning of the year to ensure the smooth functioning

of the Institution.

Institute arranges lecturers of eminent personalities from different fields.

The academic work is regularly monitored by way of the curricular plan to be submitted by

the teachers, along with its implementation, by means of the Teacher’s plan that the teachers

have to submit for review by the Principal, every month.

The parents of the students are kept informed of the academic progress of their wards through

the Parents-Teachers Association (P.T.A.) Meetings and the visits of the parents, especially

when called to review their children’s progress.

Academic Calendar, prepared every year, shows the tentative annual schedule of the college

activities.

Co-curricular and extra-curricular activities of the students are given adequate weightage,

along side the curricular activities .

Student opinions are also sought, formally through the chhatra panchayat, suggestion boxes,

campus experience questionnaire and informally through the Alumni and student’s personal

interaction with the Teachers/Principal.

Students nominated / appointed as Members in some relevant Committees of the College,

alongside the Teachers.

Efforts are made by the College towards integrating curricular competence building along

with capacity enhancement activities.

Supplementing / Enriching Curriculum Teaching with periodic lectures by outside Persons /

Experts / Seminars / Workshops etc.

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Tours, Field Trips, Practicals and Surveys to complement / supplement the Curricular delivery

Systems.

Integrating new methods of teaching in the delivery systems of the curricula.

Smart classrooms.

Internship / School teacher practice.

Fostering global competencies among students through the use of technology.

Introduction of training programmes, social outreach programme and extension activities.

1.5.2. What innovations/best practices in ‘Curricular Aspects’ have been planned/

implemented by the institution?

Institution organized training in various skills for students

During teaching practice, students are encouraged to take the classes of absentee teachers in

the classes of absentee teachers in the schools apart from their periods.

Group work, group assignments, co-operative teaching, peer tutoring and experiential

teaching is introduced with the ultimate aim of inculcating a value system among the students.

Curricular Counseling to the students.

Academic Calendar, a regular feature of the College.

Assignment work as a part of regular study.

Tutorials and remedial teaching whenever required.

Feedback Systems, with an aim of improvements.

Teacher’s Assessment by the students (this assessment includes curricular coverage /

implementation).

Role of Associations and Clubs in Education

Different clubs like science club (Raman club), Social Science club (Nehru club), language

club (Tagore club) and chhatra panchayat are formed to enrich student’s personality.

Hands on Training

Projects given to the students to obtain hands on training in area:

1) Out of School Children Enrolment Drive (At least 5 children enrolment to Support Teaching)

2) Polio Drive and First Aid (Preparing awareness material e,g. Posters/Hand bills etc)

3) Serva Shiksha Abhiyaan (SSA) Project and Mid-day Meal

4) Alternate School Monitoring- Support teaching

5) Out Reach programme (Marginalized children i.e Special needs/Economically/ SC/ST/Girls)

6) Organising Parent Teacher Meeting

7) AIDS Awareness

8) Gender sensitization and Female Foeticide

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Current Affairs Forum

The college has given importance to current affairs in its curriculum CAF has been

functioning regularly over the year during morning assembly. The CAF is monitored by respective

teachers. Events of CAF are News, Brain Storming Ideas and student’s presentation ,current affairs.

Soft Skill Development Programme

Programmes are organized for development of personality, leadership skill, Communication

skill, leadership skill, Problem solving skill, Decision making skill and Time management skill etc.

Experimental schools

The college has organized teaching programmes and other activities in these 2 schools within

the campus.

Additional Information to be provided by Institutions opting for Re-accreditation / Re-

assessment

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?

Utilization of student’s feedback to improve the organization of teaching programmes

especially practice teaching.

Feedback Performas from students has been obtained which help us to improve teaching

practice.

Having good facilities for games and sports, Yoga if made compulsory for all students

may be an added advantage.

Sports activities (in door and out door) are organized by college. Annual sports meet are

also organized.

Yoga Education is one of optional paper in curriculum and students opt it. Special lecture

cum demonstration are organized for students by yoga teacher.

2. What are the major quality sustenance and enhancement measures undertaken by the

institution since the previous assessment and accreditation.

Since the previous assessment and accreditation the following measures are undertaken by the

institution:


Education Department, M.D. University, Principal and two lecturer of each aided Education




55

recommendations of the conference, MDU syllabi committee incorporated our suggestions in

2009-10 curriculum and new syllabus introduced in the session 2010-11.

During the session 2010-11, the university took an initiative to revise the syllabus at large

scale for B.Ed. and M.Ed.

During 2011-12 the major change was adopted i.e. implementation of internal assessment in

all papers.

Semester System in M.Ed. was introduced from 2011-12 by M.D. University.

After getting feedback on the utility, performance and relevance on existing curriculum from

teacher educators, students and alumni, faculty members constructed additional curriculum

and executed it during teaching learning process

Language lab established.

Organised training programmes for students ( see 1.2.3)

Organised international Seminar, National Workshop, and 1 State Workshop.

Smart class rooms were established.

Availability of On – line journal (Sage) and on line news letter ( Mind Tool)

Publish College magazine.

Published Journal of social sciences and Humanities (The Educand)

Plan and execution of Micro teaching plan.

Preparing case study of normal child and problem child. Preparing motivational schedule.

Feedback is being obtained from School Heads, School teachers, Feedback is being obtained

from students on course, and on facilities available in Institutions,

Rallies are conducted to sensitize students and society on various social, environmental

issues.

Visit to School of mentally challenged children.

Delivery of Action Research plan and lesson based on Models of teaching.

Current Affairs Forum

The college has given importance to current affairs in its curriculum. CAF has been

functioning regularly over the year during morning assembly. The CAF is monitored by respective

teachers. Events of CAF are News, Brain Storming Ideas and student’s presentation, current affairs.

Soft Skill Development Programme

Programmes are organized for development of personality, leadership skill, Communication

skill, leadership skill, Problem solving skill, Decision making skill and Time management skill etc

Projects given to the students to obtain hands on training

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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?

Admission in B.Ed. course is done either by M.D. University, Rohtak or Kurukshetra

University, Kurukshetra on rotation basis. Admission process, admission policy and reservation

policy are as per notification of Haryana Government and NCTE.

Admissions in B.Ed. are based on merit basis. For the admission process eligible candidates

are called for counselling in the university. After first counselling conducted by the university, list of

admitted students is uploaded on university website and three days are given to admitted students for

fee deposition in institution. Students report to the institution. The institution forms admission

committee of three members under the guidance of principal. After downloading the list of admitted

students, admission committee admit the students according to their category after verification of

original documents. New list is prepared by admission committee according to the stream (Science,

Art) and categories (All India, Haryana General, BCA, BCB, SC and PH.). After three days

institution closes the admission and uploads the list of admitted students and also uploads the

information of vacant seats to university website. After that university organizes next counseling and

same procedure is adopted till all the seats are filled. In the last, admission committee ensures that all

the admissions have been done according to NCTE norms, reservation policy and stream wise and list

of admitted students is uploaded on university website.

Admission to M.Ed. course is done by M.D. University, Rohtak. Admissions in M.Ed. are

based on merit basis. The students are allotted to the institution by university. Faculty members of

institution are also deputed in admission committee for the admission. The admission and counselling

is held in the presence of university observer. Reservation policy of Haryana government is adopted

in the admission.

2.1.2. How are the programmes advertised? What information is provided to prospective

students about the programs through the advertisement and prospectus or other similar

material of the institution?

The concerned university advertises admission guidelines of the B.Ed. and M.Ed. in two

National Newspapers of both English and Hindi. The prospectus is published by concerned

University and is uploaded to website of university. It gives all academic, administrative and

financial details.

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Our institution has published handbook for students which provides clear information to the

students about the courses, completion requirements for all progammes and student support services

etc .

2.1.3. How does the institution monitor admission decisions to ensure that the determined

admission criteria are equitably applied to all applicants?

The institution monitors admission decision to ensure that the determined admission criteria

are equitably applied to all applicants. Admissions are strictly made on the norms provided by the

NCTE, University and Haryana Government. The institution follows the guidelines given in the

prospectus and ensure the authenticity of the candidates admitted, documents related to the

educational qualification, category and fee submission etc. Distribution and reservation of seats is

strictly followed as per the guidelines of the university and government for admission to B.Ed. and

M.Ed. .

2.1.4. Specify the strategies if any, adopted by the institution to retain the diverse student

population admitted to the institution. (e.g. individuals of diverse economic, cultural,

religious, gender, linguistic, backgrounds and physically challenged)

The institution is aware and sensitive to the needs of the diverse student population. After

admission of the students, the institution takes care of their needs and provides proper environment in

institution. Diversity on the basis of difference among students based on their socio-economic status,

culture, religion, gender, exceptionalities, language and geographical location are taken care of by

providing democratic environment and equal opportunities to all:

The issue of human right and equality is specially taken care of by our IQAC committee.

Proper library and book bank facility is provided to economic weaker section.

Important festivals of almost all the religion are celebrated by the chhatra panchayat of

institution to help the diverse students to develop the feeling of belongingness.

In language teaching of English, Hindi, Sanskrit and Punjabi, optional papers are made

available to them as per their interest and needs (within the framework of curriculum).

Students have choice in Paper IIIB and project work in B.Ed and students have choice in

Paper IV and V in M.Ed. They can choose the subjects according to their need and interest.

Teachers of the institution use bilingual method of teaching keeping in view the language

limitations of the students.

Students have option to attempt examination according to their preferred language i.e. Hindi

or English.

Women cell has been established to take care of problems of female students.

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Separate common rooms, toilets etc. are made available for boys and girls.

Guidance and counselling cell of the college helps them in case they face any problems

(Personal, educational and professional).

Grievance and Redressal cell is established.

In curricular and co-curricular activities, all the B.Ed. and M.Ed. students are encouraged to

take part.

The following measures are adopted for students of special needs.

Special equipments and materials are arranged in resource room.

wheel chair, thick pen ,pencil etc. for orthopaedically challenged students

For blind students: Stylus, text to audio converter software is uploaded in computers which

are available in resource room and other computers.

Non-glossy papers, coloured pens are available for partially visually challenged student.

Measures adopted for partially hearing impaired students are :

o Seated in first row

o Amplifier used in classrooms.

o Written material, handouts and library facility provided to them. They are exempted

from a rule of library in which books are to be returned after fifteen days. They may

keep the books as per their convenience.

o All the notices regarding administration and teaching are provided to them orally and

also stuck on bulletin board.

2.1.5. Is there a provision for assessing student’s knowledge/ needs and skills before the

commencement of teaching programmes? If yes give details on the same.

Yes, there is a provision for assessing students’ knowledge / needs and skills before the

commencement of teaching program.

At the time of admission, the record of overall performance of the previous years is checked.

It makes feasible to monitor the overall performance before the commencement of the programmes.

Subjects studied by them, is taken in to consideration while allowing them to opt for different

optional papers.

After admission three days orientation programme is conducted before the commencement of

teaching programme. Admitted students are assigned their tutorial groups. The tutors assess the

students knowledge and skill in following fields:

Academic

Cultural

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During orientation programme students are exposed to talent search programme. Their talents

are identified. Talented students are selected to compete at Zonal, State and National level. Apart

from this different abilities are measured which essential in a prospective teacher before entering in

real is teaching environment in future. Different abilities are – Teaching competency, Emotional

intelligence and Personality. Standardized test are used for them. For assessment of Communication

skill, leadership skill, Problem solving skill, Decision making skill and Time management skill, on

line self evaluation tools are used. Beside that simple questionnaire is used to know computer literacy

level of students. During the session faculty is aware to develop these abilities in prospective

teachers.

Before the commencement of regular teaching in different sections, teachers engage them in

discussion, and other interactive activities to understand and assess the level of their previous

knowledge, understanding of the subject, skill etc. This helps the teachers to make the hypotheses for

various activities which is organized within or beyond institution. This exercise also helps the

teachers to choose the language of instruction and to come up to the level of students. The student

teachers who are weak in particular performance are assigned for remedial teaching.

2.2 Catering to Diverse Needs

2.2.1. Describe how the institution works towards creating an over all environment conducive

to learning and development of the students?

Our institution works towards creating the over all environment conductive to learning and

development of the students through following activities.

Create environment for intellectual development

The teacher educators follow proper teaching plan to ensure proper teaching – learning

transaction and continuous evaluation.

Our teachers educators use various methods for transforming knowledge but main focus is on

to develop analysis, synthesis and evaluation ability in prospective teachers and ensure that

the students learn at reflective level by which they learn by heart and use knowledge in real

life situation. Teacher educators use various interactive and participatory approaches in

transaction of theory and practical.

The prospective teachers are academically quite mature and can share the burden of their own.

Therefore, the teacher educators emphasize on self and independent study, group learning,

discussion, cooperative learning, peer teaching, field trips and excursion, problem solving, use of

ICT, and preparation of projects. They learn to organize and participate in workshops and

seminars.

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The academic calendar is prepared by teachers every year that include major events of the

college, tentative schedule of micro teaching practice, discussion lessons, practice teaching,

examinations and holidays. The academic calendar is incorporates in the college handbook

and is issued to every member of the institution at the beginning of every academic year.

Time table (class wise and teacher wise) is prepared at the beginning of every session.

Teaching plan showing detail the schedule of teaching according to the format is prepared and

provided in the beginning of every session.

Faculty maintains a teaching plan and diary which includes chronological record of teaching-

learning process executed by them.

Records of the units of the syllabus covered are maintained in the work diary, duly monitored

by the Head of Institution at the end of every month.

Mid course corrections are adjusted in the execution aspect of the teaching plan.

The institution has smart classrooms with adequate equipment L.C.D. Projector, Document

Camera (Visualizer), colour T.V., Interactive Tablet Monitor for effective teaching learning process.

Prospective teachers are given first hand experience to handle and operate these equipments; students

use these equipments in their teaching lesson.

The members of staff are well qualified, sincere and hard working and they encourage

students’ participation in both curricular and co-curricular activities. Proper facilities like well

established and rich library, ICT center, internet and well equipped Resource Centers ( ICT Lab,

Psychology Lab, language Lab, Science and Math Lab, Home Science and art and Craft Lab) are

provided for the all round development of the prospective teachers. Students are motivated to

participate in almost each and every activity organized in the institution. Teaching methods include

interactive method in classroom through seminar and group discussion.

The following activities are also organized –

Mentor system

Tutorial system

Cooperative learning

Student association

ICT skills development

Peer teaching

Proctor system

Personalized learning

Team teaching

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2.2.2. How does the institution cater to the diverse learning needs of the students?

The quality of education depends on the impetus given to assist the diverse learning needs of

the students. The institution is sensitive to the diverse learning needs of the students. Identification of

student’s abilities is done during introduction classes as well as through their academic records.

The slow learners are identified in the following ways

Performance in the micro teaching session, discussion lesson term examination and home

assignments.

Diagnostic test.

Teacher’s observation in introductory session.

Subject teacher’s observation.

The slow learners are assisted through the following measures:

Remedial classes

Tutorial classes

Adopt micro teaching cycle to develop various teaching skills

Individual guidance (in different software training )

Class teacher follow-up of the slow learner

Collective effort of all faculty

Develop communication skill and confidence through daily performance during morning

assembly

Counseling of parents regarding their wards

Associate with proctors (in computer learning,)

Provide handout, print material, CDs

Encourage to use some self learning modules so that they can progress with their own pace

(Power point presentation, photo draw etc.)

College adopts Proctor system and peer teaching in various practices so that slow learners are

in company of advance learners learn fast in cooperative environment and there is no

segregation of student in the class to evoke complexes in the student mind.

Home assignment are given to students teachers in which they complete their work at their

own pace and capacity

Advance learners are identified through:

Orientation programme

Diagnostic test.

Class interaction and discussion

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Current affairs sessions

Method club activities

Performance in the seminars, presentations, Assignments, class tests and house examination.

The advance learners are motivated to further excel through the following ways:

Seminars and projects

Act as a proctor in ICT class and crafts

Paper presentations

Playing a major role in organizing intra / inter college competition.

Allowing the concerned students to organize debates and quizzes on topics of current interests

Participation in inter college competitions

Award of proficiency prizes, scholarships for university rank holders and college toppers

during the Annual function.

Recognition through college magazine, wall papers, website etc.

Exposure to other extra sources of information such as the internet. Also given additional

responsibilities of gathering more informative data.

Additional assignment related to ICT done by these students

Identification of creative students through:

Orientation program

Talent search program

Previous record

Creative students are encouraged and motivated through the following ways:

Appreciation in morning assembly

Recognition

Rewards after participation

Different co-curricular activities like inter club, inter college competitions in literary items,

fine arts, music etc. organized in institution by chhatra panchayat .

Catering to differently abled students.

The institution has taken the following measures to fulfill their needs:

Institution has resource room facilities with various academic support materials.

Infrastructure facilities like class rooms, library, and resource room in the ground floor.

Personal care and attention.

Specific learning materials are made available in resource room.

For visually or partially visually impaired students:

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In resource room text to audio convertor software is installed in which any text content can be

converted into audio output so visually impaired student learn through listening to subject

matter (text content are provided by subject teachers) .

Audio vidio CDs of subject matter are available in resource room.

Special audio video recording are available of Research workshop on various topics of

research are available.

Audio-Video model lesson on various teaching skills are available in resource room.

Various material are available in resource room.

Question bank in audio form

For partially hearing impaired student:

For partially hearing impaired student books also given for whole session till examination

Printed material is provided to them

Handouts

Question bank

Thick pen and pencil

Different options are provided to students according to their interest and aptitude in paper III

B and VIII B for B.Ed. and in paper IV, V and VI for M.Ed. students.

2.2.3. What are the activities envisioned in the curriculum for student teachers to understand

the role of diversity and equity in teaching learning process?

The learner centered approach is adopted in which student teachers are made to understand

the role of diversity and equity in teaching learning process. The following activities envisioned in

the curriculum for student teachers to understand the role of diversity and equity in teaching learning

process

Inclusive education is a compulsory paper in which various activities are organized. Various

teaching methods are adopted by teachers in teaching learning process like lecture method,

discussion method, demonstration, project method, Laboratory method and assignment

method according to the need of topic and individual.

Roll plays as evaluator by student teachers during observation of micro teaching lesson in

simulation.

Act as a peer evaluator during discussion lesson.

Self analysis of strength and weaknesses.

Creativity in lesson planning.

Observation of demonstration lesson.

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Organized activities according to advance learners and slow learners during Practice teaching

in school.

Interaction with the school and community.

Action research in school.

Seminar and group discussion.

Remedial classes.

Visit to mentally challenged children’s school.

2.2.4. How does the institution ensure that the teacher educators are knowledgeable and

sensitive to cater to the diverse student needs?

The entire faculty is academically well qualified. They keep on updating their knowledge by

participating in orientation and refresher courses, faculty development programmes, workshops,

seminars, etc. and are aware about latest development in their subject, global trends and demands for

understanding the diverse emerging needs. Our college also had organized workshops on teaching

skills, research methodology, use of SPSS, action research and educational software.

2.2.5. What are the various practices that help student teachers develop knowledge and skills

related to diversity and inclusion and apply them effectively in classroom situations?

Various practices that help student teachers develop knowledge and skills related to diversity

and inclusion and apply them effectively in the class room situation are following :

Holding daily morning assembly in which the whole faculty and pupil teachers get together

and values like tolerance, respect for others, patience, sympathy and empathy, cooperation

and truth fullness etc are developed among students. The following activities are organized :

o Gayatri mantra.

o Shanti path.

o Thoughts of the day.

o Prayer.

o Presentation of self composed poems / articles on social and national theme.

o News and current affairs.

o National Anthem

Sections, tutorial groups, clubs and other groups are formed irrespective of their caste,

religion and other diversities.

Various activities are assigned to the students which include peer teaching, mentor teaching,

cooperative learning and micro teaching.

No special facilities are provided on the basis of colour, caste, class, religion etc.

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Democratic atmosphere is ensured and students are elected as office bearers of chhatra

panchayat and clubs.

Movies, videos and short stories on different diverse issues are shown to students.

Student teachers are given knowledge and practice of various teaching methods used

according to individual differences (Slow and advance learner)

In the subject ‘Inclusive Education’ (Paper IV B) in B.Ed. and Special Education in M.Ed.,

detailed knowledge is given to students about teaching methods, materials, teaching aids,

support of teacher to special children according to their need.

A visit to Institute of Mentally retarded children.

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, internships, practicum, etc.)

Students are engaged in active learning through interactive learning techniques such as

projects, assignments, seminars, group discussion, role playing, proctor system, teaching skill

development in micro-teaching setting, discussion lesson, internship in real situation (school) and

action research. Preparation of PowerPoint presentation and use of self instruction material which

engage students in higher order thinking, analysis, synthesis and evaluation. The students of our

college are instructed to use learning resources such as library, website and focus groups to gain the

experiences and enrich their learning.

The students of M.Ed. are involved in active learning by research work and field work. In

research work they are encouraged to use library and ICT lab intensively. In research work they

involve actively in following manner:

Study existing literature at college library, university library and using internet.

Select research problem.

Designing research proposal.

Study and organize review of literature.

Collection, analyses and interpretation of data.

Active learning using library resources

Library period in our time table is a special facility given to students for using library for

enriched learning.

Library has open shelf system in which students take textbook, reference books, journals and

magazines according to their need. In library students prepare themselves for group

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discussion, seminars, debate, quiz tests and write assignments. CD’s and DVD’s are also

available in library by which students take information about various activities. Some

important text i.e. report of knowledge commission, right to education act are also available in

e-form in computers in library and other labs that help the students to enhance their

knowledge.

For M.Ed. and Ph.D. students library is a very important place. Library has 46 offline and on-

line journals, educational surveys, reports of commission, reference books and collection of

theses prepared by students of M.Ed. and Ph.D. research work. They provide good help to

M.Ed. and Ph.D. students in their research work. SPSS Software is available in library, and in

other computers of labs, in which researchers calculate their data for interpretation in easy

manner at own level. Workshop on SPSS was also organized by our institution to give

knowledge to faculty on how to run this software. Faculty train students to run this SPSS in

every session. Internet is an important feature in which students remain engaged to enhance

their knowledge and take its help in their study.

Active learning using website

Students get information about college from institution website. Current news and notices are

also uploaded on website.

All students are given training to use websites and search engines by our ICT incharge.

In 2007, Master Trainer from INTEL provided training on MS Office and using website to

our faculty who further prepared the students for the same.

The students prepare their projects, assignments, PowerPoint presentations and other assigned

material using website resources recommended by the teacher.

In this regard internet facility is available to the students at all resource centers.

Students prepare power point presentation and selected PPT is uploaded on YouTube. This is

special enrichment feature by advance learners of ICT.

Students avail facility of on-line journals and newsletters subscribed by college.

Websites and search engines help students to collect material for related subjects.

Related on-line links are available in separate folder available in every PC for easy access.

Students of M.Ed. and Ph.D. use website for research work. They take help from website for

dissertation.

Students use self-instructional on-line material to enhance knowledge in related skill like slide

share website.

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They use website and search engines to get knowledge in various fields like G.K., current

affairs, news etc.

Students use SAKSHAT PORTAL ( website of National Mission of ICT – NME) as a

learning resource and for career councelling.

For assessment of Communication skill, leadership skill, Problem solving skill, Decision

making skill and Time management skill, on line self evaluation tools are used by students.

Focus Group

The students focus to the diverse needs of the learners by practically working with them

during their internship programmes in the schools. The slow learners, the gifted students, the

delinquent students and the backward children are identified and provided with the remedial

programmes as per the instructions given by the supervisors.

Special focus groups are formed where students under the supervision of faculty members

visit various community center, school for mentaly retarded and meeting marginalized

children (children of migrated labor) where they get real life experiences of working with

focus group and feel responsibility being a teacher.

Individual Projects

Individual projects are given to students in the following :

In Paper-II (Learner Learning and Cognition):

One case study of normal child and one case study of problem child.

Out of 4 any one psychological test administrated by each student.

Motivational schedule.

Paper-Vth

:

Every student prepare action research plan on desirable problem and implement them on

school students and write report on this.

Every student prepare power point presentation in both teaching subjects

Every student prepares projects in ICT Enabled Practical:

o One PowerPoint presentation in each teaching subject.

o One page in MS-Word.

o Result of test taken during teaching practice is prepared in excel worksheet and is

shown in graphical representation.

o One picture is modified in PhotoDraw software.

o One database is prepared in MS-Access (this is for advance learners).

o Website is developed by advance learners.

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o Upload PPT on U-tube.

Any two Community Based Projects in paper VIII B. These are:

1) Out of School Children

Enrolment Drive

2) Polio Drive and First Aid

3) Serva Shiksha Abhiyaan (SSA)

Project and Mid-day Meal

4) Alternate School Monitoring-

Support Teaching

5) Out Reach Programme

6) Organizing Parent-Teacher

Meeting

7) AIDS Awareness

8) Gender Sensitization and Female

Foeticide


For M.Ed. students

Every student does field work in which they work on following topics :

Flanders Interaction Analysis: During B.Ed. teaching practice, M.Ed. students collect data

during teaching by B.Ed. students and prepare matrices and interpretation on it.

General Teaching Competency Scale apply on B.Ed. students.

Case study of allotted school.

They complete dissertation on selected topics under their supervisor.

Simulation

Micro teaching lessons are delivered in the simulation setting. In micro teaching 5 lesson

presentation in both teaching subjects are compulsory.

Various teaching skills are practised by the students in simulation by active interaction so that

they may learn about their weakness and strength. They get feedback from the peer group and

supervisor.

5 mega lesson presentations are compulsory and these mega lessons are delivered by student

teachers in simulation.

Peer Teaching and Role Playing

Institution has been using peer teaching process. It was anticipated that through engagement

in this assessment task pre-service teachers would become aware of benefits such as :

Enhance motivation.

Improved cognition and social outcomes in learning.

An increased sense of responsibility for one’s own learning..

Peer teaching techniques are used in the following manner :

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When students have written assignments, they exchange papers among peers to seek further

improvement in the class prior to reviewing of their work by teacher educator. This allows

each student within the class to read and edit another student’s work.

We diagnose our students through simple diagnostic test to find out level of computer

literacy before the commencement of teaching programmes. After that we divide students in

three groups: Advance learner, mediocre learner, and learner having no knowledge of

computer. Here we use proctor system and peer teaching method, in which advance learner

train mediocre and students having no knowledge of computer operation. After one week

practice of computer operation, all students know the basic knowledge of operating computers

which is required for student teachers in teaching practice.

In all subjects various topics are covered by peer teaching process. We break the class into

smaller groups. Before these groups move on to discuss the topic, an overview of the topic is

given to them and each group is provided with specific tasks they have to meet within a given

time frame. After this time duration, the group should have a presenter that explain and shares

the group’s views with rest of the class.

Peer teaching use in craft training.

Role playing:

Micro teaching session is organized through role playing where student teacher plays the role

of teacher, students and evaluator (assessors).

Active learning through internship / practicum

During B.Ed. course, internship of 26 days is provided to B.Ed. students.

During the internship programme, they are assigned the task of teaching their respective class

allotted to them by the school administration, knowing the learning barriers of the students

and applying their knowledge to tackle barriers and enhancing self-learning process among

the learners. The B.Ed. students are supposed to organize various curricular, co-curricular and

extra-curricular activities in the school so that they may apply the basic idea of developing all-

round personality of the learners.

Paper VIII (ICT enabled project) has wide range of practicum. For adequate learning,

demonstration and Laboratory methods are used. In this paper student is engaged in ICT

center with computer, internet and educational equipments like overhead projector, slide

projector, document camera etc. In this paper students prepare MS-Word file, folder,

PowerPoint presentations, and worksheets in excel and modified photographs in photo draw

software etc.

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Active learning is ensured through group discussion, seminars and projects, which is a

teaching methodology apart from the regular lecture methods.

Chhatra panchayat is elected by students. In chhatra panchayat there is one President, Vice-

President, Secretary, Joint Secretary, Treasurer and Record manager. Responsibilities of

Chhatra Panchayat are:

o Maintain discipline.

o Organize co-curricular activities like inter clubs and competitions.

o Inter college competition.

Education clubs are formed according to subjects

o Lanaguage group (Tagore club)

o Science club (Raman club)

o Math club (Aryabhatt club)

o SS Club (Radha Krishanan club)

Club activities

Organize various co-curricular activities and compititions.

2.3.2. How ‘learning’ is made student-centered? 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 students?

A teacher at C.R. College of Education creates a participatory and learner centric

environment. The various student centered learning activities are summarized below:

Student Centered Learning

Presentation of Seminar by students

Paper Presentation

Group discussion

Co-operative learning

Peer teaching

Micro-teaching (Skill based Micro lesson)

Assignments

Project Work

Participation in College Magazine and e-magazine.

Macro lesson plan

Create wall magazine

Participation in college committees.

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Action Research

Workshop

Self instructions material

Research

Internet browsing

Use of ICT Resource Centre and use of Language Resource Centre for preparation of

assignments, PPT etc.

Organization of functions, competition and exhibitions by Chhatra Panchayat and Metod

Clubs.

Use Laboratory method.

Using internet.

Psychological test administration

Participatory learning activities like preparing lesson plan of micro lesson and mega lesson,

delivering macro and mega lesson, preparing lesson on models and delivering of those help

them to manage their knowledge by themselves to get the desirable output.

Preparing and using teaching aids, like chalk boards, models, charts, over head projector,

LCD Projector, Document Camera help them to develop the required skills.

Action Research is one of the activities done by the student teachers during teaching practice.

Student teachers selects a problem from their practicing school and tries to find out reasons

behind the problem, formulate hypothesis and find out solution of the problem. Students

submit that report in a written form to institution and the faculty members evaluate the report.

In ICT students use to surf website for their academic purpose and download text, graphics of

their use.

They prepare result of test conducted in practice teaching school by them in MS-Excel.

Students take help in their subject from self instruction module available in all computers of

ICT Resource Center.

They prepare power point presentation in each teaching subjects.

We encourage the students to learn independently for this purpose Self Instructional Modules

available in ICT center are used by which they can learn with their own pace and need.



Each student takes photograph from webcam or scans the photograph and modify them in

PhotoDraw software and MS-Picture manager.

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Student prepare project in ICT practical by using text, images and videos downloaded from

internet.



Co-curricular activities (sports and functions), competition (Rangoli, flower making, pot

painting, pot decoration, floor decoration, chart, poster and model making etc.) and debate &

quiz compititions are organized by chhatra panchayat.

Students work independently and with teachers in Language Resource Centre, Home Science

and Craft Resource Centre and ICT Centre.

Peer teaching is regular feature in ICT practicals and crafts.

Cooperative learning is used in various subject and students learn with the help of each other.

Student teachers prepare case study in II paper (learner, learning and cognition) of one normal

child and one child with special need.

Our college organizes Radio Talks of our students for Yuva Shakti Programme which are

broadcast by All India radio, Rohtak.

2.3.3. What are the instructional approaches (various models of teachings used) and

experiences provided for ensuring effective learning? Detail any innovative

approach/method developed and/used.

A teacher at C.R. College of Education creates a participatory and learner centric environment

in the classroom. Experimental learning leads to better understanding of the subject and longer

retention contributes to employability and global competency.

Methods like, Lecture – cum-Discussion, Demonstration, Laboratory, Project Work and

inductive – deductive approach is used. Apart from this students are provided with experiences

through brain storming sessions, experiential learning sessions, blended learning, cooperative

learning, self-study, group discussion, seminar, guest lectures, ICT enabled teaching, project method

and role play.

Blooms taxonomy of objectives is the base of teaching subjects.

The use of modern multimedia teaching aids like L.E.D. Projector, OHP, CD-ROMS and laptop /

computer system are usually employed in classroom instruction as well as other students learning

experiences. The students are also encouraged to use computer software packages for meaningful

analysis of the experimental data collected / acquired by them M.Ed. students make use of SPSS

software to analyse their research data.

Experiential Learning

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Experiential learning at the institutional level is ensured through teaching practice, field trip

projects, and interaction with eminent persons from education and through the extension programme

in the neighborhood community. The college incorporates different methods of teaching to suit the

diverse interests and needs of the students besides lecture method. The methods used are as follows:

Lecture – cum-Discussion, Demonstration, Laboratory, Project Work, paper presentation,

seminars, expert lectures, group discussion and inductive – deductive approach in all

compulsory and optional paper are regular feature.

Project method is used in Paper-II, teaching of computer science, teaching of Home science,

and paper VIII.

Field visit in inclusive education (paper IV)

Role playing in micro teaching setting

Simulation in micro teaching and mega lessons

Case study and using psychological tests, motivational schedule in Paper II.

Demonstration of model lesson in all teaching subjects

Demonstration and Lab method used in teaching of Home Science Teaching of Fine Art,

Yoga education , Learners learning and Cognition and ICT.

Survey, case study, data analysis and use of SPSS in research in M.Ed. class.

Flanders Interaction Analysis of five students of B.Ed. students.

G.TC. of five students of B.Ed. students.

Field visit in Special Education.

Develop co-ordination ability during teaching practice.

Innovative Approach

Institution encourage the teacher educators and students teachers for use of ICT in each and

every subject for effective teaching learning. In this regard we take following steps :

It is compulsory for every Teacher educator to take two continuous teaching method periods

in ICT Resource Center in a week, in which student teachers use e- resources like Sakshat

Portal, Vikipedea, on line journals and other websites and prepare notes, assignments, Power

Point Presentations. This arrangement is given in time table.

Smart class rooms of the campus facilitate effective usage of ICT in teaching.

LCD projectors, laptops and overhead projectors enhance transmission of curriculum.

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The computer Resource Center, language Resource Center and ICT Resource Center (with

internet connectivity) facilitate the faculty to prepare the lecture / course material /

transparencies effectively.

Every lecturer is issued a laptop for preparation of course material.

The availability of question banks and study material on the computers enable easy retrieval

and usage by the students.

The ICT Center, Language Resource Center, Home Science Resource Center are effectively

used in the institutional pedagogy.

Teacher educators used PowerPoint presentation, overhead projector and slides. During

teaching practice session, prospective teachers make Power Point Presentation individually or

use available Power Point Presentation in CD or pen drive from ICT center and library.

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

student.

Yes, the college provides training in models of teaching. The following models of teaching

are part of paper V:

Glaser basic teaching models

Master training model

Inquiry training model

Each student is required to deliver one lesson on model of teaching.

Essentials of models of teaching are translated into various requirements in terms of teaching

aids, usage of black board, reference material and the strategies to be adopted. Demonstration of

models is given by the faculty members that are followed by feedback and demonstration.

2.3.5. Does the student teachers use micro-teaching technique for developing teaching

skills? If yes, list the skills practiced and number of lessons given by each student per

skill.

Yes, our student teachers use micro-teaching technique for developing teaching skills. The

various skills practices are :

Skill of introducing the lesson.

Skill of Questioning.

Skill of Blackboard writing.

Skill of Stimulus Variation.

Skill of Explanation.

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Skill of Illustrating with examples.

Skill of Reinforcement.

The number of lessons given by each student per skill is one. For each skill, theoretical aspect

is discussed in great length in the classroom, thereafter demonstration lesson is given on each skill.

The observation process is also put before them. In the peer group they give lessons on any five

skills. Student teacher gives two lessons for each skill. Accordingly the student teacher improves and

re-teaches the lesson. Again, the student teacher gets feedback. This process is held after every lesson

in teaching of each skill. There is lot of interaction between the student teachers themselves and the

faculty in charge of the peer group.

The following techniques are used for giving feedback to prospective teachers.

Feedback by Supervisor.

Feedback by Peers.

Feedback through Video.

2.3.6. Detail the process of practice teaching in schools. (Lessons a student gives per day,

lessons observed by the teacher educators, peers/school teachers, feedback

mechanism, monitoring mechanisms of lesson plans, etc.)

To complement the theoretical aspect of teaching methods and to provide practical training to

prospective teachers, practice teaching is organized twice during the course for the total numbers of

26 working days in different schools in the nearby region. Student teachers are required to prepare 20

lesson plans in each of the teaching subjects and minimum two lessons are to be delivered every day.

They are guided and supervised by the teacher in-charge from the institution as well as from the

school itself. During teaching practice, oral and written feedback is given by the teacher in-charge.

The comments and suggestions on the performance of the student teacher are written keeping

the following points into consideration:

The Complete Planning of the Lesson.

Introduction.

Presentation.

Practice.

Evaluation.

Appropriate Use of Teaching Aids and Chalk Board Work.

Oral Communication, Classroom Interaction, Body Language.

Different Skills : Questioning, Illustration, Reinforcement, Giving Instructions,

Demonstration.

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Overall Performance and Classroom Management.

Pear trainees also observe the lessons and record them in the observation schedules. M.Ed.

trainees observe prospective teacher’s verbal behavior according to Flanders Interaction behavior

technique and fill Teacher Competency Scale and Proforma and after encoding and decoding, they

give feedback to prospective teachers in the presence of teacher supervisor. School subject teachers

also give written feedback to B.Ed. students on a separate observation schedule.

With the permission of the principal, the units and time table are collected from the school

subject teachers as well as the class teachers.

The teacher educator in-charge of the program sets the time table with the help of concerned

School teacher who distributes the units according to the syllabus. The student teachers gets familiar

with the periods, classes, days, dates and time to deliver the lessons. The teacher in charge

individually guides the student teacher while checking the lesson plan. Student teachers can plan out

their lesson plan with different types of lessons by using different techniques to prepare effective

learner centered lesson plans.

2.3.1. Describe the process of Block Teaching / Internship of students in vogue.

To complement the theoretical aspect of teaching methods and to provide practical training to

prospective teachers, practice teaching is organized twice during the courses for the total numbers of

26 working days in different schools in the nearby region. Student teachers are required to prepare 40

lesson plans in each of the teaching subjects and minimum two lessons have to be delivered every

day. They are guided and supervised by the teacher in-charge from the institution as well as from the

school itself. During teaching practice, oral and written feedback are given by the teacher in-charge.

Peer trainees also observe the lesson and record them in the observation schedules. M.Ed. trainees

also observe the lessons and give written feedback to B.Ed. students. They arrange different

competitions and give prizes to the school students. On the last day special cultural programme, prize

distribution ceremony and valedictory function are held to acknowledge the cooperation received

from the school and authorities of school.

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.

Yes, the practice teaching session / plans are developed in partnership, cooperatively

involving the school staff and mentor teacher. Prospective teachers prepare the lesson plans based on

the syllabus prescribed for the class allotted to them. The prospective teachers consult the subject

incharge and discuss about the syllabus which they have to cover during the teaching practice.

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Prospective teachers prepare outline of content which is covered during the class. School subject

teacher approves that content and then prospective teachers prepare the lesson plan on it.

The teacher educators supervise the practice lesson delivered by the prospective teachers. The

regular class teachers are also requested to give their feedback through feedback Proforma available

in student’s lesson plan books or verbally to the prospective teacher. Mentor teachers also observe the

lessons delivered by the student teachers, feedback remarks are given and suggest them the ways to

improve the lesson plan and presentation.

2.3.9. How do you prepare the student teachers for managing the diverse learning needs of

students in schools?

Institution prepares pupil teachers for managing the diverse learning needs of students in

schools by conducting following activities:

Training in Micro Teaching skills.

Training them in formulating objectives of the teaching lessons.

Enabling them to know and apply different teaching methods.

Providing training in preparing lesson plans, use of chalk board and other teaching learning

aids for making lesson effective.

Providing knowledge about Child Psychology and Individual differences.

Enabling them to be familiar and well oriented with process of conducting Action Research,

case study, intelligence test, creativity test, achievement test, personality test etc. With the

help of these activities the teacher educators are able to make the teacher trainee understand

school students and know the diverse needs of the students in the school.

Generating discussions and debates etc. in normal class room teaching.

Organizing expert talks and lectures.

Exposing the students through movies, CD’s and clips from internet.

Celebrating important functions of different religions.

Visiting rehabilitation centers for mentally retarded children.

They are encouraged and motivated to take up the problems of the children with diverse needs

and solve them through action research. Action research is mandatory for every B.Ed. student.

2.3.10. What are the major initiatives for encouraging student teachers to use / adopt

technology in practice teaching?

The institution has 62 computers and 13 laptops for teaching learning purpose which is placed

at ICT center, language lab, home science Lab, science Lab, library etc. Paper-V (Information and

Communication technology) is compulsory subject in which one unit on ICT is included. Paper-VIII,

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ICT enabled practical is also compulsory. Subject teacher demonstrate how to use hardware and

different software (MS-Word, MS-PowerPoint, MS-Excel, Photo Draw and Front page) through LED

projector. After that student practice in ICT Resource Centres in the presence of concerned teacher.

During Lab session advance learner of ICT plays role as proctor. Beside that, the following initiative

is adopted for using technology in practice teaching:

Each student is motivated to make Power Point Presentation and transparencies in both

teaching subjects during discussion lesson and teaching practice.

In the beginning of the session students are trained to use Computer, Laptop, Overhead

Projector, LED Projector, Document Camera (Visualizer) and Slide Projector so that they can

easily use these technologies during practice teaching.

Institution has provided laptop to the students for this purpose.

2.4 Teacher Quality

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 session / plans are developed in partnership, cooperatively

involving the school staff and mentor teacher. Prospective teachers prepare the lesson plans based on

the syllabus prescribed for the class allotted to them. The teachers consult the subject incharge and

discuss about the syllabus which they have to cover during the teaching practice. Prospective teachers

prepare outline of content which is covered during the class. School subject teachers approve that

content and then prospective teachers prepare the lesson plan on it.

The teacher educators supervise the practice lessons delivered by the prospective teachers.

The regular class teachers are also requested to give their feedback in student’s lesson plan books,

feedback Performa or verbally to the prospective teachers. Mentor teachers also observe the lessons

delivered by the teachers, feedback remarks are given and suggest them the ways to improve the

lesson plan and presentation.

2.4.2 What is the ratio of student teachers to identified practice teaching schools? Give the

details on what basis the decision has been taken?

The teaching practice committee decides the number of students to be sent to the identified

practice teaching schools and allot a practice teaching school to each student. To rationalize this

process, the following guiding principles are followed:

NCTE and MDU University norms.

Distance between the practicing school and residence of the student teacher.

Medium of the instruction of the student teacher.

Convenience and Cooperation of School staff, Supervisor from the Institution and Student teacher.

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2.4.3 Describe the mechanism of giving feedback to the students and how it is used for

performance improvement.

Mechanism of giving feedback to the student is –

In House Examination

o In house examination the answer sheets are evaluated and remarks are given. Answer

sheets are distributed to the students and all the queries are attended. In practical work

verbal feedback is given.

In micro teaching session

o Supervisor feedback (in Performa)

o Peer feedback (in Performa)

o Through Audio-Video

In discussion lesson

o Supervisor feedback (through Performa)

o Peer feedback (through Performa)

o Self evaluation (through Performa)

In practice teaching

o Mentor feedback (on notebook)

o Feedback by M.Ed. student (on notebook)

o Feedback by school subject teacher (on Performa)

Various competitions are organized like ppt making, painting, recitation, declamation,

teaching skill etc. Students are awarded to them.

Beside that M.Ed. students apply teaching competency test and Flanders Interaction Analysis

on B.Ed. students during teaching practice, after that scores of GTC and FIA are discussed

with the B.Ed. students and feedback is given to them with the help of mentor.

2.4.4 How does the institution ensure that the student teachers are updated on the policy

directions and educational needs of the schools?

The student teachers are updated on the policy directions and educational needs of the

schools with lecture organized by college of eminent personalities of schools and also interact

with them.

The students are encouraged to consult journals, magazines and newspapers for acquainting

themselves with various educational needs and problems of schools.

For making the pupil teacher aware about needs of the school, the information is displayed at

appropriate time on the college notice board as well as the same is also announced in the

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morning assembly. Apart from this, major policy decisions are also displayed on website of the

college.

During practice teaching mentor and prospective teachers meet with administrative

authorities and teachers of the school, clarify particular school policy and their educational needs.

2.4.5 How do the students and faculty keep pace with the recent developments in the school

subjects and teaching methodologies?

In a competitive environment the students and faculty keep pace with the recent developments

in the school subject and teaching methodology utilizing the following sources available :

Internet

e-resources

Latest edition of books

Latest journals

Book reviews

Interactive CDs

Conferences, seminars, workshops, refresher courses, orientation.

Faculty development program

The current affairs forum

Expert lectures

Case study by M.Ed. students

The college has a modern, well-equipped seminar hall, laboratories and smart classrooms with

projection equipments like sound system with amplifier, microphones, wireless microphone

system and speakers, OHP along with a screen, visualizer, music system, T.V. set for other

Audio-Visual purposes, Video player, DVD player, handy cam, White board for

presentations, mirror / looking glass (full size) for practices of speaking, speech making,

singing, acting etc. Audio-Visual Cassettes and CDs of various films, etc. Laptop is issued to

every teacher educator.

ICT Resource Center, language Resource Center with OREL software and huge amount of

teaching e-learning material for learner of teaching of English and e-content in all subjects for

class VI to XII.

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.)

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The college considers its human resource as a capital investment which needs to be

continuously augmented through sustained training and capacity building to perform multiple tasks.

Personal and professional development of teaching staff is facilitate, through the following :

Participation in Seminars / Workshops / Orientation / Refresher Courses outside the

institution.

Sanctioning duty leave.

It is institutional practice to conduct at least one national / state level seminar annually.

The workshops and seminars for professional development organized by the college are :

State level training programme regarding integration of IT as a tool in teaching learning

process organized by the Deptt. of Education, M.D. University, Rohtak in Collaboration with

INTEL at C.R. College of Education, Rohtak – 11-18 Oct. 2004.

National workshop on Research Methodology and Use of computer in Applied Statistics at

C.R. College of Education, Rohtak 3-9 Jan. 2005.

Organized National Workshop on ‘Research Methodology, Statistics & Use of SPSS’, on

September 21-25, 2006.

Organized training programme on ‘Xelerated Professional Development for Integration of

Technology in Teacher Education’, Facilitated by NCTE and Intel Technology India Pvt. Ltd.

on 28.5.2007 to 02.06.2007.

Organized training programme on‘Xelerated Professional Development for Integration of


on 03.06.2007 to 08.06.2007.

Organised One day Seminar on “Curriculum Transaction in B. Ed.” On 10. 09. 08 at C. R.

College of education, Rohtak

Organized State level workshop on Teaching Skills on 26 February,2010 for school teachers

and faculty.

Organized National workshop on ‘Research Methodology, Statistics & Use of SPSS’, on

April 12-18, 2010.

Organized National workshop on ‘Use of Multimedia Software in ICT and its Integration in

Education’, on March 28-29, 2011.

Organized International Seminar on “Educational Psychology-An Innovative Approach In

Teaching – Learning Process ’, on march 24th

and 25th

, 2012.

Organized National workshop on ‘Use of Multimedia in teaching learning process’, on June

13-14, 2012 for school teachers and faculty.

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Organized National workshop on ‘Professional development of teachers ’, on July 1, 2012 for

school teachers and faculty.

Organize faculty development programmes:

o Organised training on “Integration of Technology in Teacher Education” from

11.06.2007 to 16.06.2007 at C.R. College of Education, Rohtak for teaching and non-

teaching faculty members. Organized training to prepare “power point presentation”

from 25.6.2007 to 30.6.2007.

o Training provided to staff members ICT based instructional material from

25.6.2009 to 30.6.2009.

o Organized faculty development programme on “internet browsing, down loading

and saving documents” from 1.6.2010 to 2.6.2010.

o Organize one day camp on yoga and pranayam on 3.6.2010

o Training organized to make Handouts through computer for teaching learning

process from 4.7.2011

o Training organized to make transparencies through computer for teaching learning

process on 5.7.2011

o Organize one day camp on yoga and pranayam 25.12.2011

o Training programme on stress management through yoga and nutrition.

o Training organized to make audio and video CDs from 4.6.2012 to 9.6.2012.

o Training organized on used handy cam to make videos and photographs and how

to use it for instructional purpose by using computer from 12.9.2012 to 15.9.2012

o Lecture organized on: How to prepare digital portfolio.

o Training provided to staff members to use smart class room equipmet on 17.9.2012

o Faculty development programme on Ivester Awareness Programme.

o Faculty development programme on National Curriculum Framework on

16.3.2013.

o Faculty development programme on RTE on 28.4.2013

API score are use for promotion of faculty since 2012.

2.4.7 Does the institution have any mechanism to reward and motivate staff members for

good performance? If yes, give details.

Principal motivates staff members after analyzing their performance in whole year. He

organizes personal meeting with staff members periodically and discussess their strength and

weakness and give positive suggestions. Best teacher is awarded by the Head at the end of the

session on the basis of result , student feedback and other significant work at college.

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2.5 Evaluation Process and Reforms

2.5.1. How the barriers to student learning are identified, communicated and addressed?

(Conducive environment, infrastructure, access to technology, teacher quality, etc.).

The barriers to student learning are identified through the following measures:

Classroom interaction.

Diagnostic test

Tutorials.

Checking of assignments, class test and house examination.

Preparation of lesson plans (micro, mega).

Supervision of Micro teaching.

Observation of discussion lessons.

During teaching practice.

Through the analysis of teaching competency test, FTA of B.Ed. students during teaching

practice.

At the time of co-curricular activities and competitions, barriers are identified.

At the time of ICT practical.

Participation in seminar and presentation of papers.

Research work / project work.

The principal monitors and reviews the performance of teachers periodically. The feedback on

their teaching is obtained from student’s evaluation and is communicated to teachers for corrective

measures.

2.5.2. Provide details of various assessment /evaluation processes (internal assessment, mid

term assessment, term end evaluations, external evaluation) used for assessing student

learning?

The institution has effective evaluation mechanism for the continuous assessment of students.

The evaluation takes place right from the classroom. The student participation in classroom

interactions, discussion and debates is regularly evaluated by each subject teacher. Periodical subject

assignments are evaluated by the teacher and feedback is given to the students. The class seminars

and presentations enable the teacher to measure the students’ understanding and retention of subject

knowledge. The college conducts two ‘Term Examination’ in addition to the University examination.

The midterm examinations enable the faculty to assess the performance of the students and also to

understand their attentiveness and grasping power of the subject. Individual subject teachers also

conduct class test to evaluate their students. Students, who have not fared well in these evaluation

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measures, are assisted to cope up with the rest of the class through remedial classes, mentoring, peer

teaching and other methods. Question Bank of University question papers are maintained in the

library.

Assessment at University level

The University examination for B.Ed. consists of two parts as under:

Part – I Theory Paper (560 marks)

Part – II Practical’s

a) Skill in teaching (200 marks)

b) Two projects (25 marks each) (50 marks)

c) ICT enabled project / practical (50 marks))

Internal Assessment20 %

Internal assessment in all theory papers. (20 %)

Criteria for the award of Internal Assessment/Internal Practical of 20% marks in each theory

papers may be as per the distribution given below:-

i) One class test/ Sessional Work (In case of Practical 10 marks

Theory Papers:

ii) One Assignment/Performance and Demonstration 05%marks

(In case of Practical ,Theory Papers):

iii) Attendance : 05%

Participation in Co-curricular School-based Activities

(Grades from O, A, B, C, and D would be awarded)

(Select any two of the following by the student)

A. Communication skills and Functional use of Language Lab

B. Bharat Scouts and Guides

C. Literary Activities

D. Cultural Activities

E. International and National Days Celebration

F. Sports Activities

(Portfolio would be maintained activity-wise for all including documentary proofs and would be

submitted before the commencement of the exams. These would be evaluated by a team of Internal

Experts.)

The University examination for M.Ed. consists of two parts as under:

Semester I

Part I Theory- 480 marks

Part II Internal assessment 120 marks

Semester II

Part I Theory 480 marks

Part II Internal assessment- 120 marks

86

Part III

Dissertation 100 marks

Field Work 100 marks

Assessment at institution level

Class test (at the end of unit)

Assignment - Four

House Examination

I Assessment of pedagogical knowledge (1 ½ hours)

II 5 Question test of 3 hours

Evaluation of Portfolio maintained by students

Beside that the following measures are adopted for student assessment through:

Micro teaching Observation a schedule and Rating Scale.

Evaluation Proforma used by subject teacher, peers and by self for evaluation at the time of

discussion lesson.

On line Self evaluation tools used by students for assessment of various skills

(Communication skill, leadership skill, Problem solving skill, Decision making skill and Time

management skill).

Teaching competency, Emotional intelligence and Personality of student teacher are

evaluated before the commencement of teaching programmes. Standardized test are used for

them.

Pre -submission viva voce of Ph.D. students.

2.5.3. How are the assessment/evaluation outcomes communicated and used in improving the

performance of the students and curriculum transaction?

Evaluation out comes are communicated directly to the students.

Scores of class test, assignments and term examination are displayed on the institution’s

notice board and website.

Answer sheet and observation Performa are shown to students and their queries are attended.

Under achievers are identified and the concerned teacher of the institution work out their solutions.

Remedial teaching classes are arranged. Guidance and counseling unit are also provided.

2.5.4. How is ICT used in assessment and evaluation processes?

For evaluation of Communication skill, leadership skill, Problem solving skill, Decision

making skill and Time management skill on line Self evaluation tools are used.

87

Assessment and evaluation process are followed by data management and the computerized

data is converted in the bar graphs, pie charts etc. for comparison and future reference and

feedback.

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?

Significant innovations in teaching/learning/evaluation introduced by the institution are the

following:

In the beginning of the session we do orientation of the students. After orientation and talent

search we do one week program in computer literacy, Soft skills and training of handling smart

classroom equipments for students. For this programme we organize two sessions in a day for one

week. We divide students in three groups

Group -one

Group -two

Group-three

Group-one goes in ICT Resource Centre. Here we diagnose our first group through simple

diagnostic test to find out level of computer literacy. After that we divide students in three groups:

Advance learner, mediocre learner, and learner having no knowledge of computer. Here we use

proctor system and peer teaching method, in which advance learner traine mediocre and students

having no knowledge of computer operation. After one week practice of computer operation, all

students know the basic knowledge of operating computers which is required for student teachers in

teaching practice.

Group-two go for soft skill class in which students practices the skills like Communication

skill, Stress management skill, Time Management skill , how to prepare resume etc.

Group-three work on how handle smart classroom equipments i.e. Over head projector,

Document Camera, Slide Projector, LCD Projector, Tablet Monitor, light pen etc.

We rotate these groups in the next session.

Beside that we adopt the following measures:

Teaching learning process is innovated by introduction of cooperative learning, personalized

learning and experiential learning.

Cooperative learning mostly used in Writing Behavioural Objectives, lesson planning and

Pedagogical analysis.

Personalized learning mostly used in Making Assignments, Prepare Paper Presentations,

Seminars, lesson planning, prepare Power Point Presentation and other ICT based material

88

The institution has modified the objectives of the lesson plan on the basis of Bloom’s

taxonomy.

Experiential learning through ICT application: ICT is integrated in the teaching learning

process to make it effective.

A language enhancement programme was designed and conducted by language teacher in

language lab with an aim to improve the English speaking ability of the students. OREL

software is used for enhancement of English language. The students’ activities like public

speaking, group discussions, presentations and debates were useful in developing the

language skills and confidence in the individuals.

Institutional initiative to Faculty Enrichment: Faculty is constantly encouraged to participate

in various Faculty Development Programs, workshops and seminars so as to enable

continuous professional development.

Continuous internal assessment (CIA) systems: It monitors and evaluates the student’s

academic performance on a regular basis.

On line Self evaluation tools based on life skills gives self feedback to students.

During micro teaching, mode of video feedback is very effective for beahviour modification

of prospective teachers.



CD Bank: C.D. Bank is developed by students and teachers. Student can have these CD’s

from ICT center and can be used in discussion lesson and practice teaching in schools

according to need.

Interactive CD’s: These types of CD’s give experience of active learning to students.

Question banks and printed instructional materials are distributed to each student.

Use of SPSS software for the analysis of dissertation work of M.Ed. students.

2.6.2. How does the institution reflect on the best practice in the delivery of instruction,

including use of technology?

The best practices are designed with the help of technology to cater to the diverse needs of the

learners.

Institution encourages the teacher educators and students teachers for use of ICT in each and every

subject for effective teaching learning. In this regard we take following steps:



89

Portal, Vikipedea, on line journals and other websites and prepare notes, assignments, Power


Smart class rooms of the campus facilitate effective usage of ICT in teaching.

LCD projectors, Laptops, Document Camera, Tablet Monitor, Overhead projectors enhance

transmission of curriculum.

The language Resource Centre and ICT Resource Centre (with internet connectivity) facilitate

the faculty to prepare the lecture / course material / transparencies effectively.


The availability of question banks and study material on the lab computers and college

website enables easy retrieval and usage by the students.

The ICT Resource Center, computer Resource Center, language Resource Center, Home

science and Craft Resource Center, , integrates technology effectively used in the institutional

pedagogy.



Teacher educators use PowerPoint presentation, overhead projector and slides. During

teaching practice session, prospective teachers make ppt individually or use available ppt in

CD or pen drive from ICT center and library.

Student teachers prepares PowerPoint presentation in both teaching subjects and also use ppt

slides in teaching practice, discussion lesson and final evaluation lessons.

Each student prepares project in ICT practical by using text, images and videos downloaded

from internet.

Each student takes photograph from webcam or scans the photograph and modifies them in


We encourage the students to learn independently. For this purpose Self Instructional

Modules available in ICT center are used by which they can learn with their own pace and

need.




assessment

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?

90

Main evaluative observations/suggestions made in the first assessment report with reference to

Teaching Learning and Evaluation are the following:

The rotation of pupil teachers in different schools , govt, and private for teaching practice so

that they are acquainted with the different environment in the two settings.

- Now we have rotated student teachers and staff in different schools during teaching practice.

Compulsory use of ICT facilities by students and teachers including computers and internet

facilities.

Compulsory use of ICT facilities by students is a regular feature. Since 2010-11 computer

practical has become compulsory part of B.Ed. syllabus. At present we have internet facility in

library, ICT Resource Center, Language Resource Center, Placement Cell, Women Cell, Seminar

room, Resource Room, Staff Room, Offices and class rooms. Specific periods given to students in

time table for using computer and internet in which students prepare :

power point presentations :

Using different types of slide layouts, creating and saving a presentation, different views of a

slide:- normal view, slide Sorter view and slide show, editing and formatting a slide:- adding titles,

subtitles, text background, Numbering Slides; Inserting Pictures from files, animating pictures and

text with sound effects, timing text box, pictures and slides.

Web pages

Result in excel worksheet.

Modify photograph:s

- By using MS Office picture manager and Photo Draw software.

Resume and lesson planning in MS Word: - By Creating, Saving, Editing and formatting a document; text Style (B. I.U.), Font Type

Size, Changing color, alignment of text; formatting paragraphs with line or paragraph spacing;

Adding Headers and Footers, numbering pages, using grammar and spell check, utilities, using

subscript and superscript, inserting Symbols, Print Preview, Printing a document. inserting Word

Art, Clip Art and Pictures, Page Setting, Bullets and Numbering, Borders and Shading, Format

Painter, Find and Replace, Inserting Tables.

SPSS Software uses by M.Ed students specially for data analysis.

Internet facility:

- Students using internet facility to prepare notes, assignments, lesson plan, self evaluation

and career counselling using website like mind tool, Sakshat Portal ( website of Govt. of India) and

so many others, Send and read email ( The information regarding college activities and notices sent

via email to students). News provided to students daily in morning assembly by using internet. In

current affair forum session they also use internet.

Providing proper remedial teaching facilities for all the students to upgrade their

performance.

We have providing proper remedial teaching facilities for all the students to upgrade their

performance generally in the following fields:

o Computer literacy.

o Writing objectives in behavioural term.

91

o Using smart class rooms equipments.

o Action Research.

o Lesson planning on models.

o Statistics.

o Making synopsis for dissertation for M.Ed students

Utilization of students feedback to improve the organization of teaching programmes

especially practice teaching.

Feedback performas from students has been obtained which help us to improve teaching practice.

15. What are the other quality sustenance and enhancement measures undertaken by the


Quality sustenance and enhancement measures undertaken by the institution since the previous

assessment and accreditation are as follows:



Portal, Wikipedia, on line journals and other websites and prepare notes, assignments, Power


Smart class rooms are established.

Internet facility in all resource centres.

Teacher educators use PowerPoint presentation, LCD Projectors, overhead projector,

Document camera and Tablet Monitor during their teaching process. . During Discussion

lessons student teachers use these equipments in their teaching practice.

The language Resource Centre and ICT Resource Centre (with internet connectivity) facilitate

the faculty to prepare the lecture / course material / transparencies effectively.

Every member of teaching faculty is issued a laptop for preparation of instruction material.

Language Resource Centre is established. A language enhancement programme was designed

and conducted by language teacher in language lab with an aim to improve the English

speaking ability of the students. OREL software is used for enhancement of English language.

Self evaluation module based on computer application gives self feedback to students.

During micro teaching, mode of video feedback is very effective for behavior modification of

prospective teachers



92

CD Bank: C.D. Bank is developed by students and teachers. Students can have these CD’s

from ICT center and can use in discussion lesson and practice teaching according to need.

Interactive CD’s: These types of CD’s give experience of active learning to students.

Question banks and printed instructional materials are distributed to each student.

Use of SPSS software for the analysis of dissertation work of M.Ed. students

Student teachers prepare PowerPoint presentation in both teaching subjects and also use these

slides in teaching practice, discussion lesson and final evaluation lessons.



Each student prepare project in ICT practical by using various ICT based activities.

Each student takes photograph from webcam or scans the photograph and modify them in




In the beginning of the session after orientation and talent search we do one week program in

computer literacy, Soft skills and training of handling smart classroom equipments for

students. For this programme we organize two sessions in a day for one week. We divide

students in three groups

In first group we diagnose students through simple diagnostic test to find out level of computer

literacy. After that we divide students in three groups: Advance learner, mediocre learner, and

learner having no knowledge of computer. Here we use proctor system and peer teaching

method, in which advance learner train mediocre and students having no knowledge of

computer operation. After one week practice of computer operation, all students know the basic

knowledge of operating computers which is required for student teachers in teaching practice.

Second group go for soft skill class in which students practices the skills like Communication

skill, Stress management skill, Time Management skill , how to prepare resume etc.

Third group work on how to handle smart classroom equipments i.e. Over head projector.

Document Camera, Slide Projector, LCD Projector, Tablet Monitor, light pen etc. We rotate

these groups in the next session.

93

Criterion III

Research, Consultancy and

Extension

94


3.1 Promotion of Research

3.1.1 How does the institution motivate its teachers to take up research in education?

Research is an integral part of our institution. Teachers are exposed to research problems

organizing seminars, workshops, both national and international. Teachers are encouraged to attend

seminars, workshops and conferences by giving them leave and provided registration fee and

conveyance allowance for attending out station seminar and their time table is adjusted accordingly.

Availability of Internet connection in the college campus also motivates the teachers to surf net for

research purposes.

We have research journals, encyclopaedias, dictionaries, educational surveys, research

surveys foreign books, year books etc. for references. Teachers act as supervisors for M.Ed. students

and Ph.D students to conduct research since 2000. Teachers are allowed to guide the outside students

for undertaking research through correspondence courses. Special workshops are conducted in which

the faculty members and students are provided with the information on research .

The research committee is established in the college. The committee consists of all members.

3.1.2 What are the thrust areas of research prioritized by the institution?

Teachers and students of our institution are engaged in varied thrust areas of research. The

major thrust area of research are :

Special education

Psychology of the learners and the teachers in changing scenario

Learning strategies

Programmed learning

Emotional intelligence

Environment education

Educational technology

ICT Based Studies

Curriculum Improvement

Philosophical and sociological aspects of education

Teacher education

Job satisfaction

Value education

Students are motivated for choosing innovative topics in relevance to current issues and

problems in the education system for their research work.

95

Our major thrust area includes latest trends of 21st century. Learning for this, we are in the

process of organizing number of workshops and seminars. e.g. we have organized Six

workshop and seminars during last five years.

Cooperative learning and peer tutoring has been added as innovation in teaching learning

process and it is being researched by our M.Ed. students.

3.1.3 Does the institution encourage Action Research? If yes give details on some of the major

outcomes and the impact.

Yes, the institution encourages action research programmes as it is part of curriculum of

B.Ed.. Institution encourages action research for diagnostic and remedial action. During teaching

practice, students are helped in the identification of the problems and solutions are worked out

through action research. Action researches conducted by our students help the management, teachers

and their parents in the areas of punctuality, self discipline, personal hygiene, cleanliness,

management, academic growth etc.

By action research we are able to observe improvement in overall behaviour of students.

Students started coming to school in neat and clean uniform. Classroom management techniques

became more effective. Significant improvement was noticed in adjustment of the students. Spelling

mistakes were reduced.

3.1.4 Give details of the Conference / Seminar / Workshop attended and/organized by the

faculty members in last five years.

The details are as follows :

Last Five Years 2006-07 to 2011-12

Sr.

No.

Name of Faculty members

designation

Total seminars /

Conferences

Work Shop Resource

Persons

IN N S IN N S

1 Dr. Surekha Khokhar

Principal

1 8 6

2 Ms. Sunita Sharma

Librarian

1 8 5

3 Dr. Sushila Sangwan

Associate Prof.

1 7 6

4 Dr. Seema Sirohi

Associate Prof.

1 12 6 2

96

5 Dr. Sunita Arya

Assistant Prof.

1 15 7

6 Dr. Indu Bala Tehlan

Assistant Prof.

1 9 4

7 Dr. Ranjna Sangwan

Associate Prof.

1 1 5

8 Dr. Renu Mann

Assistant Prof.

1 2 2

9 Dr.Manju Hooda Assistant

Prof.

1 11 6

10 Dr. Poonam Deswal

Assistant Prof.

1 1 3

Details of the Conference / Seminar / Workshop attended /organized and paper Presented

Dr. Surekha Khokhar, Principal

International

1 International Seminar on ‘Educational Psychology – An Innovative Approach In Teaching –

Learning Process”, on March 24-25, 2012 at C.R. College of Education, Rohtak. Presented a

paper.

National Seminar

1. One day Seminar on “Curriculum Transaction in B. Ed.” On 10. 09. 08 at C. R. College of

education, Rohtak.

2. National workshop on “Teaching Skills” on 26th

Feb. 2010 at C.R. College of Education,

Rohtak.

3. National Seminar on “Reforms for Quality Teacher Education Programme” at Bhagwan

Mahaveer College of Education, Sonepat, on 6th

March, 2010. Paper presented titled

“Reforms in Curriculum of Teacher Education”.

4. National Seminar on “Environmental Challenges : Sustainable Development”, on 29-30

March, 2010 at Deptt. of Environmental Sciences, M.D. University, Rohtak.

5. National workshop on “Research Methodology, Statistics and use of SPSS” at C.R. College of

Education, Rohtak from 12-18 April, 2010.

6. National Conference on “Environmental and Health Issues in a changing climatic scenario”,

from Oct. 14-15, 2010 at Deptt. of Environmental Sciences, M.D. University, Rohtak.

97

7. Orientation programme on “National Curriculum on Framework for Teacher Education” at

Department of Education, M.D. University, Rohtak on 26-27 Feb. 2011.

8. National workshop on “Use of Multimedia Software in ICT and its integration in Education”

on March 28-29, 2011 at C.R. College of Education, Rohtak.

9. National Seminar on “Emerging Challenges in Education” at Vikramaditya College of

Education, Morkheri on 4th

June, 2011.

10. National Workshop on “Quality enhancement and innovations in Teacher Training College”

on June 13th

, 2011 at V.B. College of Education, Rohtak.

11. National Seminar on ‘Effective Teaching Learning Strategies- Approach & Challenges’ on

March 5, 2012. at BLS Institute of Technology Management, Jakhoda, Bahadurgarh

12. National Seminar on ‘Innovative Strategies of Learning and Motivation’ on March 31, 2012.

Sponsored by Director General Higher Education, Haryana at C.R. College of Education,

Hisar.

13. National workshop on ‘Professional development of teachers’ on June 13-14, 2012 at C.R.

College of Education, Rohtak.

14. National workshop on ‘Use of Multimedia in Teaching Learning Process’ on July 1st, 2012 at

C.R. College of Education, Rohtak.

Paper Published

1. One paper published in the Educand : Journal of Humanities and Social Sciences, Vol. 1 (1),

July- Dec 2011

2. One paper published in M.D.U., Research Journal (Arts), Vol. 9 (2), Oct. 2010.

3. One paper published in The Educand : Journal of Humanities and Social Sciences, Vol. 1 (2),

Jan-June 2012.

4. One paper published in The Educand : Journal of Humanities and Social Sciences, Vol. 2 (1)

July-Dec. 2012.

5. One paper published in Asian Journal of Multi-Dimensional Research, Vol. 1 (4), Sept. 2012

Dr. M.S. Chahar

International

1. International Seminar on ‘Educational Psychology – An Innovative Approach In Teaching –


paper.

National

1. One day Seminar on “Curriculam Transaction in B. Ed.” On 10. 09. 08 at C. R. College of

education, Rohtak.

98

2. Workshop on ‘Teaching Skills” on 26th

Feb. 2010 at C.R. College of Education, Rohtak for

School Teachers.

3. National workshop on “Research Methodology, Statistics and use of SPSS” at C.R. College of


4. National workshop on Use of Multimedia Software on ICT and its integration in Education,on

28-29 March, 2011 at C.R. College of Education, Rohtak.



Hisar.

6. National workshop on ‘Profession development of teachers’ on June 13-14, 2012 at C.R.




Paper Published

1. Paper published in M.D.U. Research Journal (Arts), Vol. 9 (2), Oct. 2010

2. Paper published in “The Educing: Journal of Humanities and Social Sciences, Vol. 1 (1), July-

Dec. 2011.

Dr. Sushila Sangwan, Associate Professor

International



paper.

National

1. One day Seminar on “Curriculum Transaction in B. Ed.” on 10. 09. 08 at C. R. College of

Education, Rohtak.

2. Workshop on “Teaching Skills” held on 26-02-2010 at C.R. College of Education, Rohtak

3. HEC sponsored National Seminar on “Environmental Challenges : Sustainable

Development”, 29-30 March, 2010 at Deptt. of Environmental Sciences, M.D. University,

Rohtak.

4. National workshop on ‘Research Methodology, Statistics and use of SPSS’, from 12-18 April,

2010 at C.R. College of Education, Rohtak.

5. HEC & CSIR sponsored National Conference on “Environmental and Health Issues in a

changing climatic scenario”, from Oct. 14-15, 2010 at Deptt. of Environmental Sciences,

M.D. University, Rohtak.

99

6. Two days orientation programme on “National Curriculum on Framework for Teacher

Education” at Department of Education, M.D. University, Rohtak on 26-27 Feb. 2011.

7. National workshop on use of multimedia software in ICT and its integration in education on

March 28-29, 2011 at C.R. College of Education, Rohtak.



June, 2011.

9. National Workshop on Quality enhancement and innovations in Teacher Training College, on

June 13th


10. National Seminar on ‘Effective Teaching Learning Strategies- Approach & Challenges’ on

March 5, 2012. at BLS Institute of Technology Management, Jakhoda, Bahadurgarh.



Hisar.





Organizing secretary in National workshop on ‘Use of Multimedia Software in ICT and its

integration in education’, sponsored by Higher Education Commission, Haryana at C.R. College of

Education, Rohtak on March 28-29, 2011.

Paper Published

1 One paper published in the Journal “The Educand : Journal of Humanities and Social

Sciences, Vol. 1 (1) July-Dec. 2011.

2 One paper published in The Educand : Journal of Humanities and Social Sciences, Vol. 1 (2)

Jan-June, 2012.

3 One paper published in The Educand : Journal of Humanities and Social Sciences, Vol. 1 (2)

July-Dec. 2012

Mrs. Sunita Sharma, Librarian

International



paper.

National

1. One day Seminar on “Curriculam Transaction in B. Ed.” On 10. 09. 08 at C. R. College of

Education, Rohtak.

100

2. State workshop on “Teaching Skills” held on 26-02-2010 at C.R. College of Education,

Rohtak.



March, 2010 and Paper presented

4. HEC sponsored National Seminar on “Environmental Challenges: Sustainable Development”,

on 29-30 March, 2010 at Deptt. of Environmental Sciences, M.D. University, Rohtak.

5. National workshop on “Research Methodology Statistics and use of SPSS” at C.R. College of





7. National workshop on ‘Use of Multimedia Software in ICT and its integration in education’,

sponsored by Higher Education Commission, Haryana at C.R. College of Education, Rohtak

on March 28-29, 2011. Presented a paper entitled “Reading Habits : To remove stress”.

8. National Seminar on ‘Academic Stress Sources, Consequences and Management” on 12 June

2011 at S.S. College of Education, Gohana.

9. National Seminar on “Multi Discipline approach in inclusive education” held at Gaur

Brahmin College of Education, Rohtak from February 11-12, 2012.

10. National Seminar on ‘Use of SPSS in Social Science Research’, from February 25-26, 2012

at Department of Education, M.D.U., Rohtak.

11. National Seminar on “Innovative strategies of learning and motivation” on March 31, 2012,

sponsored by Director General Higher Education, Haryana at C.R. College of Education,

Hissar.





Paper Published

1. Paper published on copyright in M.D. University research paper in 2005.

2. Paper published in ILA News letter in 2008.

101

Dr. Seema Sirohi, Associate Professor

International



paper.

National

1 Training programme ‘Professional Development for Integration of Technology in Teacher

Education’, Facilitated by NCTE and Intel Technology India Pvt. Ltd. from 28.5.2007 to

02.06.2007 at C.R. College of Education, Rohtak.

2 Resource person in Phase two Training programme ‘Professional Development for Integration

of Technology in Teacher Education’, Facilitated by NCTE and Intel Technology India Pvt.

Ltd. from 3.6.2007 to 08.06.2007 at C.R. College of Education, Rohtak.

3 National conference on “Teacher Education in contemporary India in search of identity by

AIATE” at Balaji College of Education, Ballabhgarh on 23-02-2008.

4 One day Seminar on “Curriculam Transaction in B. Ed.” On 10. 09. 08 at C. R. College of

Education, Rohak.

5 Specilized Training Workshop on “Quantitative Data Analysis in Social Sciences Research”

by ICSSR at Punjab University, Chandigarh from 21-26 Sept. 2009.

6 Annual Conference of All India Association of Teacher Educators on IT by AIATE at

Kendriya Vidyala, R.K. Puram, Delhi.

7 State level workshop on “Teaching Skills” at C.R. College of Education, Rohtak on 28-02-

2010.

8 National Seminar on “Reforms for Quality Teacher Education Programme” at Bhagwan

Mahaveer College of Education, Sonepat,on 6th

March, 2010 and Paper presented “Reforms

in Teacher Education Curriculum”.

9 National Seminar on “Environmental Challenges : Sustainable Development”, on 29-30


10 National workshop on “Research Methodology, Statistics and use of SPSS” at C.R. College of


11 National Conference on “Environmental and Health Issues in a Changing Climatic scenario”,


12 National workshop on “Use of Multimedia Software in ICT and its Integration in Education”


102

13 National Seminar on ‘Academic Stress Sources, Consequences and Management” on 12 June

2011 at S.S. College of Education, Gohana. Paper presented on “Reading habits: To remove

stress”.

14 National Seminar on “Emerging Challenges in Education” at Vikramaditya College of

Education, Morekheri, on 21 June 2011.

15 National Seminar on ‘Use of SPSS in Social Science Research’, on February 25-26, 2012 at

Department of Education, M.D.U., Rohtak.

16 National Seminar on ‘Innovative Strategies of Learning and Motivation’ on March 31, 2012.


Hisar.

17 National workshop on ‘Professional development of teachers’ on June 13-14, 2012 at C.R.


18 National workshop on ‘Use of Multimedia in Teaching Learning Process’ on July 1st, 2012 at


Paper Published

1. Paper published in ‘Vidya Megh’,vol.151,Sep 2010.

2. Paper published in ‘Anveshika’,vol. 8, 2010.

3. Paper published in ‘Meri Journal of Education’, vol.V (II) Oct. 2010.

4. Paper published in ‘Journal of Teacher Education and Research’, vol. 6(1) June 2011.

5. Paper published in ‘Yug Shilpi’ vol.5 (7) July 2011.

6. Paper published in ‘Maharishi Dayanand University Research’, Journal,Vol. 10,No. 1,April

2011.

7. Paper published in ‘The Educand : Journal of Humanities and Social Sciences, Vol. 1 (1)

July-Dec., 2011.

8. Paper published in ‘The Educand : Journal of Humanities and Social Sciences, Vol. 1.2 (1)

July-Dec., 2012

Workshop/Seminar Organized

1. Organised Training programme on ‘Xelerated Professional Development for Integration of

Technology in Teacher Education’ at C.R. College of Education, Rohtak in collaboration with

INTEL and NCTE.

2. Acted as a resource person in 2nd

phase training programme ‘Xelerated Professional

Development for Integration of Technology in Teacher Education’ organized by C.R. College

of Education, Rohtak in collaboration with INTEL and NCTE.

103

3. Organized workshop on Teaching Skills on 26th


Rohtak for School Teachers as Organizing secretary.

4. Organized National workshop on Research Methodology Statistics and use of SPSS from 12-

18 April, 2010 as Organizing Secretary.

5. Coordinator in National workshop on ‘Use of Multimedia Software in ICT and its

integration in education’, sponsored by Higher Education Commission, Haryana at C.R.

College of Education, Rohtak on March 28-29, 2011.

6. Organized National workshop on ‘Professional development of teachers’ on June 13-14, 2012

at C.R. College of Education, Rohtak as Organizing Secertary.

7. Organized National Workshop on ‘Use of Multimedia in Teaching Learning Process” on July

1st 2012 as Organizing Secretary.

Sunita Arya, , Associate Professor

International



paper.

National

1. One day Seminar on “Curriculam Transaction in B. Ed.” on 10. 09. 08 at C. R. College of

Education, Rohtak.

2. Workshop on Teaching Skills on 26th


School Teachers.



March, 2010 and Paper presented – on

Improvement in Evaluation System

4. National Seminar on “Environmental Challenges : Sustainable Development”, on 29-30


5. National workshop on “Research Methodology Statistics and use of SPSS” at C.R. College of


6. National Conference on “Environmental and Health Issues in a changing climatic scenario”,


7. National workshop on “Use of Multimedia Software in ICT and its Integration in Education”




June, 2011.

104

9. National Seminar on “Academic Stress Courses, Consequences and Management” on 12 June

2011 at S.S. College of Education, Gohana. Paper presented on “Student Counselling The

Necessity of Today’s Environment”.

10. National Workshop on “Quality Enhancement and Innovations in Teacher Training College”

on June 13th

, 2011 at V.B. College of Education, Rohtak. Paper presented – Ethics and

Culture in Education.

11. National Conference on ‘Consumerism and Consumer Protection Act’ on Aug. 7, 2011 at

Vaish College of Education, Rohtak. Paper Presented – Consumerism and Consumer

Protection Act.

12. National Seminar on Microbes and Resource Management Organized by Association of

Microbiologists of India, Rohtak unit at M.D.U., Rohtak on 22nd

Oct., 2011.

13. 7 days workshop on Basic training programme on “Research Methodology in Social Science

Research” at M.D.U., Rohtak from 7-13 Nov., 2011.

14. National Seminar on “Multi Discipline approach in inclusive education” held at Gaur

Brahmin College of Education, Rohtak from February 11-12, 2012.

15. National Seminar on ‘Use of SPSS in Social Science Research’, from February 25-26, 2012 at

Department of Education, M.D.U., Rohtak.

16. Two days National Seminar on Revitalizing Teacher Education from March 10-11, 2012

organized by Department of Education, M.D.U., Rohtak. Paper Presented – Revitalization of

In Service Teacher Education.

17. Attended the Community Health Camp on 17 March, 2012 at M.D.U., Rohtak.



Hisar.

19. National Seminar on Academic Stress Courses, Consequences and Management” on 12 June

2011 at S.S. College of Education, Gohana. Paper presented.





Papers Published

Paper published in ‘The Educand : Journal of Humanities and Social Sciences, Vol. 1 (1)

July-Dec., 2011.

105

Paper published in ‘The Educand : Journal of Humanities and Social Sciences, Vol. 1 (2) Jan-

June, 2012.

Paper published in ‘The Educand : Journal of Humanities and Social Sciences, Vol. 2 (1)

July-Dec., 2012.

Paper published in ‘AITEA : International Journal of Education and Humanities’, Vol. 2 (4),

April-Sept. 2012.

Paper published in ‘Global Research Analysis International’ Vol. 1 (7), Dec. 2012.

Organizing secretary in International Seminar on ‘Educational Psychology – An Innovative

Approach In Teaching – Learning Process”, March 24-25, 2012 at C.R. College of Education,

Rohtak. Presented a paper.

Dr. Indu Bala, Assistant Professor

International



paper entitled “Motivation “

National

1. One day Seminar on “Curriculam Transaction in B. Ed.” on 10. 09. 08 at C. R. College of

education, Rohtak.

2. Participated in 4 weeks Orientation Programme from 7th

Dec. 2009 to 3rd

Jan. 2010 at

Academic Staff College, B.P.S. Mahila Vishwavidyalaya, Khanpur Kalan, Sonepat.

3. Workshop on Teaching Skills on 26th


School Teachers.



March, 2010 and Paper presented titled

“Teacher’s Proficiency”.

5. HEC sponsored National Seminar on “Environmental Challenges : Sustainable

Development”, from 29-30 March, 2010 at Deptt. of Environmental Sciences, M.D.

University, Rohtak.

6. National workshop on Research Methodology, Statistics and use of SPSS at C.R. College of





106

8. Certificate of Appreciation from DSW, M.D.U., Rohtak for services rendered for the

upliftment of cultural activities during Zonal / Inter Zonal / Youth Festival, Rohtak.





June, 2011.

11. National Workshop on Quality enhancement and innovations in Teacher Training College, on

June 13th


12. National Conference on ‘Consumerism and Consumer Protection Act’ on Aug. 7, 2011 at

Vaish College of Education, Rohtak. Paper Presented – Consumerism and Consumer

Protection Act.

13. National Seminar on Microbes and Resource Management Organized by Association of

Microbiologists of India, Rohtak unit at M.D.U., Rohtak on 22nd

Oct., 2011.





Paper Published

1 Paper published in the Journal “The Educand : Journal of Humanities and Social Sciences”

Vol. 1 (1) July-Dec. 2011.

2 Paper published in ‘The Educand : Journal of Humanities and Social Sciences, Vol. 1 (2) Jan-

June, 2012

3 Paper published in ‘The Educand : Journal of Humanities and Social Sciences, Vol. 2 (1)

July-Dec. 2012

4 Paper published in ‘Global Research Analysis International’ Vol. 1 (7) Dec. 2012.

5 Paper published in ‘AITEA : International Journal of Education and Humanities’ Vol. 2 (4),

April-Sept. 2012.

Dr.Ranjna sangwan , Associate Professor



paper.

National

1. One day Seminar on “Curriculum Transaction in B. Ed.” On 10. 09. 08 at C. R. College of

education, Rohtak.

107

2. State workshop on “Teaching Skills” held on 26-02-2010 at C.R. College of Education,

Rohtak.

3. National workshop on “Research Methodology Statistics and use of SPSS’ at C.R. College of

Education, Rohtak 12-18 April, 2010.

4. National workshop on “use of multimedia software in ICT and its integration in education” on






Dr. Renu Maan (Assistant Professor)

International

International Seminar on ‘Educational Psychology – An Innovative Approach In Teaching –


paper .

National

1 One day Seminar on “Curriculum Transaction in B. Ed.” on 10. 09. 08 at C. R. College of

education, Rohtak

2 H.E.C. Sponsored National Seminar on “Multi Discipline approach in inclusive education”

held at Gaur Brahmin College of Education, Rohtak from February 11-12, 2012.

3 National workshop on ‘Use of Multimedia in Teaching Learning Process’ on July 1st, 2012 at


4 National workshop on ‘Professional development of teachers’ on June 13-14, 2012 at C.R.


Paper Published (Research Publications)

1 ‘Role and Responsibility of Teachers in Modern India : Journal of Education V. VII No. 1

(Apr. 2012), Vision of Swami Vivekanan 76-83.

2 Relevance of Computer Based Communication Technology in Teacher Education”, Journal of

Humanities Social Sciences V. 1 (2) (Jun – June2012.).

3 Paper published in ‘The Educand : Journal of Humanities and Social Sciences, Vol. 2 (1) July

– Dec. 2012.

4 Paper published in ‘MERI : Journal of Education’ in Vol. VII (1), April 2012.

108

Dr. Poonam, (Assistant Professor)

National

1 On Dec. 26, 2006 paper entitled, ‘Quality Teacher Education : Need of the day” was

presented in seventh National Conference on Teacher Education in India Today organised by

All India Association of Teacher Educator, New Delhi.

2 On Feb. 24, 2007 paper entitled “Need of total quality management in colleges of Education”,

was presented in first Annual Conference on Total Quality Management in Teacher Education

“organised by Dr. Ganesh Dass D.A.V. College of Education for Women, Karnal.

3 On Feb. 15, 2011 paper entitled, “Professional Ethics and Accountability in Teacher

Education” organised by R.L. College of Education, Karnal.

4 On March 10, 2011 paper entitled “Integration of ICT in Teacher Education” organised by

Bhagwan Mahaveer College of Education, Sonepat.

Paper Published

1. Paper entitled ‘Adjustment among female students in relation to extroversion, neuroticism &

psychoticism’ has been published in MERI Journal of Education, Vol. III, No. 1, April 2008

(ISSN No. 0974-2085)

2. Paper entitled ‘HIV/AIDS Prevention : A Challenge to Civilization’ has been published in

Maharshi Dayanand University Research Journal (Arts), Vol. 7, No. 2, October 2008 (ISSN

No. 0972-706X).

3. Paper entitled, ‘Environmental Education : Issue of Concern’ published in Teacher’s Net, Vol.

IV, No. 1, August 2008.

4. Paper entitled, ‘Teacher Education : Need to Wake Up Now !’ published in Teacher’s Net,

Vol. III, No. 9, March 2009.

5. Paper entitled, ‘Need to Adopt Total Quality Management in Teacher Education’ has been

published in CTE Naitonal Journal, Vol. VII, No. 1, Jan-June, 2009 (ISSN No. 0973-4457).

6. Paper entitled, ‘Achievement differences among isolate and star students in English and

Science’ was published in Journal of Teacher Education and Research, Vol. 4, No. 1, June

2009 (ISSN No. 0974-8210).

7. Paper entitled, ‘Values among school students in relation to their gender and socio-economic

status’ was published in VIVEK Journal of Education and Research, Vol. 1, No. 3, April 2010

(ISSN No. 0975-7481).

8. Paper entitled, ‘Home environment and academic achievement of star and isolate students: A

comparative study’ was published in Issue of month June, 2011 in Research Journal Yugshilpi

(ISSN No. 0975-4644).

109

9. Paper entitled, ‘A comparative study of personality traits of star and isolate students’ was

published in Issue of month June, 2011 in Research Journal Yugshilpi (ISSN No. 0975-4644).

10. Paper entitled, ‘A comparative study of personality traits of science and arts students at senior

secondary level’ published in Indian Journal of Social Concerns (ISSN No. 2231-5837),

Ghaziabad (2011).

11. Paper entitled, ‘A comparative study of achievement motivation and personality of private

and government school students’ published in Indian Journal of Social Concerns (ISSN No.

2231-5837), Ghaziabad (2011).

12. Paper entitled, ‘Effectiveness of Inquiry Training Model and Advance Organizer Model

through Computer Assisted Instruction and Conventional Mode of Training: An Experimental

Study’, published in Indian Journal of Social Concerns (ISSN No. 2231-5837), Ghaziabad

(2011).

13. Paper entitled, ‘Exploiting node mobility in wireless ad-hoc networks’ was published in

Indian Journal of Social Concerns, Vol. I, Issue 2, Oct. 2011 (ISSN No. 2231-5837).

14. Paper entitled, ‘Technology Integration : Need of Classroom’ has published in International

Journal of Education and Research, Vol. 2, Issue 4, Oct. 2011, (ISSN No. 0975-7481)

Dr. (Mrs.) Manju Hooda(Assistant Professor)

International National Seminar

1 International Seminar on “Educational Psychology – An innovative Approach in Teaching –

Learning Process” on 24-25 March 2012 at C.R. College of Education, Rohtak

National Seminar

1 National Workshop on “Need based model for improving of Evaluation in Semester System”

on May 23, 2009 at Deptt. of Education, M.D.U., Rohtak

2 Seminar on “Higher Education: Beyond Empty Promises” on 17-18 Feb., 2010 organised by

HEC & Govt. College of Education, Bhiwani

3 National Conference on “Innovations in Business Horizons” on 05 March, 2010 at Deptt. of

Mgt., GITM Gurgaon

4 Seminar on “National Reforms for Quality Teacher Education Programme”on 06, March,

2010 at BMCE, Sonepat

5 Conference on “SGSY” on 20-21 March, 2010 at Deptt. of Economics, CDLU Sirsa

6 Seminar on “Use of Quantitative Techniques in Social Science Research” on 27-28 March,

2010 at ICSSR & Deptt. of Commerce M.D.U., Rohtak

110

7 Conference on “Activity based Learning in Professional Education” on 12 March, 2011 at

IMSAR, M.D.U., Rohtak

8 Orientation Programme on “National Curriculum Framework for Teacher Education” on 26-

27 Feb., 2011 at Deptt. of Education, M.D.U., Rohtak

9 National Workshop on “Use of Multimedia Software in ICT and its integration in education’

on 28-29 March, 2011 at C.R. College of Education, Rohtak

10 National Seminar on’Challenges in Education” on 04 June 2011 at Vikramadit ya College of

Education, Morkheri

11 National Seminar on “Academic Stress Sources, Consequences and Mgt.”12 June 2011 at S.S.

College of Education, Gohana

12 National Workshop on “Research Methodology in Social Science Research” 7-13 Nov.

2011 at ICSSR & Deptt. of Education, M.D.U., Rohtak

13 National Workshop on “Analytical Skills for Research in Business” on 26 Nov. 2011 at Deptt.

of Commerce M.D.U., Rohtak

14 National Seminar on “Multi Disciplinary Approach in Inclusive Education” on 11-12 Feb. at

2012 G.B. College of Education, Rohtak

15 National Workshop on “Use of SPSS in Social Science Research” on Feb. 2012 at Deptt. of

Education, M.D.U., Rohtak

16 National Seminar on “Innovative Strategies of Learning & Motivation” 31 March 2012

C.R. College of Education, Hisar

17 National Workshop on “Enhancing Research Skills” on 22 April 2013 at Deptt. of Education,

M.D.U., Rohtak

List of Publications

Book : IT in Education, Pearson Education India, ISBN No. 978-81-317-7024-5.

“Belongingness, Job Satisfaction, Optimism and Quality of Work Life as the Dimensions of

Organizational Commitment: A Study of Secondary School Teachers”, New Frontiers in

Education: International Journal of Education, Vol. 46, No. 1, 21st March 2013

“Mathematical Aptitude of Secondary School Students in relation to their Intelligence and

Socio-Economic Status : A Comparative Analysis”, EDUJOURN : International Journal of

Education, Vol. 2, No. 1, 2013

“A Study of the Correlates of Organizational Commitment among Secondary School

Teachers”, Issues and Ideas in Education, Vol. 1, No. 1, July 2013, pp. 59-71.

111

“Organizational Commitment among Secondary School Teachers in Relation to the

Demographic Variables”, Pedagogy of Learning, Sent on 14th

Jan. (Accepted).

“Examining the relationship among Organizational Commitment, Job Satisfaction and Work

Motivation of Secondary School Teachers”, Journal of Education and Psychological

Research, Vol. 3, No. 1, 2013, pp. 52-59.

“Job Satisfaction and Work Motivation of Secondary School Teachers in Relation to Some

Demographic Variables : A Comparative Study”, Educationia Confab (Online Journal), Vol.

2, No. 1, 2013, pp. 10-18.

“Work Motivation, Type of Schools and Gender as the Determinants of Organizational

Commitment of Secondary School Teachers”, New Frontiers in Education: International

Journal of Education, Vol. 45, No. 3, 2012, pp. 56-68.

“Impact of Type of Schools, Work Motivation and Teaching Experience of Secondary School

Teachers on their Organizational Commitment”, Shikshan Anveshika, Vol. III, No. 1, 2013,

pp. 28-40.

“Effect of Type of Schools, Job satisfaction and Gender on Organizational Commitment of

Secondary School Teachers”, DEI FOERA Journal of Dayalbagh Educational Institute, Vol.

VI, 2013, pp. 64-73.

“Organizational Commitment of Secondary School Teachers in Relation to their Job

Satisfaction and Demographic Variables : An Empirical Study”, MERI Journal of Education,

14th

Oct. again sent on 18th

Feb. (Accepted)

“Ethics in Teaching : The Time to Rethink”, The Educand, Vol. 1, No. 1, July-Dec. 2011, pp.

15-22.

“Performance of SGSY in Haryana”, The Educand, Vol. I, No. 1, July-Dec. 2011, pp. 69-74.

“Value Education : Need of the Hour”, AITEA International Journal of Education and

Humanities,, Vol. 2, No. 4, April-Sept 2012, pp. 6-13.

“Emerging Challenges and Concerns in Teacher Education”, Maharshi Dayanand University

Research Journal (Arts), Vol. 11, No. 1, April 2012, pp. 50-58.

Dr. Manjeet Kumar (Assistant Professor)

International


Learning Process”,on March 24-25, 2012 at C.R. College of Education, Rohtak. Presented a

paper.

112

Seminars / Workshop Attended

1 “Orientation cum workshop in Research Methodology in Education and Use of Technology in

Research” – From 15th

Nov. to 16th

Nov. 2008 in G.V.M. College of Education, Sonepat.

2 “Orientation cum workshop on new methodology for assessment and accreditation of colleges

of education by NAAC” organized by G.V.M. College of Education and Council of Teacher

Education (TE) from 23rd

-24th

Oct. 2009.

3 Presented a paper on ‘Water Resources – Be water wise’ in National Seminar Sponsored by

Higher Education Commissioner, Haryana, Panchkula held in BPSM Girls Degree College,

Khanpur Kalan (Sonepat) from 21st to 23

rd Feb., 2011.

4 Presented a paper entitled, ‘RTI : Benefits for citizens’ in National Seminar sponsored by

Higher Education Commissioner, Haryana, Panchkula held in BPSM Girls Degree College,

Khanpur Kalan (Sonepat) from 10th to 11th

March, 2011.

5 Attended National workshop on use of multimedia software in ICT and its integration in

Education on March 28-29, 2011 at C.R. College of Education, Rohtak.

6 National workshop on ‘Professional Development of Teachers’ on June 13-14, 2012 at C.R.

College of Education, Rohtak

7 National workshop on ‘Use of multimedia in teaching learning process’ on July 1, 2012 at


Paper Published

1 Helicon Views (International) Vol. XV No. 1 : “Emerging Trends of Indian English : A

Socio-Linguistic Study with Special Reference to Recent Commercials.

2 Yugshilpi (National) Jan 2011.

Study of Issues of Social Concern in Nayantara’s Sehgal’s novels with special reference to ‘A

day in Shadow’ and ‘A situation in New Delhi’.

3 Chintan ‘International Referred’ – April - June 2011 : “Impact of Madness in Shakespearean

Tragedy”.

4 Indian Journal of Social Concerns – Oct. 2011 : “Early childhood care education & pre school

education”.

5 Indian Journal of Social concerns – April 2011 : “Teaching English Grammar – Advance

organizer model Vs Traditional classroom teaching”.

Organizing secretary in International Seminar on ‘Educational Psychology – An Innovative

Approach In Teaching – Learning Process”, March 24-25, 2012 at C.R. College of Education,

Rohtak. Presented a paper.

113

Mr. Anand Kumar, Lecturer

International

1 International Conference of AIAER on ‘Internationalizing Higher Education’ at LPU,

Phagwara (Punjab) on 28-30 January, 2008.

2 International Conference on ‘Governance Issues and Corruption’ under UGC ‘SAP’ at

M.D.U., Rohtak on 29-30 Nov. 2010.


Learning Process”, March 24-25, 2012 at C.R. College of Education, Rohtak. Presented a

paper

National Seminar

1. ICSSR, NWRC, Chandigarh sponsored seminar on ‘Use of Quantitative Techniques in Social

Science Research’ at M.D.U. on 27-28 March, 2010.



March, 2010.

3. National Seminar on “Construction and Standardization of Research Tools in Social Science”

at SLDAV College of Education, Ambala on 25-26 Nov. 2008.

4. UGC sponsored National Seminar on “Women Empowerment in India” held on 27-12-2007

at BPSM College of under Graduate Studies, Khanpur Kalan (Sonepat).

5. Two day orientation programme at M.D.U., Rohtak on 26-27 Feb. 2011.



7. National workshop on Research Methodology, Statistics and use of SPSS at C.R. College of

Education, Rohtak on 12-18 April, 2010.

8. National workshop on Teaching Skills on 26th


Rohtak for School Teachers.

9. National workshop on professional development of teachers on June 13-14, 2012 at C.R.


10. National workshop on ‘Use of multimedia in teaching learning process’ on July 1, 2012 at


Paper Published

1 Paper published in International general named ‘aijeh’ Aitea International Journal of

Education and Humanities.

114

3.2 Research and Publication Output

3.2.1 Give details of 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.

Instructional material is the soul of teaching learning process without which this process is

incomplete. Faculty members as well as students put their best efforts in preparing this material to

make their teaching effective. During the last three years we have developed following teaching

material:

Power Point Presentation (PPT).

Web Pages.

Audio and video CDs of Lectures given by faculty and some eminent personalities.

Transparencies ( Hand made and computer generated).

Self instructional modules in ICT.

Develop directory of URL address.

Downloaded material through internet ( text, videos, self instructions modules, self

evaluation models).

Working models.

Charts.

Flash cards (FIP Books).

Hand outs.

Pamphlets.

Question Bank.

Models

Our faculty members as well as students used this material to enhance the quality of teaching and

make it more effective.

3.2.2 Give details on facilities available with the institution for developing instructional

materials?

The college has fully and well equipped modern facilities for developing instructional

material .The following facilities are available with the institution for developing instructional

materials:

Activity room, Science and mathematics Resource center, Home Science and Arts and crafts

Resource centre, The language Resource Centre and ICT Resource Centre , faculty rooms

(with internet connectivity) facilitate the faculty to prepare the lecture / course material/

transparencies ,power point presentations, handouts Audio and video CDs etc. effectively.

115


College arranges various workshops to enhance the skill of developing

instructional material for faculty members as well as for students.

College Organized various faculty development programmes for developing

instructional material.

3.2.3 Did the institution develop any ICT/technology related instructional materials during the

last five years? Give details.

Yes, the college developed ICT related instructional material for the students in the form of:

Power Point Presentation for different teaching subjects

Web Pages.

Audio and video C.Ds of Lectures given by some eminent personalities

Lectures of faculty in audio form and video form

Transparencies ( computer generated and Photo copied).

Slides

Self instructional modules in ICT.

Downloaded material through internet (text videos, self instructions modules, self evaluation

models).

Develop directory of URL address.

Hand outs.

Lecture of faculty in audio form and video form.

Question Bank.

Pamphlets

Printed material for various topics

Photographs.

On line monthly News letter “Mind Tool” subscribed since 22.2.2010.The important topics

from news letter used for instructional purpose.

Laptop issued to every faculty member. Internet connection also available in resource

centers and faculty rooms to make preparation of instructional material more convenient.

3.2.4 Give details on various training programs and/or workshops on material development

(both instructional and other materials)

a. Organised by the institution

b. Attended by the staff

c. Training provided to the staff

116

Training organized by the institution and attended by the staff:

Institution organized Training programme on ‘Professional Development for

Integration of Technology in Teacher Education’, Facilitated by NCTE and Intel

Technology India Pvt. Ltd. from 28.5.2007 to 02.06.2007 at C.R. College of

Education, Rohtak.

Organized training on “Integration of Technology in Teacher Education” from


teaching faculty members.

Organized training to prepare “power point presentation” from 25.6.2007 to

30.6.2007.

Training provided to staff members ICT based instructional material from

25.6.2009 to 30.6.2009.

Organized faculty development programme on “internet browsing, down loading


Training organized to make Handouts through computer for teaching learning


Training organized to make transparencies through computer for teaching learning

process on 5.7.2011.

Training organized to make audio and video CDs from 4.6.2012 to 9.6.2012.

Training organized for the use handy cam to make videos and photographs and

how to use it for instructional purpose by using computer from 12.9.2012 to

15.9.2012.

Lecture organized on: How to prepare digital portfolio.

Training provided to staff members to use smart class room equipmet on 17.9.2012.

These training programmes were attended by the staff members.

3.2.5 List the journals in which the faculty members have published papers in the last five

years.

The list of journals in which faculty members have published papers in the last five years:

M.D.U. Research Journal (Arts), Vol. 10 (1), April 2011

Journal of Teacher Education and Research, Vol. 6 (1), June 2011

MERI Journal of Education, Vol. 5 (2), Oct. 2010

Anveshika, Vol. 8, 2010

Vidya Megh, Vol. 151, Sept. 2010

117

Indian Journal of Social Concerns, April 2011

Indian Journal of Social Concerns, Oct. 2011

Chintan International Referred, April-June, 2011

Yugshilpi, Jan. 2011

Helicon Views (International), Vol. XV (1)

AITEA International Journal of Education and Humanities, Vol. 1 (1), 2011

The Educand :Journal of Humanities and Social Sciences, Vol. 1 (1) July-Dec. 2011

Teacher’s Net, Vol. IV, No. 1, Aug. 2008

Teacher’s Net, Vol. No. 9, March 2009

CTE National Journal, Vol. VII (1), Jan-June, 2009

VIVEK Journal of Education and Research, Vol. 1 (3), April 2010

International Journal of Education and Research, Vol. 2 (4), Oct. 2011

Global Research Analysis International, Vol. 1 (7), Dec. 2012

Journal of Education, Vol. VII (1), April, 2012

3.2.6 Give details of the awards, honours and patents received by the faculty members in last

five years.

Dr. Sushila Sangwan, Associate Prof. and Dr. Indu Bala, Assistant Prof. received certificate of

appreciation for upliftment of cultural activities among students during zonal / inter zonal festivals

from D.S.W., M.D. University, Rohtak.

Dr. Santosh Goyal received the Best Teacher Award at Mastnath Institutions, Asthal Bohar.

3.2.7 Give details of the Minor / Major research projects completed by staff members of the

institution in last five years.

No, major or minor research project has been completed by the staff members of the

institution in the last five years.

3.3 Consultancy

3.3.1 Did the institution provide consultancy services in last five years? If yes, give details.

Dr. Sunita Arya, Assistant Prof., Incharge Guidance, Counseling and placement cell provides

guidance and counseling to students for better services in the community.

Guidance was given to set up psychology resource centres languages resource centres to other

upcoming institutions.

Guidance was also given to set up ICT resource centre to new college of education as ours is

one of the best resource centre to new colleges of education

118

Librarian gives consultancy service related to purchase of books, periodical services of library

and administration of library to new and upcoming colleges of education.

Our faculty members are deliver radio talk on career counseling at All India Radio, Rohtak

regularly.

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 faculty members are well qualified and competent enough to give consultancy

services. Our library is very rich library in collections and services. Mrs. Sunita Sharma, Librarian

gives consultancy service related to purchase of books, periodical services of library and

administration of library to new and upcoming colleges of education.

Our guidance and counseling cell is competent enough to sort out the problems of the students

as they have competency in the areas of learners’ nature and development.

Guidance was given to set up psychology resource centres languages resource centres to other

upcoming institutions.

Guidance was also given to set up ICT resource centre to new college of education as ours is

one of the best resource centre to new colleges of education.

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?

No revenue has been generated by the institution by giving consultancy service to other

institutions. The service is provided by the college free of cost.

3.3.4 How does the institution use the revenue generated through consultancy?

N.A.

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 Institutions provides various programmes which benefited the students as well as the community

:Awareness programmes was organized on AIDS.

Awareness programmes was organized for school students and rural women on Mal

Nutrition at Simchana, Rohtak.

‘Jan Chetna Rally’ was organized by the college to aware the society for AIDS, Bhrun

Hatya, and Environment.

119

Awareness Programme on save environment at the occasion of Deepawali was organized

at CRM Public school

A skit on female foeticide was organized at Government school, Model Town, Rohtak .

Faculty members visited various schools to deliver expert lectures for the in service teachers

in order to update the knowledge of in-service teacher as per the demands of the modern era.

Placement cell of the college provided opportunities to local community for getting

employment.

Blood donation camp was organized by the college for the benefit of the society.

One day Camp on “Health and hygiene” organized at Kharawar , Rohtak

Organized State level workshop on “Teaching Skills” on 26 February, 2010 for school

teachers and faculty.

Organized National workshop on “Use of Multimedia in teaching learning” on June 13-14,

2012 for school teachers and faculty.

Organized National workshop on ‘Professional development of teachers ’on July 1, 2012

for school teachers and faculty.

Meeting the needs of society ,our college organized a workshop and Moc Drill on Disaster

Management for school teachers, Sarpanches, Members and Patwaris in collaboration

with D.C office and IGNOU in the month of August & Sept 2012 in Eight groups dated

below:

19.8.2012 11.9.2012

20.8.2012 12.9.2012

21.8.2012 13.9.2012

22.8.2012 14.9.2012

28.8.2012 20.9.2012

29.8.2012 21.9.2012

05.9.2012 26.9.2012

06.9.2012 27.9.2012

3.4.2 How has the institution benefited from the community? (Community participation in

institutional development, institution-community networking, institution-school

networking, etc.).

Local community helps the college in many types of prorgammes by active participation.

Students get real life experiences and become aware of the problems related to the community

120

whenever they get an opportunity for the same and these experiences help them in conducted research

on issues.

The institution is benefitted from the community in the following manner.

Expert lectures are arranged in the college in which experts from the community are deputed

to deliver the lectures related to various social, educational and vocational issues.

Blood donation camp was organized by Red Cross society.

Awareness programme organized by State T.B. Control Society, Haryana, Panchcula at

C.R. College of Education for students.

Organised Extension lecture by Haryana Traffic Police.

Organized One week training Programme on :First Aid and home nursing” under Red

Cross.

Our college organized a workshop and Moc Drill on Disaster Management for school

teachers, Sarpanches, Members and Patwaris in collaboration with D.C office and IGNOU in

the month of August & Sept 2012 in Eight groups dated below:

19.8.2012 11.9.2012

20.8.2012 12.9.2012

21.8.2012 13.9.2012

22.8.2012 14.9.2012

28.8.2012 20.9.2012

29.8.2012 21.9.2012

05.9.2012 26.9.2012

06.9.2012 27.9.2012

Santosh Goyal Award Provided to meritorious students of B.Ed. and M.Ed. by Oxygen

Hospital Rohtak.

Institution share conveyance facility with Jat High School (Sister Institution).

Institution share Play Ground with Jat Heros Memorial college (Sister Institution)

Institution share Hostel with M.K.J.K. college (Sister Institution).

3.4.3 What are the future plans and major activities the institution would like to take up for

providing community orientation to students?

College is planning the following activities to provide community orientation to the students :

Conducting various community development programmes with the help of GOs and NGOs

on AIDS awareness, Education and Health & Hygiene for marginalized children.

Students are oriented to become members of various NGO’s and GO’s.

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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.

No

3.4.5 How does the institution develop social and citizenship values and skills among its

students?

The college develops social and citizenship values and skills among the students by organizing

various activities at college level. The students are motivated to participate in various inter-college

competitions, zonal and inter-zonal youth festivals, e.g. :

Organizing inter - club and inter-college cultural activities.

Organizing visits to various community centers like old age homes, mentally retarded school

(SIRTAR).

Organizing blood donation camps

Celebration of important festivals and birthdays of personalities of national importance (eg.

Radhakrishanan Birthday, Netaji Subhash Chandra Bose Birthday, UNO Day etc.)

Visit to Suraj Kund Mela.

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.

The institution has associations with various national level organizations like the NCERT, NCTE,

Directorate of Higher Education, U.G.C., IGNOU and Red Cross, State Institute of Education,

Chandigarh.

Linkage with National level organizations has benefited the institution in the following ways.

Curriculum Development

The institute is affiliated to NCTE which provides guidelines for curriculum development and

evaluation. Director of State Institute of Education, Chandigarh regularly gives guidance regarding

implementation of National Curriculum Framework and Right to education act.

Extension

Expert from NCERT, IGNOU and Red Cross are often invited to share their knowledge and

expertise with the students of the department.

Consultancy

The institute seeks consultancy from UGC, NCTE for various norms, regulations related to

teaching and the related activities.

The members of the institution have linkages with the various national level organizations e.g.

:

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Indian Library Association (Life Membership)

Haryana Library Association (Life Membership)

All India Association of Educational Research (Life Membership)

All India Association of Teacher Educators(Life Membership)

All India Gramin mahila Sangh

Life member of All India Association of Teacher Educators

Cosultancy regarding implementation of National Curriculum Framework and Right to

education act taken from Director of State Institute of Education, Chandigarh.

Faculty members get themselves acquainted with latest developments on education and

research through brochures, pamphlets and journals from these associations.

3.5.2 Name the international organizations, with which the institution has established any

linkage in the last five years. Detail the benefits resulted out of such linkages.

The institution has established linkage with the international organization like INTEL which

has provided the faculty as well as students with master trainer programme on teaching online.

3.5.3 How did the linkages if any contribute to the following?

Curriculum Development ,Teaching, Training, Practice Teaching, Research,

Consultancy, Extension , Publication and Student Placement

Curriculum development :

The institute is affiliated to NCTE which provides guidelines for curriculum development and

evaluation. Director of State Institute of Education, Chandigarh regularly gives guidance regarding

implementation of National Curriculum Framework and Right to education act.

Teaching and Training

Training was given to teaching and non-teaching staff by the master trainer and through

INTEL experts.

Faculty development Programme organized on National Curriculum Framework and Right to

education act at college in which Director of State Institute of Education, Chandigarh was the

resource person.

Practice Teaching

Lesson plans are updated for teaching in school as per Intel Programme for advance learners.

Research

Recent trends in education provided by these associations helped the instituitions to introduce

recent trends in education in research topics.

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Consultancy

Expert from NCERT, IGNOU, State Institute of Education, Chandigarh and Red Cross are

often invited to share their knowledge and expertise with the students of the department Extension.

Publications

Inspired by these linkage we are able to publish our journal ‘The Educand : Journal of

Humanities and Social Sciences” a biannual journal.

Student Placement

Our placement cell is working for this purpose.

3.5.4 What are the linkages of the institution with the school sector? (Institute-school-

community networking).

The college has linkages with many schools i.e.

Jat High School, Rohtak

CRM Public School, Rohtak

Govt. Boys Sr. Sec. School, Gandhi Nagar, Rohtak

Govt. Girls Sr. Sec. School, Model Town, Rohtak

We have the linkages with the school sector in the following manner:

We send the students regularly in sister institutions (schools) for teaching.

Teaching practice was conducted in schools.

The feedback is obtained from the head of the institution as well as from the faculty of the

school which is implemented in our teacher education programmes.

Counselling programme organised at CRM and Jat High School for students before their

board examination.

Vocational interest test was given to X class students to check the vocational interest of

school students.

The institute collaborates with various public schools for the placement of students. Most of

the school communicate their vacancies to the institute telephonically and information is

passed on to the students. Some schools visit the campus for recruitments.

Awareness towards Environment programme organised at CRM and Jat High School for

students .

Provides audio-visual material to schools( charts, models etc.)

Visit to Sirtar ( School for Mentally challenge students)

We have organized Exhibition to motivate the school students.

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We organized Cultural programmes in schools during the teaching practice to motivate the

school students.

Organised four workshops for school teachers:

o Organized Stlowingate level workshop on “Teaching Skill” on 26 February, 2010

for school teachers and faculty.

o Organized National workshop on “Use of Multimedia in teaching learning” on June


o Organized National workshop on ‘Professional development of teachers ’on July 1,

2012 for school teachers and faculty.

o Meeting the needs of society ,our college organized a workshop and Mock Drill on

Disaster Management for school teachers, Sarpanches, Members and Patwaris in

collaboration with D.C office and IGNOU in the month of August & Sept 2012 in

Eight groups.

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 members are actively engaged in schools and with teachers and other school

personnel to design evaluate and deliver practice teaching in the following manner :

A real teaching is mandatory part of our curriculum. During teaching practice our college

faculty acts as supervisor where they supervise teaching practice of B.Ed. students.

Lesson plans, methods of teaching, teaching schedules are planned with the suggestions of the

school personnel.

Pupil teachers report in the school as per the time table given by the school personnel.

Faculty members design the teaching schedule with the help of the principal of schools.

Feedback from school teachers are also taken by our teachers for evaluation purpose.

School teachers are encouraged to evaluate the teaching practice of student teachers’ through

proforma.

Through Flander’s Interaction analysis and GTC we evaluate effectiveness of teaching. In this

we take help from M.Ed. students.

Vocational Interest Test (VIT) was given to X class students to check the vocational interest

of school students.

A counseling session was organized at the end of teaching practice to suggest their vocational

interests.

At the end, our faculty and students organized a cultural programme in schools.

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3.5.6 How does the faculty collaborate with school and other college or university faculty?

Collaboration with school faculty:

Collaboration with schools helps in the organization of teacher education programmes,

strengthening of curriculum transaction, assessment, evaluation, developing strategies among in-

service teachers to prepare them to reach 21st century learners and to bring desirable changes in

teaching learning process according to the recent trends in education through various workshops and

seminars.

Collaboration with the college faculty :

The college in collaboration with university and other colleges organizes various activities :

Faculty exchange programme

Participation by faculty members in various seminars, conferences and workshops

Orientation programmes

Organizing expert lectures, seminars, workshops

Collaboration with the university faculty:

Participated in curriculum revision

Participated in Board of Studies

Synopsis of Ph D. thesis evaluated in collaboration with faculty of Education Department of

M.D.University, Rohtak.

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?

Measures adopted by the institution to enhance quality of research :

Research committee is set up in the college.

Dissertation and field work are compulsory part of our curriculum

All faculty members having Ph.D.

All the staff members supervise the students of M.Phil. , M.Ed. & Ph.D. in their research

work.

To decide and give final shape to research topics, periodic seminars are organized in

which sometimes university faculty members are also invited.

Five and eight days workshops on research methodology was organized by our college to

aware the students and teachers about latest developments in research.

Seminars are regular feature of our college which help the faculty to keep abreast of latest

developments and trends in research.

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Action research conducted by prospective teachers.

Ph D. students submitted their thesis to M.D University but pre submission viva is

organized at college.

Separate reading room are available for research scholar and M.Ed. students in which rich

reference section is available for students in which they have access to encyclopaedias,

dictionaries, year books, commission / committee reports, bibliographies, gazettes,

educational and research survey, abstracts, foreign publication, rare books etc.

We have separate periodical section in which we have 46 journals, international and

national. We have peer reviewed journals also. We are regular subscriber of E-journals, E-

news letters etc.

Major measures adopted to enhance the quality of consultancy :

Experts on different subjects are invited to give extension lectures.

We are regularly in touch with State Institute of education, Chandigarh via audio and video

teleconferencing.

We have provided consultancy regarding infrastructure, library,ICT and other qualitative

measures asked by self finance colleges by e-mail, telephonic and verbal conversation.

Major measures adopted to enhance the quality of extension activities :

Organised various awareness programmes in schools , and villages.

Organised Jan Chetna Rallies to aware the society for AIDS, Bhrun Hatya, and Environment.

Organised various workshops for school teachers and other members of society.

Association with Red Cross Society.

Feedback was taken and incorporated for further improvements.

3.6.2. What are significant innovations / good practices in Research, Consultancy and

Extension activities of the institution?

The institute provides favorable environment and supports research activities

undertaken by its staff members.

All dissertation work of M.Ed. students is available in e-form in college library for students.

Separate reading room in library is available for research scholar and M.Ed. students in which

rich reference section is available for students in which they have access to encyclopaedias,

dictionaries, year books, commission / committee reports, bibliographies, gazettes,

educational and research survey, abstracts, foreign publication, rare books etc.

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We have separate periodical section in which we have 46 journals, international and national.

We have peer reviewed journals also. We are regular subscriber of E-journals, E-news letters

etc.

Institution have organized 5 days and 8 days National Workshops on “Research Methodology

and use of SPSS” during last 5 years.

To decide and give final shape to research topics, periodic seminars are organized in

institution in which all the staff members and other eminent persons are invited to discuss

together and take final discussion.

Institution encourages action research for diagnostic and remedial action. Action researches

conducted by our students help the management, teachers and their parents in the areas of

punctuality, self discipline, personal hygiene, cleanliness, management, academic growth etc.

For Extension activities our dedicated staff members and students are actively engaged in various

activities. In this regard we have taken the following practices:

Various training programmes are organized by NGO,s and Govt. organisations at our

institution.

Organised four Workshops for school teachers :

o Meeting the needs of society, our college organized a workshop and Mock Drill on Disaster

Management for School teachers, Sarpanches, Members and Patwaris in collaboration

with D.C office and IGNOU in the month of August & Sept 2012 in Eight groups.

Jan Chetna Rally’ and Awareness programmes were organized on AIDS, Bhurn Hatya and

Save Environment etc.

Organized Rallies, Awareness programmes and Visits to various community centers.

Blood donation camps are organized.


assessment

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?

Encourage qualified faculty members to guide research scholars at Ph.D. level,

prepare projects and seek financial assistance from National Agencies like NCERT,

UGC.

Our faculty members guided Ph.D. students since 2006. Uptill now 12 Ph.D. degree

granted to students.

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Encourage the faculty to do their Ph.D. and if necessary provide them facilities also.

Our all the faculty members have done Ph.D.

Supporting faculty to publish their papers in standard journals.

o Our faculty members published research papers and articles in many journals.

o Our college has started publishing own journal since July – December 2011.

Arranging in house professional development programmes for the faculty and also

school teachers.

We have organized the following professional development programmes /workshops and

seminars for the faculty and also school teachers,

Workshops and Seminars (International, National and State level)

o State level training programme regarding integration of IT as a tool in teaching

learning process organized by the Deptt. of Education, M.D. University, Rohtak in

Collaboration with INTEL at C.R. College of Education, Rohtak – 11-18 Oct. 2004.

o National workshop on Research Methodology and Use of computer in Applied

Statistics at C.R. College of Education, Rohtak 3-9 Jan. 2005.

o National Workshop on ‘Research Methodology, Statistics & Use of SPSS’, on

September 21-25, 2006.

o Organized training programme ‘Xelerated Professional Development for Integration

of Technology in Teacher Education’, Facilitated by NCTE and Intel Technology

India Pvt. Ltd. on 28.5.2007 to 02.06.2007.

o Organized training programme ‘Xelerated Professional Development for Integration

of Technology in Teacher Education’, Facilitated by NCTE and Intel Technology

India Pvt. Ltd. on 03.06.2007 to 08.06.2007.

o Organised one day Seminar/Conference on :Curriculum Transaction in B.Ed

on10.09.2008 .

o Organized State level workshop on Teaching Skill on 26 February,2010 for school

teachers and faculty.

o Organized National workshop on ‘Research Methodology, Statistics & Use of SPSS’,

on April 12-18, 2010.

o Organized National workshop on ‘Use of Multimedia Software in ICT and its

Integration in Education’, on March 28-29, 2011.

o Organized International Seminar on “Educational Psychology-An Innovative

Approach In Teaching – Learning Process ’, on march 24th

and 25th

, 2012.

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o Meeting the needs of society ,our college organized a workshop and Moc Drill on

Disaster Management for school teachers, Sarpanches, Members and Patwaris in

collaboration with D.C office and IGNOU in the month of August & Sept 2012 in

Eight groups .


o Organised training on “Integration of Technology in Teacher Education” from 11.06.2007 to

16.06.2007 at C.R. College of Education, Rohtak for teaching and non-teaching faculty

members.

o Organized training to prepare “power point presentation” from 25.6.2007 to 30.6.2007.

o Training provided to staff members ICT based instructional material from 25.6.2009 to

30.6.2009.

o Organized faculty development programme on “internet browsing, down loading and

saving documents” from 1.6.2010 to 2.6.2010.


o Training organized to make Handouts through computer for teaching learning process from

4.7.2011

o Training organized to make transparencies through computer for teaching learning process

on 5.7.2011



o Training organized for the use handy cam to make videos and photographs and how to use

it for instructional purpose by using computer from 12.9.2012 to 15.9.2012


o Training provided to staff members to use smart class room equipment on 17.9.2012

o Faculty development programme on Investor Awareness Programme.

o Faculty development programme on National Curriculum Framework on 16.3.2013.


Organised four Workshop for school teachers :

Please see 3.5.4



Use of ICT is being emphasized in teaching learning process.

Sakshat Portal under National mission of Education ( ICT) being used for on line carrier

counseiling for students.

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Online journal is subscribed since 2011.

News letter is subscribed since 22.2.2010.

Visits to various colleges and universities are conducted to bring awareness among the

students about the recent trends in education.

College journal is started biannually by our college i.e. “The Educand : Journal of Humanities

sand Social Sciences” since July- Dec. 2011.

Action research is conducted by prospective teachers.

Teaching faculty is supervising Ph.D. students since 2006 and M.Ed. students since 2000.

Established Resource Room.

Established Language lab in 2009.

Various workshops, seminars and faculty development programmes organization on

Research Methodology and other area is a regular feature of our college .

Organised four Workshop for school teachers :

Our faculty developed ICT technology related instructional material :

o Power Point Presentation for different teaching subjects

o Web Pages.

o Audio and video C.Ds of Lectures given by some eminent personalities.

o Lectures of faculty in audio form and video form

o Transparencies ( computer generated and Photo copied).

o Slides

o Self instructional modules in ICT.

o Downloaded material through internet (text, videos, self instructions modules, self

evaluation models).

o Develop directory of URL address.

o Question Bank

o Printed material for various topics

o Self evaluation on line tools subscribed for evaluation of some skills and used by

students.

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Criterion IV

Infrastructure

And Learning

Resources

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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 college is fully equipped with physical infrastructure as per NCTE norms.

C.R. college of Education is one of the main branches of Jat Education Society, Rohtak. The

physical infrastructure includes Principal room, Faculty rooms, Library, Office room, Activity rooms,

Classrooms and Store rooms. All of them are fully equipped with required resources. The

infrastructure also comprises of Multipurpose Hall, Seminar Room, separate wash room facility for

boys and girls, open space for lawns and gardening, multipurpose play field, ICT Resource Centre,

Psychology Resource Centre, Science and Math Resource Centre, Home Science Resource Center,

Health and Physical Resource Center, facility for outdoor and indoor games is also provided.

Safeguard against fire hazard are provided in all parts of building. The institutional campus, building,

and furniture are barrier free. Facility for hostel for boys and girls are also available for the students

on share basis. There is a provision of separate common rooms for male and female student teachers.

Parking area is spacious to park vehicles.

Approximately Rs. 722057 (Depreciated value as on March 31, 2012) is invested on

developing the infrastructure. Master plan and balance sheet (photocopy) are enclosed.

4.1.2. How does the institution plan to meet the need for augmenting the infrastructure to keep

pace with the academic growth?

Institution plan to meet the need for augmenting the infrastructure to keep pace with the

academic growth. Additional books, equipments, infrastructure are added according to the need and

requirements of the college. Need and requirements are found from getting feedback from students,

stakeholders and from faculty in meetings. Different committees of the college are formed,

motivated and encouraged to keep themselves up to date by keeping a watch on emerging trends in

the ever changing academic scene with special reference to various aspects of education. The

institution has effective mechanism for maintenance and proper use of infrastructure. The

infrastructure available with the college meets and exceeds the program requirements. Our all

classrooms are Smart Class Room.

Future plan – 25 lakhs approved by U.G.C. under Jubilee grant for construction of

multipurpose hall.

4.1.3. List the infrastructure facilities available for co-curricular activities and extra

curricular activities including games and sports.

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The college encourages the student’s participation in co-curricular activities by arranging

various programs.

Co-curricular activities: The different Resource Centers, Multipurpose Hall, Seminar Hall and

Activity Room are planned to cater to the divers programmes that are conducted. The Seminar Hall

and Multipurpose Hall are also equipped with sound system with amplifier, LCD Projector,

Adjustable screen, Computer, Tablet Monitor, Visulizer, Power Podium with recording facility and

internet.

Infrastructure for co-curricular activities:

ICT Resource Center

Psychology resource center

Language resource center

Science and Mathematics Resource Center

Home Science and Art and Craft Resource Center

Health and Physical Education Resource Center

Multipurpose Hall with stage

Seminar Hall

Activity Room

Extra curricular activities including games and sports: The above mentioned resource centers and

hall provide a platform for various activities such as intra /college competitions and annual day etc.

The annual sports meet is conducted in the play ground. All the track, field events and games are

conducted in play ground. Besides, the institution has allocated space for indoor games ( like carom,

table tennis. Badminton etc.) and store rooms.

Future plan – Rs. 25 lakhs approved by UGC under Jublee Grant for construction of Multipurpose

Hall.

List of Infrastructure facility available for extra curricular activities:

Hall for Indoor game facility.

Playground and gymnasium is available on sharing basis with sister institution.

4.1.4. Give details on the physical infrastructure shared with other programmes of the

institution or other institutions of the parent society or university.

The institution is encouraged and motivated by the society to share the physical infrastructure

of other sister institutions. The institution shares the following physical infrastructure:

Seminar room.

Multipurpose hall.

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Library.

Canteen

Open air stage.

Hostel, faculty houses and guest room facility.

Dispensary.

Transportation services.

Play Ground.

4.1.5. Give details on the facilities available with the institution to ensure the health and

hygiene of the staff and students (rest rooms for women, wash room facilities for men

and women, canteen, health center, etc.)

The college has adequate facilities to ensure the general health and hygiene of the staff and

the students.

Common rooms are available for boys and girls in the college premises.

Separate wash room for boys and girls have been provided on each floor of the building and

are washed and cleaned with latest chemicals regularly.

Dustbins are placed on all the floors.

Water and electricity supply is available for twenty four hours. A huge generator is installed

to back up the electricity in the event of cuts and the failure of its supply.

Water purifiers are installed for clean and fresh drinking water.

Furnished, airy, well lighted and properly ventilated class rooms, resource centers etc. are

provided. Good quality hygienic food is ensured in the college’s canteens by checking the

quality by the students and faculty on regular basis.

First aid facility is available for staff and students in common rooms, resource centers and

staff room.

4.1.6. Is there any hostel facility for students? If yes, give details on capacity, no of rooms,

occupancy details, recreational facilities including sports and games, health and hygiene

facilities, etc.

We have hostel facility on share basis for boys and girls. We share these facility with sister

institution.

4.2 Maintenance of Infrastructure

4.2.1. What is the budget allocation and utilization in the last five years for the maintenance of

the following? Give justification for the allocation and unspent balance if any.

Building

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Laboratories

Furniture

Equipments

Computers

Transport/Vehicle

No prior budget is allocated for the maintenance of land, building elaboration, furniture,

equipment, computers and vehicles transport however institution has spent a large amount of money

on maintenance of building, laboratories, furniture, equipments and computers during last five years.

( Annexure ( Receipt and payment statement of last five years) attached.

4.2.2. How does the institution plan and ensure that the available infrastructure is optimally

utilized?

College has ensured that the available infrastructure is optimally utilized . Different

committees have been formed to encourage and motivate students and staff members to make

optimum use of available infrastructure. Throughout the day each and every room is utilized for one

or the other activity. Moreover, academic calendar is planned properly and the activities are

distributed throughout the academic session in a way to ensure optimized usage of available

infrastructure. Multipurpose hall is used for morning assembly, various competitions and special

lectures. Seminar hall is used for activities like campus interview for placement services, extension

lectures, conferences, seminars, workshops, meetings etc. ICT Center, language lab, Science lab and

Home Science lab are regularly used for teaching learning process.

4.2.3. How does the institution consider the environmental issues associated with the

infrastructure?

The institution considers the environmental issues associated with the infrastructure through

the following practices:

Rooms are designed specially for cross ventilation and are well lighted.

Traditional trees like Burgad, Amla, Mango and Neem are planted in college premises. Beside

those trees, flowering plants like rose, marigold and seasonal flowers are also planted in

garden. Both types of plants give peace and feeling of nature beauty. It makes oxygen rich

environment in college premises.

Lawns are maintained properly.

Drainage system is under ground.

Use of polythene, plastic is discouraged.

Taps are checked regularly to avoid leakage.

Dustbins have been provided and cleaned regularly.

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Only Compost manure is used in garden.

Meditional herbs like Neem, Amla, Aloevera, Shyama Tulsi, Punarnawa, Karipatta and

Marua are planted.

Plucking of flowers is prohibited.

Noiseless generator.

4.3 Library as a Learning Resource

4.3.1. Does the institution have a qualified librarian and sufficient technical staff to support

the library (materials collection and media/computer services)?

Yes, the institution has a qualified librarian. Her qualifications are: M.A. (History), M.L.I.Sc.,

Diploma in Archives keeping from National Archives of India, New Delhi, CIC (Certificate Course

in Computer), M.A. (Education). The institution has sufficient technical staff to support the librarian.

4.3.2. What are the library resources available to the staff and students? (Number of books-

volumes and titles, journals-national and international, magazines, audio visual

teaching-learning resources, software, internet access, etc.).

Library Resources available to the staff and students:

Reference Books are available for the staff and students in the form of Encyclopaedias -

International, National, Subject wise.

Dictionaries – International, National, Subject wise.

Year books.

Geographical Source – Gazettes, Atlases.

Commission, Committee Reports.

Research and Educational Survey.

Foreign & Rare books

Bibliographies

No of Books = 21830

Titles = 15000

Journals = 56

National = 51

Local = 2

International = 3

E-Journal = 1

E-News letters = = 1

Magazines = 17

Newspaper = 13

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Audio Visual Teaching Learning Resources = more then 151 (CDs / DVD)

Software = SOUL and Magic info (Software)

Internet Access = Yes

Reading Room = 2

Separate reading room for M.Ed. students.

Separate reference section for students & staff.

Separate periodical section for students & staff.

New arrivals are displayed for staff and students.

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 an advisory committee which systematically reviews the library resources to

make acquisition decisions. The library committee consists of Principal, as ex-officio member,

librarian as convener. Other senior members of committee are Dr. Sushila Sangwan, Dr. Seema

Sirohi, Dr. Sunita Arya.

Library committee is very effective in our college. Regular meetings are held during the

session to discuss selection of books, allocation of budget and to fulfill requirements of library

section during the session. We also accept suggestions from the students and teachers for which

suggestion box is kept at the center of library.

Stock verification is a regular feature of the library.

The library is computerized with SOUL software and internet facility is available for the

students and staff.

The college library ensures access to the students by issuing cards. All the B.Ed. students are

given nine books for a year. In addition to that 2 books are issued for a period of 15 days. All the

M.Ed. students can borrow 7 books for a year. Two books can be borrowed for 15 days. Separate

reading room is available for M.Ed. students.

Rich reference section is available for students in which they have access to encyclopedias,

dictionaries, year books, commission / committee reports, bibliographies, gazettes, educational and

research surveys, abstracts, foreign publications, rare books etc.

We have separate periodical section in which we have 56 journals, - international and

national. We have peer reviewed journals also. We are regular subscriber of E-journals, E-news

letters etc.

4.3.4. Is your library computerized? If yes, give details.

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Yes, library is computerized with SOUL software. Database is complete and students can

search books through OPAC.

Library is well equipped with computer, CD’s, DVD’s, Video cassettes, Audio Cassettes etc.

Internet facility is available.

E-journal can be searched as we have international journal of American Researcher on line.

Some E-Newsletters are also available for students.

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 institution’s library has computer with internet facility, accessible to students and

teachers. On an average 50 students and staff members access internet daily. E-journals and E-News

letters are available for the students and staff to access with.

4.3.6. Does the institution make use of Inflibnet/Delnet/IUC facilities? If yes, give details.

At present the above mentioned facilities are not available but we are planning to join

DELNET in near future for which process has already been started.

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.)

Details of working days of library:

Working days = 248

Working hours = 6.5 hrs.

Timings = 8.30 AM to 3 PM

Library remains open during winter and summer vocations.

4.3.8. How do the staff and students come to know of the new arrivals?

New arrival stand is placed in M.Ed. reading room. New titles are displayed on display racks

and wall mounted LCD. This motivates the readers to go through these new arrivals. Latest issues of

journals are displayed on the front of periodical rack and others are kept inside the rack.

Orientation of students is a regular feature of our college in which we make them aware about

the services of the library. Exhibition of old and rare books is also a practice in our institution.

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 library has a book Bank facility in our college. Set of Nine books are issued to all the

students i.e. B.Ed., M.Ed. for whole session. In addition 2 books are issued on card for a period of

fifteen days.

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4.3.10. What are the special facilities offered by the library to the visually and physically

challenged persons?

Various audio CDs and audio track and instructional material in text form are available in

computers with head phones. Library is situated at ground floor and way to library is barrier free. We

are planning to keep Braille material for blind students.

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.

The Institution has an ICT Resource Center and Language Resource Center and institution has

up-to date following ICT facility in whole institution promises:

No. of Computers - 70

No. of Printers: - 11

o Inkjet - 1 (black)

o Inkjet - 1 ( coloured)

o LaserJet - 8 (black)

o LaserJet - 1 ( coloured.)

External DVD writer - 01

No. of Laptop - 15

No. of LCD Projector - 09

TV - 05

VCR - 01

Music System - 01

Camera - 03

Video Camera - 01

OHP - 05

Slide Projector - 01

Tablet Monitor - 05

Document Camera - 08

LAN Facility - Available

Sound system with amplifier and Wire, wireless and collar mike are used in Hall and Seminar Hall.

CCTV Cameras are fitted in college campus.

Software :

o window XP.

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o window 7.

o window 8 .

o MS office – 3,7.10 and 13.

(Paper licensed by Microsoft)

Various application software are available and uses by students..

(Paper licensed by Microsoft and free downloaded by internet)

Broadband connectivity available in Resource Centres, Smart classrooms, library, offices and faculty

rooms.

For power backup 3 UPS (On line) are available with minimum 2 hours backup and and generator is

also available.

The following instructional material is used by students and faculty at ICT center , Resource

Centers and smart class rooms –

Educational CDs and DVDs

Videos of some important topics like Research methodology, teaching skills, blooms

taxonomy, pedagogy analysis, information technology and Micro teaching , constructivism by

eminent educationist.

Videos of students’ presentation of micro teaching used for feedback to students.

Transparencies.

Self instructional modules related to ICT and Art and Craft.

Power point presentations .

Audio CD’s, Video CD’s.

PPT resource bank.

Printed material for various topics.


models).

Lectures of faculty in audio form and video form.

Developed directory of URL address.

Interactive CD’s

Functioning:

Developed catalogue of on line links is available in MS-Word file and hard copy is easily

accessible to students.

Developed Power point Presentations.

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Instructional material downloaded in the form of MS-Word file and hard copy is also

available.

News letter subscribed for students and faculty proceed with the pace of global trends these

are –

o Mind Tool

(Hard copies of important topics are also available in at ICT resource center and library.)

Some PPTs are uploaded by students of Computer Science on YouTube which are accessible

at global platform.

Organizing and printing of workshop brochure.

Downloading of software is available at ICT center and other resource center and institution

which convert text in to Audio form. This software is very useful for

visually impaired and partially impaired child.

Developed computerized transparency for all subjects.

Scanned old Archives of institution and stored in CD form.

Developed web pages and websites by students.

For easy access and optimum use of these facilities ICT resource center, language resource center,

library, common rooms and activity center have open access to ICT facilities, besides that internet

connectivity is available in all the computers of institution. Teacher incharge and proctor guide and

supervise the students according to their need. Proper time is given in timetable for ICT related

theory classes and practicals.

4.4.2. Is there a provision in the curriculum for imparting computer skills to all students? If

yes give details on the major skills included

Information and communication technology is one of the foundation courses in the B.Ed. curriculum

and ICT Enabled practical is compulsory for all students. Major skills included in curriculum are:

Define the concept of ICT

Understand the role of Information Communication Technology in present and future

Get awareness of computer usage and its importance in education

Define the scope and importance of educational technology in contemporary society.

Demonstrate the use of ICT in Education.

Demonstrate the use of MS Window and MS Office

Demonstrate the use of ICT and its integration in education.

Demonstrate the use of internet for teaching.

Use ICTs to develop digital portfolios in their teaching subjects

Use effectively the ICTs and the pedagogies associated with them

Introduction to computers, internet, virus and multimedia.

See in Annexure B.Ed. Syllabus, Page No. 103.

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4.4.3. How and to what extent does the institution incorporate and make use of the new

technologies/ICT in curriculum transactional processes?

Staff members are exposed to ICT/new technologies available during seminars, workshops etc.

various training programs are organized from time to time to enhance and update the knowledge

related to ICT or new technology.

Lecturers are motivated and trained to prepare and use power point presentation.

Teaching faculty are motivated to prepare and deliver their lectures through the smart class

room resources like power point presentations, tablet monitor, Document camera and

projectors etc.

Internet facility is available.

Various Training and competitions are organized in the institution to enhance ICT (Prepare

slides, transparency, power point presentations etc.)

ICT Center enables the teachers to teach using on-line resources.

Multipurpose hall is equipped with 55” LCD TV to have live telecast of learning videos,

News and knowledge channels. LCD TV also placed at ICT Centre and library for these

purposes.

Institution has 15 laptops. One laptop is issued to every teacher to prepare ICT material and

use it in teaching learning process.

College has smart class rooms with tablet monitor, screen, LCD projectors, podium with

mike, document camera, OHP, Power Podium with Amplifier and USB port for curriculum

transaction process.

4.4.4. What are major areas and initiatives for which student teachers use /adopt technology

in practice teaching? (Developing lessons plans, classroom transactions, evaluation,

preparation of teaching aids)

Technology is used by student teachers during teaching in many ways.

They develop their lesson plans, teaching aids and prepare result of test (Conducted during

teaching practice) by using various e-resources.

They deliver their lesson through power point presentation,

They prepare result of school students in MS Excel.

The student teachers also take great assistance in preparing their teaching aids by using ICT.

In Language, prospective teachers make use of software (Orel) available in the language

resource center to improve pronunciation and various skills for teaching.

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4.5 Other Facilities

4.5.1. How is the instructional infrastructure optimally used? Does the institution share its

facilities with others e.g.: serve as information technology resource in education to the

institution (beyond the program), to other institutions and to the community.

All the students and staff members use each and every resource of infrastructure optimally.

All the class rooms ,labs, library, canteen, playgrounds, sanitation facilities etc. are optimally used

during the college hours.

Various competitions and cultural events (during celebrations) are conducted in the college

through optimum utilization of available infrastructure.

The college is always ready to utilize it’s infrastructure for the welfare of community. The

institution shares the resources with other sister institutions.

Information technology resource share with sister institution (CR.M. Public School)

Seminar room and multipurpose Hall are used for organizing programmes, seminars and

meetings by the many organizations like - Haryana Union of Journalism, IGNOU orientation

programmes and teleconferencing, meeting of our Management Society etc.

IGNOU Study Center use our class rooms on Sunday and in summer vacations for teaching

and examination purpose.

The available infrastructure / facilities are shared by both courses run by the institution (B.Ed.

and M.Ed.)

4.5.2. What are the various audio-visual facilities/materials (CDs, audio and video cassettes

and other materials related to the program) available with the institution? How are the

student teachers encouraged to optimally use them for learning including practice

teaching?

The following instructional material/ audio –visual material is available and is used by student

teachers –

Audio CD’s and Video CD’s.

Cassettes.

Power point presentations resource bank (used in practice teaching).

Lectures of faculty in audio form and video form are available in CD form and available in

computers. (Used for self study).

Videos of some important topics like Research methodology, teaching skills, Blooms

taxonomy, pedagogy analysis, information technology and Micro teaching , constructivism

(Used for self study ).

Videos of students’ presentation of micro teaching used for feedback to students.

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Printed material for various topics.

Self instructional modules in ICT and Art and Craft. (Used for self study ).


models).

Lectures of faculty in audio form and video form.

Directory of URL address. ( to make easy internet surfing)

Transparencies.

Interactive CD’s.

Developed Power point Presentations by every student.

Instruction material is downloaded in the form of MS-Word file and also hard copy is

available.

Some power point presentations are uploaded by students of computer Science on YouTube

and other social sites which are accessible at global platform.

Downloaded software is available at Resource Room ICT center and other resource centers

which convert text in to Audio form. This software is very useful for visually impaired and

partially impaired student.

Hand made, photo copied and computerized transparencies available in all subjects.

Charts

Flash cards (FIP Books).

Question Bank

Models

Posters

Hand outs

Pamphlets

Equipments and specimen in Science resource center.

For easy access and optimum use of these facilities, these are available at concerned ICT resource

center, language resource centers, other resource centers and library. The student-teachers are

encouraged to use these available resources in their teaching. Faculty members train them to use

these audio visual materials and resources in their own teaching learning. It is compulsory for all

prospective teachers to make charts, slides, models transparencies and power point presentations in

their discussion lesson and teaching practice.

Equipments, charts, models, and specimens from Science resource center are issued to the

students for conducting experiment and using as teaching aids during teaching practice. An issue

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register is maintained by the Science teacher. Students are also encouraged to share the materials

during teaching practice so that these can be utilized optimally.

All Students are encouraged to use ICT for delivering their lessons during discussion lessons.

Many student teachers have delivered instructions through laptop and self made and issued PPT from

ICT center during teaching practice in schools. This led to improvement in quality of teaching in term

of clarity of concepts, increased attention and motivation and better grasp of content by school

students.

4.5.3. What are the various general and methods Laboratories available with the institution?

How does the institution enhance the facilities and ensure maintenance of the equipment

and other facilities?

The fully equipped general laboratories/ Resource Center available at institution are:

Psychology Resource Center

Science and Math Resource Center

ICT Resource Center

Home Science and Art and Craft Resource Center

Language Resource Center

Health and physical Resource Center

The facilities are enhanced by the institution by ensuring proper utilization of these resources

by students and faculty members in their teaching learning process. The concerned incharge of all the

labs take the responsibility of proper handling of equipments and always keep them in working

condition. They also work towards keeping the lab up to date by introducing new material from time

to time. The college has received various grants from UGC for equipments and books. We have

converted our all classrooms in Smart Class Rooms. Annual maintenance of computers are given to

eminent hardware professional.

The students are assisted by the incharges to handle and make optimum use of these resources

in their teaching learning process whenever and wherever required.

4.5.4. Give details on the facilities like multipurpose hall, workshop, music and sports,

transports etc. available with the institution.

A well furnished and well equipped multipurpose hall is available in the college which is

utilized for various purposes like organizing various co-curricular activities and celebrations not only

by college but also by the other sister institutions. This hall is well equipped with LED projector,

Screen, Sound System with Amplifier, Power Podium with mike and white board.

Institution has a Seminar Hall equipped with latest technologies like Computer, Tablet

Monitor, LCD Projector, Screen, Sound system and Internet. It has also Smart TV with Tata Sky

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Dish in which knowledge channel like Discovery, Net Geography, History ,Gyan Darshan of

NCERT, Active Services (English ,G.K, Cooking, fun learning) and news channels are subscribed.

Facilities for indoor and out door games like Table Tennis, Badminton, Chess, Carom and

Cricket are also available.

The institution avails transport facility on share basis with sister institution on rental basis.

4.5.5. Are the classrooms equipped for the use of latest technologies for teaching? If yes, give

details. If no, indicate the institution’s future plans to modernize the classrooms.

Yes, all the classrooms are well equipped for the use of latest technology for teaching. There

are provisions of plugs, switch boards, On Line UPS ((with 2 hours back up) and Generator to use

various technologies and Audio-visual aids. All the classrooms are spacious and enough space is

provided to make use of audio-visual aids in classroom. We have all classrooms as smart classrooms

that are well equipped with all the facilities. Class rooms are equipped with Computer, Tablet

Monitor, Document Camera, Over Head Projector, Screen, LED Projector. Every teacher has been

issued laptop for teaching learning purpose.

4.6 Best Practices in Infrastructure and Learning Resources

4.6.1. How does the faculty seek to model and reflect on the best practice in the diversity of

instruction, including the use of technology?

All the faculty members possess computer skills that are intelligently applied wherever

possible in an effective and efficient manner. Various seminars, workshops are conducted from time

to time to enhance and update their knowledge. Our rich library and ICT lab are the heart of our

institution. The faculty members themselves make full use of library and ICT center to keep

themselves up to date and it also motivates the students to make use of these available resources.

Laptop is issued to each faculty member to make instructional material. Faculty uses power point

presentations, web pages, transparencies, internet and other software during teaching learning

process.

4.6.2. List innovative practices related to the use of ICT, which contributed to quality

enhancement.

All class rooms are Smart class rooms.

Broadband connectivity is available in all Resource Centers, Smart classrooms, library,

offices and faculty rooms.

Staff and faculty members use ICT in regular way

Faculty members deliver lectures through power point presentations in smart class rooms.

Many student teachers have delivered instructions through PPT (self made and issued from

ICT center) during teaching practice in school.

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It is compulsory for all students to make ppts in their discussion lesson and teaching practice.

Tablet Monitor, Document Camera, OHP and Projectors are used in teaching learning

process.

Subscription of Online journals and news letters.

Internet facility is available in all resource centers, class rooms and faculty rooms.

E-learning materials are available for faculty and students

Videos collection of some eminent personalities on emerging topics like research

methodology and related to ICT are used for learning.

PPT resource bank

CD’s and DVD’s Bank

Self instruction modules

Catalog of various websites

Students who offer Teaching of Computer Science upload power point presentations on

YouTube and seek recognition at global platform.

Software for blind students are available

4.6.3. What innovations/best practices in ‘Infrastructure and Learning Resources’ are in

vogue or adopted/adapted by the institution?

All infrastructures are as per NCTE norms and it is optimally Utilized.

Use of technology in teaching learning has been the major focus in the recent years.

Smart class rooms have been set up. The equipments included in smart classroom are : Tablet

Monitor, Computer, Document Camera, Over Head Projector, LCD Projector . Screen

Students are encouraged and assisted in using technology-based

resources for their own studies as well as during practice teaching.

o They use Internet for their projects and assignment.

o They also use internet for preparing lesson plans and teaching aids during practice

teaching.

o They use ppt during discussion lesson and teaching practice.

Teachers have developed ICT based learning resources on various topics

of the syllabus. Teachers also use computer and the internet as a tool to

aid teaching and evaluation.

Videos of some important topics like Research methodology, teaching skills, blooms

taxonomy, pedagogy analysis, information technology and Micro teaching , constructivism

are available in form of CDs and in computers .

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Self instructional modules are available on ICT and Art and Craft subjects.

Some PPTs are uploaded by students of Computer Science on YouTube which are accessible

at global platform.

Downloaded software is available at ICT center and other resource centers and in resource

room which convert text in to Audio form. This software is very useful for visually

impaired and partially impaired child.

Provide adequate power back up through On line UPS and Generator to whole campus.

Library is computerized with SOUL software. Database is complete.

Language resource center has OREL software.

Rich reference section is available for students in which they have access to encyclopaedias,

dictionaries, year books, commission/committee reports, bibliographies, gazettes, educational

and research surveys, abstracts, foreign publications, rare books etc.

We have separate periodical section in which we have 56 journals, international and national.

We are regular subscriber of E-journals, E-news letters etc.

Orientation of students is a regular feature of our college in which we make them aware about

the services of the library. Exhibition of old and rare books is also a practice in our institution

The library has a Book Bank facility in our college. Set of Seven books are issued to all the

students i.e. B.Ed., M.Ed. for whole session. In addition 2 books are issued on card for a

period of fifteen days.

The institution allocate appropriate budget and avail grants for the expansion and maintenance

of infrastructure.

We have shared our facilities with sister institutions and other organizations.


assessment

1. What were the evaluative observations made under Infrastructure and Learning

Resources in the previous assessment report and how have they been acted upon?

Equip the Girls common room with more seating arrangements and retiring facilities.

We have separate Girls common room with more seating arrangements and retiring

facilities. The Facilities are: Sitting arrangement, Indoor games, Exercise cycle, Computer

with learning material, Firs- Aid box


institution since the previous Assessment and Accreditation with regard to

Infrastructure and Learning Resources?

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The following quality sustenance and enhancement measures have been undertaken by the

institution since the previous Assessment and Accreditation with regard to Infrastructure and

Learning Resources

We have added Block II in our campus which has class rooms hall etc.

Language laboratory established with OREL software in 2009.

Smart Class Rooms are established.

AC fitted in resource centers, library and Seminar Hall for comfortable learning environment.

Provided water facility at first floor.

Rain Water Harvesting Structure is developed to irrigate the plants/ trees and lawns.

The following ICT related equipments and resources are added after previous Assessment and

Accreditation:

o Computers - 26

o Laptop - 10

o Camera - 04

o Laser Jet Printer (black) - 08

o Laser Jet Printer (coloured) - 01

o DVD Player - 01

o Document Camera - 08

o Tablet Monitor - 05

o Projectors - 09

o CCTV Cameras in library, entrance and corridors.

o Sound system with amplifier in multipurpose hall and class rooms.

o 1 Broadband connection general) , 5 Broadband connection under NME scheme and 4

Wi max connection ( Wi-Fi). We convert these connections in router.

o Broadband connectivity available in all Resource centers, Smart classrooms, library,

offices and faculty rooms.

o Videos of student’s presentation of micro teaching used for feedback to students.

o Self instructional modules related to ICT and Art and Craft.

o Power point presentation created by students.

o PPT resource bank.

o Lectures of faculty in audio form and video form.

o Developed directory of URL address67yu

50 psychological tests added in Psychological Resource Center.

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Library is computerized with SOUL software. Database is complete and students can search

books through OPAC.

Internet facility is available in library.

E-journal can be searched as we have international journal of American Researcher on line.

E-Newsletters are also available for students.

For power backup Generator and 3 UPS (On line) available with minimum 2 hours backup.

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Criterion V

Student Support

And Progression

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5.1 Student Progression

5.1.1. How does the institution assess the student’s preparedness for the programme and

ensure that they receive appropriate academic and professional advice through the

commencement of their professional education programme (student’s pre-requisite

knowledge and skill to advance) to completion?

The admissions are made strictly in order of merit obtained in qualifying examination. At the

college level the student teachers’s preparedness for the programme is assessed through the following

ways.

At the beginning of the session, introduction session (self introduction)is organised and

students also give views about the B.Ed programme.

We diagnose students through simple diagnostic test to find out level of computer literacy.

We assess the various skills of the students through on line self evaluation tools at the

beginning of the session and output of these assessments is analysed and communicated to

student teachers and feedback is given to them. The skills are:

o Leadership skill.

o Communication skill.

o Time management skill.

o Problem solving skill.

o Decision making skill.

In morning assembly students give their views about life, society, profession etc.

General classroom behavior is assessed during teaching.

Knowledge of behavior problems and barriers to achieve the target is assessed by the tutorials

incharge.

Before teaching practice, we asses the level and status regarding teaching through micro

teaching skill, mega lessons and discussion lessons. We provide skill observation proforma

cum rating scale during micro teaching session and discussion lesson observation proforma

during discussion lesson in both teaching subjects.

During teaching practice student teachers’ teaching competency and verbal behaviour are

assessed through GTC scale and Flander’s interaction analysis system and also student

teachers’ behaviour in class rooms are assessed through general observation by faculty

members.

Organizing various activities in their respective clubs.

153

Various co-curricular activities organized at college, inter college level.

Preparing assignment.

Class tests.

Conducting and delivering seminars.

First (two questions test) and second (five question test).

We organize three days orientation programme to make students aware about the course and

other activities. So, that they get exhaustive information about the whole programme. The students

are made aware of the behavioral objectives of the programme which they have to acquire through

the activities during the session.

It is ensured throughout the session that the students are receiving appropriate academic and

professional advice through the following activities:

Three days orientation programme

We do one week program in computer literacy, Soft skills and training of handling smart

classroom equipments for students. For this programme we organize two sessions in a day for

one week.

Tutorials

Special remedial teaching session organized.

Aware students about new approaches adopted by schools.

Organizing various co-curricular activities.

Organize various community based activities.

Work experience programme.

Expert lectures organized .

Students who need special guidance are guided through Guidance and Counseling cell to

solve their personal and professional problem.

5.1.2. How does the institution ensure that the campus environment promotes motivation,

satisfaction, development, and performance improvement of the students?

Our institution strives to provide intellectual and professional stimulating environment at its

campus. The institution has healthy tradition which provide healthy environment to students that

promotes motivation, satisfaction, development and performance improvement of the students.

Features promoting motivational level:

Provide stress free environment.

Easy availability of teachers for guidance.

Fully equipped library and Resource centers .

154

Internet facility available for students.

Provide homely environment to students where they feel attachment to college.

Professional and Practical approach of teacher educators

Activities promoting motivation and performance level:

Team teaching programme

Co-operative learning programme

Peer tutoring

Teacher as facilitators, teachers as counsellor’s

Personality development programme.

Quick grievance redressel through grievance redressal committee

Organization of chhatrapanchayat

Various activities organized by the chhatrapanchayat:

Students as editors of college magazine.

Students as committee members in deferent committees.

Celebrating fair and festivals by mutual cooperation

Celebrating cultural events.

Organizing co-curricular activities.

Organizing different club activities.

Organizing different community based programme.

Community based programme.

5.1.3. Give gender-wise drop-out rate after admission in the last five years and list

possible reasons for the drop out. Describe (if any) the mechanism adopted by the

institution for controlling the drop out?

None of the students left the courses (B.Ed., M.Ed.) which can be termed as drop out in the

last five years. Guidance and counseling is provided to the students whenever discomfort with

educational programme is discovered by any of the student. The college devised the attendance

monitoring system (AMS) to prevent the dropout due to poor academic performance and acute

attendance shortage. The institution undertakes student counseling, parent counseling regarding their

wards and remedial classes to nil dropout rate and facilitates course completion.

155

5.1.4. What additional services are provided to students for enabling them to compete for the

jobs and progress to higher education? How many students appeared/qualified in SLET,

NET, Central/State services through competitive examination in the last two years?

Additional services are provided to the students to compete for jobs and to enter in higher education

by:

1. Providing effective library facility.

2. Providing guidelines to M.Ed. for preparation of UGC-NET exam during class teaching.

3. Our M.Ed. syllabus is framed according to NET syllabus.

4. Motivating M.Ed. for research project and encouraging for Doctorate afterwards.

5. Selecting particular research areas for M.Ed. students where they can excel in future for Ph.D.

6. Enabling B.Ed. students to set their targets for M.Ed. and even in higher level in the field of

education.

7. Making them to love their profession by setting examples before them.

8. A good number of training programmes organized.

9. Teacher educators try their best to be the role model for their pupil teachers by excelling in

their skills.

10. Enabling them to know their caliber and capacity by providing them various psychological

testing, wherever needed.

11. Guidance and Counseling Cell guides student teachers to choose appropriate course and

profession after completion of B.Ed and M.Ed..

12. On line career counseling is provided to them by using Sakshat Portal of National Mission of

Education (ICT), in which they gets adequate advice for choosing their career in future.

13. Information regarding the vacancies and various courses are displayed on display board.

14. College organized campus interview through placement cell.

Students /qualified in SLET, NET, Central/State services through competitive examination in the last

two years:

Competitive examination 2010-11 2011-12

1 SLET/HTAT / CTAT 26 23

2 NET 15 4

3 Other Central/State services through competitive examination

5.1.5. What percentage of students on an average goes for further studies/ chooses teaching as

a career? Give details for the last three years?

Percentage of students goes for further studies and teaching as a career :

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Session For Further studies For teaching

2009-10 34.84 % 22.64 %

2010-11 15.45 % 28.38 %

2011-12 18.33 % 38.33 %

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.

Our students are associated with us even after passing out from the institution. They visit us

regularly to seek advice and consult library for their research work and preparation of competitive

examinations and we issue books to them for a month under our inter library loan service. They can

also avail our internet facility in library, ICT Resource Center, and language Resource Center.

Research scholars of M.Phil. and Ph.D. use SPSS software for data analysis installed in ICT Resource

Center’s computers. Our college’ librarian delivered radio talk on library as career: in “Yuva Shakti“

Programm on All India Radio, Rohtak. Our IQAC organized workshop on computer hardware and

software for students, school teachers, alumni and teacher educators.

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.

We have well established placement and guidance cell in our campus. Placement cell utilizes

display board to highlight available job options (News paper cutting) for the students.

We organised campus interview. For this, Letters to all leading public school of Rohtak were sent by

the placement cell to facilitate the placement of B.Ed. and M.Ed. students. A good number of schools

responded positively to our invitation and school heads come for placement of students. Some of

such schools were MDN Public School, Pathania Public School, Campus school, Jai Senior

Secondary School, Mahendra Model School, CRM Public School. Many students were selected in

these schools.

Number of students benefited by placement cell

Year Number of students who were benefited.

2010-11 24

2011-12 26

The placement cell coordinates all placement related activities. The cell actively trains the

students on soft skills, communication skills and personality development for effective placement.

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The cell organizes regular mock interviews and career talks and career counseling to increase

students competency and confidence. The placement cell also provides guidance counseling to

student. Placement cell organized training on various crafts to prepare students for self employment.

5.1.8. What are the difficulties (if any) faced by placement cell? How does the institution over

come these difficulties?

Difficulties faced by placement cell include:

Inaccessibility for distant students.

Seeking jobs in nearby areas especially for female teachers.

Getting feedback from the students who get jobs through the cell.

Unavailability of data who have got jobs already and who really require it.

Strategies to overcome the difficulties:

Collaborating with college alumni and getting the information from them regularly.

Trying to place the teachers in nearby areas.

We have introduced C.R. Alumni account on Face - book for getting information in this

regard.

5.1.9. Does the institution have arrangements with practice teaching schools for placement of

the student teachers?

Our practice teaching schools approach us for getting good teachers. Many of the schools

identify good teachers during teaching practice on the basis of their performance, the jobs are offered

to them. Also, our placement cell prepares a data of vacancies available in nearby schools and

organizes a campus interview to provide placement to our students. The government schools do not

have the authority to recruit anybody for teaching positions.

5.1.10. What are the resources (financial, human and ICT) provided by the institution to the

placement cell?

We have well established placement cell. The institution provides all kinds of resources i.e.

financial, human and ICT related to the placement cell. The placement incharge has at her disposal a

computer, printer with internet connection and a office telephone and mobile to make contacts with

different schools. For presentations, interviews or written tests the seminar hall is used.

5.2 Student Support

5.2.1. How are the curricular (teaching- learning processes), co-curricular and extra

curricular programmes planned, (developing academic calendar, communication across

the institution, feedback) evaluated and revised to achieve the objectives and effective

implementation of the curriculum?

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All the components of curricular, co-curricular and extra curricular are identified and

translated to various activities. For all these activities the college develops its academic calendar, to

be followed throughout the year. The academic calendar is planned in the beginning of every session.

The time table is prepared for each section for each day. The calendar of activities is not rigid.

Though planned in accordance with the institutional calendar, if due to certain reasons, some events

need to be shifted, they are shifted.

Schedule for each activity or programme is notified to all the faculty and students well in time

through display board, circular , classroom announcements and on website. In order to achieve the

associated objectives of each programme, the following three stages are planned for effective

implementation:

Pre-execution stage

Execution stage

Evaluation and Feedback stage

In the pre-execution stage meeting is held with the concerned committee members. Planning

is done in terms of syllabus requirements, academic calendar, time table, material required etc.

Accordingly instructions are given to the committee members and a date is fixed by which the

allotted work is to be done.

In the second stage the activities / programmes are executed as per the planning.

In the third stage another staff meeting is held and evaluation is done and feedback is taken

from the faculty. Suggestions are discussed and the concerned committees incharges are advised to

note down for their future references. Feedback is also taken from the students through formal and

informal interaction modes. Proforma is filled by students after teaching to get their opinions and

suggestions regarding course, teaching practice and institution.

Earn while learn scheme is introduce to support students activities.

Various short term training programmes organized for students.

5.2.2. How is the curricular planning done differently for physically challenged students?

3% seats are reserved for admission to B.Ed. as per government policy. However, the

institution is very sensitive towards the special needs of physically challenged students. Since their

needs are different and depend upon the type of disability, it is planned that in the event of such

admissions, special committee will be created to identify their special needs and the material needed

will be purchased.

Institution has resource room in which the following arrangements are done:

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For blind students

Text to audio convertor software in computers for blind and partially blind students

Subject material typed in computer which is used for Text to Audio Software.

Non-glassy papers.

Recorded lectures.

Some audio video CDs are provided to them.

For Hearing impaired students

Amplifier

Head phones

Audio-video CD’s developed by faculty members are available in computers.

Instructional material in the form of Books and e-form is available and properly utilized .

We issue two more books for one month in addition to 7 books (issued for one year)

For orthopedically impaired

Classes, library common room and examination center are situated at ground floor.

5.2.3. Does the institution have mentoring arrangements? If yes, how is it organized?

The institution has provisions for tutorials in time table. Mentoring is provided in these

tutorial periods, informal mentoring is resorted to by the faculty as and when required. In tutorials

they are encouraged and motivated to explore the potentials. In the B.Ed. programme during practice

teaching, students are given individual guidance related to their strength and weakness in teaching

and are suggested ways by which they can make their teaching more effective.

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?

The institution has following provisions to enhance the effectiveness of faculty in teaching

and monitoring of students:

Well equipped smart class room

Special features of smart class room are :

o Tablet monitor with CPU

o Podium with mike.

o Screen

o L.C.D. Projector

o Document Camera (visualizer)

o Overhead projector

Well equipped ICT center

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Special features of ICT center are:

o Multimedia computers with internet facility

o Laptops are issued to faculty members to prepare ICT related instructional material.

o PPT collection of various subjects and school subjects

o Audio-Video CD’s collection on various subjects and school subjects

o Transparency collection of various subjects and school subjects

o Video camera

o Digital camera

o Laser printer for output of print material

o Slide projector


Language lab

Special features of language lab are :

o OREL software teacher (consol)

o Printer


o L.C.D. Projector


We have equipments and facilities of demonstration up to class-X in Science and Math

Resource Center.

In Psychology Resource Center we have more then 150 psychology tests.

Beside that we have rich library with large collection of books, encyclopaedias, offline and

on-line journals, magazines, newspapers and reading facilities.

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. Following information is posted on the site (1)

Vision, (2) Mission, (3) Goals and Objectives, (4) Programmes Offered, (5) Eligibility Criteria for

admission, (6) Admission policy and process, (7) Academic calendar, (8) Infrastructural facilities, (9)

Information regarding principal and faculty members, (10) Upcoming events (11) Achievements of

the students, (12) Activities conducted in the college both curricular as well as co-curricular.

Our website is dynamic so it is updated regularly by ICT center incharge.

5.2.6. Does the institution have a remedial programme for academically low achievers? If yes,

give details.

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Remedial programme for low achievers have been rationalized. Low achievers are identified

on the basis of their performance in the diagnostic test, class tests, house examinations. They are

called by the respective faculty member individually and their areas of weakness are discussed with

them. Apart from giving special alternatives to them in the class, a provision is made for special

classes for such students. The institution provides the remedial courses for weak students during

vacations by offering them orientation specifically in computer application and communication skill.

5.2.7. What specific teaching strategies are adopted for teaching

a) Advanced learners and (b) Slow Learners

The quality of education depends on the impetus given to assist slow learners to improve and

to stimulate advanced learners to excel.

Teaching strategies for Advance Learner

Special seminars, projects and assignments

Paper presentations

Playing a major role in organizing intra / inter collegiate competitions

Participation in inter college competitions

Responsibilities as a proctor in ICT practical

Group leader

More exposure to extra sources of information such as the internet

Extra responsibilities given to advance learners like contribution in college magazine, wall

papers, website etc.

Giving higher level responsibilities in organizing the activities in method clubs

Teaching strategies for Slow Learners

In the beginning of the session after orientation and talent search we do one week program in

computer literacy. We diagnose students through simple diagnostic test to find out level of

computer literacy. After that we divide students in three groups: Advance learner, mediocre

learner, and learner having no knowledge of computer. Here we use proctor system and peer

teaching method, in which advance learner trains mediocre and students having no knowledge

of computer operation. After one week practice of computer operation, all the students have

the basic knowledge of operating computers which is required for student teachers in teaching

practice.

Remedial teaching

Tutorial classes

Personal counselling

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Recognize special needs

Counselling of parents regarding their wards

Follow-ups for the slow learner

Collective efforts of all faculty members

8. What are the various guidance and counseling services available to the students? Give

details.

The institution provides guidance and counseling service to the students. The institution

organizes orientation programme for newly admitted students, where students are welcomed and are

acquainted to the objectives, past achievements, infrastructure of the institution, library rules,

schedule of activities, the evaluation procedures and other requirements of the course. Apart from

this, institution has guidance and counseling cell in which students are provided guidance related to

their profession, personal, social and emotional matter. Various special lectures are organized.

In counseling cell following services are available:

Observation of the students by teacher educators

Observation of behaviour of peer students

Diagnosis of the problem

Counseling session

Feedback session

Guidance and counseling related to profession, personal, social and emotional matter.

At the time of admission the teachers of the admission committee help/ counsel the students

regarding the choice of their teaching and the optional subjects.

On line career counseling provided to them by using Sakshat Portal of National Mission of

Education (ICT) in which they get adequate advice for choosing their career in future.

Family counseling is provided specially to married female students having young children.

Our faculty members are delivered radio talks on career counseling at All India Radio, Rohtak

regularly.

9. What is the grievance redressal mechanism adopted by the institution for students?

What are the major grievances redressed in last two years?

The grievance redressal cell was constituted in August 2008.It redresses the grievances at

individual and class level and grievance of common interest. The cell maintains a conducive and

unprejudiced educational environment. Complaints are dropped in the ‘suggestion box’ by students

and parents and oral complaints are also redressed. All complaints are scrutinized by the committee

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members of grievance redressal cell. Since grievances have been of minor nature all grievances have

been instantaneously redressed

Grievance Redressal:

Nature of grievance Remedial Measures

New boards in classrooms Green boards were installed

Request to extend the library timing The timing was rescheduled

Water cooler at first floor Water cooler was installed at first floor

Improper hanging of ceiling fans in class

rooms

New arrangement for hanging of ceiling

fans in class room

Water cooler outlet was near toilet Water cooler outlet was fitted apart from

the toilet

10. How is the progress of the candidates at different stages of programs monitored and

advised?

As per curriculum transactions requirements, each student has to appear in the two terminal

examinations before appearing in the final examination ( internal ) and final examination( external)

Progress of candidates at different stages are monitored and advised through these steps:

Regular teaching

Class assignments

Sudden class tests

Observation and rating of teaching skills during micro teaching session

Observation and rating of discussion lesson

After teaching practice, we analyze Flander Interaction Analysis and General Teaching

Competency Scale score of each student.

First terminal test.

Second terminal test

Observation and rating of 2nd

discussion lesson

Seminars and paper presentations

Group discussions

Project work

Practicals

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After every monitoring each student at regular intervals, the performance of students is noted,

reported and advised. Progress of students is prepared and discussed with students and motivated

accordingly. Slow learners are identified for special attention and remedial classes.

11. How does the institution ensure the students’ 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?

In pre-practice teaching preparation, students are trained and educated in developing and

writing a perfect ‘lesson plan’. They do practice of writing lesson plan on different topics and get

these checked by their teachers. They are required to write 40 lesson plans.

Students competency to begin practice teaching is ensured through the following activities :

Micro-Teaching

Orientation: Theoretical orientation of the concept of micro teaching and teaching skills is

provided to the students The students are divided in the 5-8 groups and each group, under

supervision of one faculty member, practices 5 skills in micro-teaching sessions. Following

skills are practiced –

o The skill of set induction

o The skill of questioning

o The skill of illustration with example

o The skill of stimulus variation

o Skill of reinforcement

Demonstration of skills by teacher and videos: Lesson of each skill given by faculty member

to clarify the components and effective use of the skill.

Planning session

Performance by Students : 5 micro lessons given in both teaching subjects

Feedback Session by peers , supervisor and through video recording

Re-teaching by students

Re-Feedback

Macro Teaching

5 mega lessons are delivered by student teachers in simulation in which integration of

teaching skills are used.

Two discussion lessons are delivered in both teaching subjects by the student teachers before

and after practice teaching in which scores are given to student teachers by supervisors.

Feedback session by peers and supervisor and self-evaluation through proforma

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Simultaneously, in the method classes, the method teachers discuss the various approaches,

methods and techniques and provide hands on practice in formulation of instruction objectives, lesson

planning and preparing teaching aids.

Provide training in use of ICT and its integration in education.

Practice Teaching

Students are sent to various schools under the guidance of faculty members as supervisors in

internship programmes

Preparation of lesson plan

Delivering lesson plan by students

Observation of lesson by supervisor , M.Ed. students and subject teacher of school.

Feedback Session

Follow-up support in the field

During practice teaching, two faculty members are deputed in each school. He / she is always

with the students when they go for practice teaching and provides formal written feedback in the

lesson plan files and also provides support to them in case of any problem. This gives the students a

confidence during their stay at the school. The feedback given to the students by the supervisor is

discussed with the students for further clarity. This helps the students to realise their limitations and

they can further modify their teaching as per demands of the situation. Apart from this, school

teachers help in selection of content to be taught in school. Subject teacher and M.Ed. students give

written and oral feedback to student teachers.

Beside that after orientation and talent search we do one week program in computer literacy,

training of handling smart classroom equipments and soft skills. After one week practice of computer

operation, all students know the basic knowledge of operating computers and smart class room

equipments which is required for student teachers in teaching practice.

5.3 Student Activities

2.2.1. Does the institution have an Alumni Association? If yes,

Yes, the institution has an alumni association. It is an extended community of the college

which strengthens the C.R. College of Education family relationship and widens its network to the

outside world. The institution values the feedback of the alumni to update its programme. The alumni

contribute significantly to the growth of the institution.

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(i) List of the current office bearers

Name Designation

Dr. (Mrs) Indira Dhull President

Dr. S. C. Malik Dept. of Statistics Vice-President

Dr. Vinay Malik Secretary

Dr. Manjeet Dangi Joint-Secretary

Dr. Indu Bala Tehlan Treasurer

(ii) Give the year of the last election - 2010

(iii) List Alumni Association activities of last two years.

In the last two years the alumni Association met once in a year and provided institutional

feedback. Some of the alumni members gave lectures and also guided our students in career

opportunities and how to present themselves effectively at job interviews.

The alumni and M.Ed. students visited village Karotha and met villagers, discussed and gave

message to prevent female foeticide.

(iv) Give details of the top ten alumni occupying prominent position.

Top 10 Alumni

Sh. Surender Nandal – President of Jat Education Society, Rohtak

Dr. (Mrs.) Indira Dhull – Dean of Edu. Deptt. M.D.U., Rohtak

Dr Sheela Kumari Assit Prof. in History BPS Mahila Mahavidyalay

Dr. Umender Malik – Assistant Prof. in Education Department, M.D.U., Rohtak

Dr. Neeru Rathi - Assistant Prof. in Education Department, M.D.U., Rohtak

Dr. Madhuri Hooda - Assistant Prof. in Education Department, M.D.U., Rohtak

Mrs. Adarsh Rajan – BDEEO

Mrs. Parmeshwari – DEO

Mrs. Vijay Luxmi – BEO

Dr. S.S. Rana – Associate Prof., Tika Ram College, Sonepat.

(v) Give details on the contribution of alumni to the growth and development

of the institution.

The alumnus frequently visits the campus to empower the present students in academics and

share their experiences to orient students with the latest trends in the teaching. A lecture to encourage

M.Ed students to prepare and publish research paper in journal was held in 2009 and in 2010 by Dr.

Arvind Gil and Mr. Anand.

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Alumni Association members provide their assistance in various intra and inter college fests

organized by the college besides the academic and co-curricular help to students.

Dr. Arvind Gill gave valuable guidance to publish C.R. College Journal ‘Educand’.

5.3.2. How does the institution encourage students to participate in extra curricular activities

including sports and games? Give details on the achievements of students during the last

two years.

The institution encourages students to participate in extra curricular activities through

organization of various activities during whole session. Clubs and Chhatra panchayat are formed.

They work throughout the year to identify the hidden talents and provide a platform needed for the

exposition of talent. The four clubs (Language, Social Science, Math and Science), chhatra panchayat

and cultural committee organizes various activities at their own levels like inter-club competitions

and Inter-college competitions. The National festivals and religious festivals are celebrated in the

college. Annual sports day and C.R. Celebrations are a regular feature. The students are encouraged

to organize cultural and literary support in order to develop organizational skills in them. Students’

participation is reinforced through various awards and rewards.

Another infrastructural factor that encourages students to actively engage in extra curricular

activities is well maintained and equipped seminar room and multipurpose hall for literary and

cultural activities and spacious facility for sports and games.

Achievement of students in year 2009-10 to 2011-12

2009-10

Zonal Youth Festival was organized by M.D. Unviersity, Rohtak from 27.10.2009 to

29.10.2009, in which our students were declared first in Mime Competition. Sumit, Pushpa,

Somesh, Vijaynder, Sandeep and Anil participated in mime competition.

In Zonal Youth Festival, in Quiz competition our students got second prize, Pushpa, Sumesh

and Naveen participated in the competition.

2010-11

In C.R. Celebrations on 20.01.2010 our students participated in many items and brought

laurels to college.

Sakshi Arora received special prize in Declamation contest.

Jitender received 2nd

prize in Declamation contest

Rita got 3rd

prize in ‘Haryanavi Ekal Gaan’

Jitender got 2nd

prize in Mimicry Competition

Sakshi and her group won 1st prize in ‘Haryanavi Samuh Gaan’

Sumesh and his group won 2nd

prize in ‘Haryanavi Skit’

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Our college won overall trophy for cultural items and literary items

2011-12

Students of B.Ed. class, Shikha (roll no,116), Manisha (roll no.179) and Monika (roll no.109)

participated in Declamation contest on ‘Women Empowerment” at Sat Jinda Kalyana College

of Education, Kalanaur on 14th

October, 2011. Shika won IIIrd Prize in the declamation

contest.

Shikha (116) won Ist prize in the declamation contest on “Save Girl Child”and Ankur (194)

won IInd prize in Poetic recitation competition on “Save Girl child” organized an inter-

college competition ‘Pratispardha’ on 29th

Nov. 2011 by Gaur College of Education, Rohtak

Shikha (116) and Priyanka won consolation prize in Poetic recitation competition on 14th

Feb.

2011 at Vaish College of Education, Rohtak

A group of students Shikha, Preeti, Madhu, Heena, Anshu, Rajesh of B.Ed. and M.Ed. class

presented a skit on theme ‘Jungle Ka Vikas’ on 27th

Jan. 2012 in Chhotu Ram celebration (

Inter college competiyion) of Jat Education society, Rohtak

Manju and Group won first prize in Haryanvi Group song on 27th

Jan. 2012 in C.R.

Celebration, Rohtak.

5.3.3. How does the institution involve and encourage students to publish materials like

catalogues, wall magazines, college magazine, and other material. List the major

publications/materials brought out by the students during the previous academic

session.

The institution ensures that students play an active role in publishing material in various in-

house and national journals. Staff and students of the institution with a flair for creative writing are

members of editorial board for the publication of the college magazine.

The annual college magazine ‘Educand’ has students as members of editorial board.

The painting on cover page of the last edition of Magazine ‘Educand’ was the painting of our student.

Making and printing calendar of year is a very creative activity of students of Computer

Science.

Many brochures for fest and seminars, pamphlets for rally and for out reach programmes are

designed and laid out by students.

Student teachers and M.Ed. students regularly write and display on the bulletin board. The

students are divided into four clubs. Each club is assigned a display board as a wall magazine. Wall

magazine is decorated by them every month with materials related to the current events under the

guidance of faculty members as club in-charges.

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5.3.4. Does the institution have a student council or any similar body? Give details on –

constitution, major activities and funding.

Yes, the institution has a chhatra panchayat which is elected in a democratic way. Students are

elected for the post of President, Vice-president, Secretary and treasurer. Chhatra panchayat

integrates and carries out various activities of the college like various day celebrations.

Besides that, four clubs are formed among students. Clubs office bearers are – President,

Vice-President, Secretary, Joint Secretary and treasurer. Various club members organize various

activities and competitions, intra club and inter club with guidance of teacher incharges.

Raman club – By students of teaching of Science

Tagor club – By Language students

Nehru club – By teaching of Social Sciences students

Arya Bhatta club – By teaching of Math students

Chhatra panchayat and clubs are actively involved in planning, organizing and executing various

activities of the institution along with the faculty.

Major Activities:

Organizing and celebrating days of National Importance

Organizing and celebrating various festivals

Organizing tours, trips and excursions

Organizing various competitions.

Forwarding the immediate needs of the students to teacher incharges of various committees.

The funding of chhatra panchayat and clubs is provided by institution.

5.3.5. Give details of the various bodies and their activities (academic and administrative),

which have student representation on it.

We have various committees in our college in which few students are nominated as members. These

committees are :

Co-curricular committee

Refreshment committee

College Magazine committee

Sports committee

Discipline committee

Students actively participated in college activities through these bodies.

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5.3.6. Does the institution have a mechanism to seek and use data and feedback from its

graduates and from employers to improve the preparation of the programme and the

growth and development of the institution?

Yes, the institution has an effective mechanism to collect feedback from the alumni, students,

school heads, and participants of Seminars and workshops. The feedback form is analyzed and

findings are reported to the principal for consideration.

5.4 Best Practices in Student Support and Progression

5.4.1. Give details of institutional best practices in Student Support and Progression?

Association of students (Chhatra panchayat) and method clubs are formed. Student

representatives in chhatra panchayat and various office bearers of method clubs are elected in

a democratic way. They organize various curricular, co-curricular activities, intra / inter

collegiate fests, exhibitions, and various promotional activities. The chhatra panchayat and

subject clubs are launch pads to bring out the talents of students, develop leadership skills and

cultivate a sense of team sprit.

On line carrier counseling provided to them by using Sakshat Portal of National Mission of

Education (ICT), in which they gets adequate advice for choosing their carrier in future

After orientation of the students entrepreneurial skill classes are organised in which students

practices the skills like- Computer literacy, Communication skill, Stress management skill,

Time Management skill, Leadership skill, Problem solving skill, how to prepare resume, how

to handle smart classroom equipments i.e. Over head projector. Document Camera, Slide

Projector, LCD Projector, Tablet Monitor, light pen etc.

Books for all subjects are issued to each student till examination.

Remedial teaching for slow learners

Organise training programmes for students

Current affair forum is formed for support for student teachers in appearing and qualifying in

various competitive examinations.LAT

ICT resource center and language resource center have multimedia computers with internet

facility available for students to get ICT enabled environment

E-resource and self instructional modules, collection of various URL link, downloaded

material (text, videos, graphics), power point presentations, collection of audio and video on

various topics are available for students.

Campus interview is organized for students.

Special classes for M.Ed. students of college to prepare for NET

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Students work as subject editor in college magazine ‘Educand’.


assessment

1. What were the evaluative observations made under Student Support and

Progression in the previous assessment report and how have they been acted

upon?

Evaluative observations made under Student Support and Progression in the previous assessment

report are:

1. Providing proper remedial teaching facilities for all the students to upgrade their performance

2. Enhancing counseling facilities and strengthening of the placement cell.

Providing proper remedial teaching facilities for all the students to upgrade their

performance.

Remedial programme for low achievers have been rationalized. Low achievers are identified

on the basis of their performance in the diagnostic test, class tests, house examinations. They are

called by the respective faculty member individually and their areas of weakness are discussed with

them. Apart from giving special alternatives to them in the class, a provision is made for special

classes for such students..

Remedial teaching organized for students to upgrade their performance in the following field:

o Write Instructional objectives in behavioural term

o Orientation of micro teaching skills

o Lesson planning

o Computer practical

o Communication skill

We have organized remedial teaching before teaching practice for writing Instructional

objectives in behavioural term, orientation of micro teaching skills and Lesson planning. organized

one week remedial teaching in computer skills before final practical examination. Beside that the

college provides the remedial teaching for weak students in vacations by offering them orientation

specifically in computer application.

Enhancing counseling facilities and strengthening of the placement cell.

The institution provides guidance and counseling service to the students. The college

organizes orientation programme for newly admitted students, where students are welcomed and are

acquainted to the objectives, past achievements, infrastructure of the institution, library rules,

schedule of activities, the evaluation procedures and other requirements of the course. Apart from

172

this, college has guidance and counseling cell in which students are provided guidance related to

their profession, personal, social and emotional matter.

In counseling cell following services are available:

Observation of the students

Peer recording of the behavior

Diagnosis of the problem

Counseling session

Feedback session

Guidance and counseling related to profession, personal, social and emotional matter.

At the time of admission the teachers of the admission committee help/ counsel the students

on the choice of their teaching and othe optional subjects.

On line career counselling provide to them by using Sakshat Portal of National Mission of

Education (ICT) in which they gets adequate advice for choosing their career in future.

Family counseling is provided specially for married female students and female students

having young children.


students on soft skills, communication skills and personality development for effective placement. The

cell organizes regular mock interviews and career talks and career counseling to increase students

competency and confidence. The placement cell also provides guidance counseling to student.

Placement cell organized training on various crafts to prepare students for self employment. Also,

our placement cell prepares a data of vacancies available in nearby schools and organizes a campus

interview to provide placement to our students.


institution since the previous Assessment and Accreditation with regard to Student

Support and Progression?

After orientation and talent search we do one week program in computer literacy, Soft skills

and training of handling smart classroom equipments for students. For this programme we

organize two sessions in a day for one week.

We diagnose students through simple diagnostic test to find out level of computer literacy.

We assess the various skills of the students through on line self evaluation

tools at the beginning of the session and output of these assessments is analysed and

communicated to student teachers and feedback is given to them. The skills are:

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o Leadership skill.

o Communication skill.

o Time management skill.

o Problem solving skill.

o Decision making skill

Our student teachers work as editors of college magazine.

Our student teachers work as committee members in different committees.

Our college organize radio talk on All India Radio, Rohtak of our students.

Quick grievance redressel through grievance redressal committee

Women Cell take care of female students

Providing special classes to M.Ed. for preparation of UGC-NET exam.

On line career counselling is provided to them by using Sakshat Portal of National Mission of

Education (ICT). In which they gets adequate advice for choosing their career in future.

Institution has resource room in which the following arrangements are done:

For blind students

o Text to audio convertor software in computers for blind and partially blind students

o Subject material typed in computer which is used for Text to Audio Software.

We have introduced C.R. Alumni account on Face - book for getting information

Of our alumni .

Various short term training programmes organized for students.

Our college’ faculty deliver radio talks regarding career counseling in “Yuva Shakti“

programm on All India Radio, Rohtak

Our IQAC organized workshop on computer hardware and software for students, school

teachers, alumni and teacher educators.

Audio-video CD’s developed by faculty members available in computers.

Instructional material in the form of Books and e-form is available and properly

utilized .

Well equipped smart class rooms are established

Special features of smart class room are :

o Tablet monitor with CPU

o Podium with mike.

o Screen

o L.C.D. Projector

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o Document Camera (visualizer)


Language lab established

Special features of language lab are :

o OREL software teacher (consol)

o Printer


o L.C.D. Projector


Our website is dynamic so it is updated regularly by ICT center incharge.

The institution provides the remedial classes for weak students. Remedial teaching organized

for students to upgrade their performance in the following fields:

o Write Instructional objectives in behavioural term

o Orientation of micro teaching skills

o Lesson planning

o Computer practical

o Communication skill

The grievance redressal cell was constituted in August 2008.It redresses the grievances at

individual and class level and grievance of common interest. The cell maintains a conducive

and unprejudiced educational environment.

College has guidance and counseling cell in which students are provided guidance related to

their profession, personal, social and emotional matter.


students on soft skills, communication skills and personality development for effective

placement

The annual college magazine ‘Educand’ has students as members of editorial board.

The painting on cover page of the last edition of Magazine ‘Educand’ was the painting of our

student.

Making and printing calendar of year is a very creative activity of students of Computer

Science.

Many brochures for fest and seminars, pamphlets for rally and for out reach programmes are

designed and laid out by students.

175

Criterion VI

Governance

And Leadership

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Criterion VI : Governance and Leadership

6.1 Institutional Vision and Leadership

6.1.1 What are the institution’s stated purpose, vision, mission and values? How are they

made known to the various stakeholders?

PURPOSE

1. To provide a nurturing and experiential environment to learn and grow.

2. To mould student teachers into integrated personalities, who are intellectually competent,

morally mature and socially sensitive.

3. To ensure that the student teachers get adequate opportunities to identify and develop their

skills.

4. To make them confident, ICT skilled and research oriented learners who can face the

challenge of changing scenario of schools and society.

5. To develop life long desire in student teachers to learn and cop up with advancement in

education and demand of global scenario.

VISION

To provide intellectual and moral leadership by igniting the mind of student teachers to

realize their potential and make positive contribution leading to prosperity of education, society and

nation at large.

MISSION

To provide educational opportunities to release the inherent capabilities of all student teachers

to make them professionally competent, morally mature, socially sensitive, cooperative, ICT enabled,

research oriented and globally awakened in a dynamic environment.

VALUES

1. Academic and Professional Excellence

2. To enable the students to Excel in life with civic responsibilities

3. Moral, social and national development

4. Use of Technology

5. Building global competencies

Our Vision, Mission, values and objectives are made known to the stakeholders through the

college Handbook, college notice boards and website of the college. The vision and mission

statement are also communicated in orientation programmes, seminars, Conference, workshops, Inter

college functions, parent teacher meet and other functions.

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6.1.2 Does the mission include the institution’s goals and objectives in terms of addressing

the needs of the society, the students it seeks to serve, the school sector, education

institution’s traditions and value orientations?

The mission represents the institution’s goals and objectives in terms of addressing the needs

of the society by providing educational opportunities to release the inherent capabilities of all student

teachers to make them professionally competent, morally mature, socially sensitive, cooperative, ICT

enabled, research oriented learners who can face the challenge of changing scenario of schools and

society.

6.1.3 Enumerate the top management’s commitment, leadership role and involvement for

effective and efficient transaction of teaching and learning processes (functioning and

composition of various committees and board of management, BOG, etc.)

The highest administrative body of the institution is Governing Body, Jat Education Society

(Regd.). All members of the management are also the members of this administrative body. The

college nominated three staff members (two from teaching and one from non-teaching) for governing

body, C.R. College of Education, Rohtak to ensure staff representation in the management.

Governing Body, Principal and staff members draft long and short term plans for the institution

which include resource mobilization, need assessment and quality enhancement.

The institution has a highly enlightened and committed management / Head of the institution.

They guide every aspect of the teaching learning process. Management / Head of the institution lay

stress for the experiential learning and student centric teaching methods and provide all the required

facilities. All the classrooms are upgraded with ICT facilities to impart knowledge in a better way.

Following the rules of University and Haryana Government, the Governing Body and

Principal take decision about appointment of the staff. The Governing Body, the Principal and staff

members are responsible for decision making, implementation and review in their own areas and

work in Co-ordination with each other. At the college level various Committees have been constituted

for the smooth functioning of the college. The hierarchy of management of the college is

Governing Body

Principal

Staff Members (Members of different committees)

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For an efficient internal coordination and monitoring mechanism and to ensure that

functioning of the College is in accordance with the stated Vision and Mission, C.R. College of

Education, has formed Internal Quality Assurance Cell. The IQAC regulates and monitors the

functioning of all its organs through sub committees - the Academic Affair Committee, Construction

Committee, Purchase Committee, Discipline Committee, Time Table and Skill in Teaching

Committee, Co-Curricular Activities Committee, House Examination Committee, Research

Committee, Refreshment Committee, NAAC Committee, Sports Committee, UGC Committee,

Printing / College Magazine Committee, Extension Lecture Committee, Library Committee, Women

Cell Committee, SC/ST Committee, Placement Cell Committee, Legal Cell Committee, Guidance

and Counseling Committee, Red Ribbon Club Committee, Redressal / Grievance Committee. The

Academic Committee monitors and controls the academic aspects and ensures quality with equity. It

monitors the policy framework given by Maharshi Dayanand University, Directorate General Higher

Education, Panchcula and NCTE and gives recommendations in order to create an enabling

environment to ensure quality. The Finance committee monitors the utilization of funds and

resources. It takes all the decisions leading to optimal utilization of the college funds to ensure

quality. The Purchase Committee looks after purchase related matters. The Construction

Committee looks after the construction work, repair and maintenance of the buildings etc. in

the Institute. All academic activities for effective teaching learning are also planned and executed by

the principal and staff members.

6.1.4. How does the management and head of the institution ensure that responsibilities are

defined and communicated to the staff of the institution?

The policies and activities of C. R. College of Education is based on democratic, participative

and humanitarian principles. The best practice that ensures cooperation and transparency are

decentralization, delegation and functioning of various committees. The management, principal and

faculty members who are members of different committees in the college contribute to the decision

making process regarding academic work. The convener of the committees takes responsibilities of

conducting activities and supervise the work of other committee members. Each committee drafts the

task and responsibilities for the year that is executed with the approval of the principal. Day to day

responsibilities are decided through verbal communication. The principal and faculty members

decided the responsibilities for the year during annual meeting. The other responsibilities are

communicated during the general meetings and notified through circulars.

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6.1.5 How does the management/head of the institution ensure that valid information (from

feedback and personal contacts etc.) is available for the management to review the

activities of the institution?

The Management ensures that valid information is available to review the activities of the

Institute through:

Personal monitoring and supervision of various activities

Meetings held by the principal with convener of various committees members at regular

intervals.

Meetings with faculty members at regular intervals.

Meetings with class representatives (students).

Self appraisals of the Faculty.

Student feedback forms filled by each student for the teachers, course and institutional

facilities.

Feedback forms filled by head of the school after Teaching Practice.

Feedback forms filled by each participants of seminar and workshop regarding level and

training facilities.

Management Information System (MIS) takes care of dissemination of information, collection

of feedback and analyse the same for the improvement of activities of college.

6.1.6 How does the institution identify and address the barriers (if any) in achieving the

vision/mission and goals?

All the activities mentioned above in section 6.1.5 also enable the management to identify the

barriers in achieving the vision, mission and goals of the Institute. Besides that, the following

measures are adopted to identify and address the barriers

The head of the institution holds observations during classroom teaching, teaching practice,

practical periods and various other activities.

IQAC keeps a check on processes of college and efficiently identifies the barriers in the

process in achieving vision / mission and goals.

The institution makes use of various diagnostic measures like feedback proformas.

Personal suggestions during meetings are invited.

Suggestion box placed at a prominent site of college and library for students suggestions

which serves to identify weaknesses in the functioning of the Institute.

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College has various cells for the quality enhancement.

found interaction with stakeholders.

Once the barriers are identified corrective measures are decided upon and carried out by the

concerned persons

6.1.7 How does the management encourage and support involvement of the staff for

improvement of the effectiveness and efficiency of the institutional processes?

The high level of decentralization is facilitated through delegation of power to various

committees who execute the academic and the extra curricular activities of the college. Those

committees are formed at the beginning of every academic session and are headed by senior faculty

member as convener. Each committee outlines activities for the whole year and then these are

approved by the principal

The Management encourages and supports the involvement of the Staff for the improvement of the

efficiency of the institutional process by _

Drafting the prospective plan.

Representation in governing body.

Monitoring the admission process.

Co-ordination of academic and co-curricular activities.

Providing resources, human as well as financial, for the conduct of workshops, seminars,

special lectures etc.

Providing facilities for trying out and adopting innovative methodologies

Encouraging their professional development through organizing various workshops,

seminars and faculty development programmes for them and also allowing them to attend

those organized by other Institutes.

6.1.8 Describe the leadership role of the head of the institution in governance and

management of the curriculum, administration, allocation and utilization of resources for the

preparation of students.

The Head of the institution has more than twenty years of experience in teaching and

administration of educational institution. Her qualities i.e. punctuality, regularity, honesty, leadership,

positive attitude, hard working nature directs the staff members and helps them in discharging their

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duties well. Principal, with the help of various faculty members and effective guidance of

management, smoothly controls and governs the utilization of resources.

Her participatory leadership style encourages and guide the entire academic and

administrative activities, creates relaxed atmosphere, emphasizes cooperation, avoids conflicts and

creates personal relationships with employees.

The principal is also responsible for the proper constitution of different committees and convenes

the meetings to discuss and implement matters pertaining to academic progression so as to enable

every faculty member to contribute his/her best for the promotion of academic and research activities.

6.2 Organizational Arrangements

6.2.1. List the different committees constituted by the institution for management of different

institutional activities? Give details of the meetings held and the decisions made,

regarding academic management, finance, infrastructure, faculty, research, extension

and linkages and examinations during the last year.

Our Institution has well structured organisational map / chart for managing different activities.

For this we have various committees which worked throughout the year for the development of

institution. We have following committees constituted by the institution :

Financial / Infrastructure

Purchase committee

Building Maintenance and construction committee

Library committee

Academic Management

Academic Affairs committee

Time – table and skill in teaching committee

Co-curricular Activities committees

Printing / College Magazine Committee

Discipline Committee

Faculty & Linkages

NAAC Committee

UGC Committee

SC / ST Cell Committees

Women Cell Committee

Legal Cell Committee

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RTI Committee

Placement Cell Committee

Research

Research Committee

Extension

Extension lecture committee

Red Ribbon Club committee

Examination

House examination committee

Redressal / Grievance committee

We have publication committee, discipline committee etc. to look after other institutional

activities.

Our institution constituted above mentioned committees to look after every nook and corner

of the institution. Regular meetings were held and important decisions were taken. The members of

committees implemented the decisions through requisite procedure.

Meetings were held atleast once in a month. Sometimes special meetings were held according

to the requirement.

Following important decisions were taken during the session 2011-12:

To utilize UGC grant for multipurpose hall and purchase of equipment.

To apply for Gandhian Study Centre under UGC Scheme of Epoch Making Social Thinkers

of India.

To prepare academic calendar for various activities throughout the year.

To prepare annual report for IQAC cell.

To prepare chart for teaching practice in schools, discussion lesson, micro-lessons etc.

To prepare chart for House examinations for two questions test and five question test.

To purchase new books for library.

To prepare chart for extension lecture activities, co-curricular activities, inter house activities /

competitions throughout year.

To conduct regular seminars for M.Ed. students.

To conduct seminar for Ph.D. students before submitting their final thesis.

To organize faculty development programme, workshop and international seminar in the

college.

To organize training for students.

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To conduct blood donation camp.

To organize rallies for save the ‘Girl Child’ and ‘Save Trees’.

To conduct awareness programme on ‘Pollution’ at the time of Diwali festival in schools.

To conduct out reach community based programmes.

6.2.2. Give the organizational structure and the details of the academic and administrative

bodies of the institution.

Organizational structure:

Management / Governing Body

Principal

Administrative Staff Academic Staff

Vice Principal Librarian Non-teaching Staff

Administrative Staff

1. Vice-Principal - Dr. Sushila Sangwan

2. Librarian - Ms. Sunita Sharma

3. Head Clerk - Mr. Surajbhan Sehrawat

Academic Staff

1. Dr. Sushila Sangwan (Associate Professor)

2. Dr. Seema Sirohi (Associate Professor)

3. Dr. Sunita Arya (Assistant Professor)

4. Dr. Indu Bala (Assistant Professor)

5. Dr.Ranjna Sangwan (Associate Professor)

6. Dr Renu Maan (Assistant Professor)

7. Dr. Manju Hooda (Assistant Professor)

8. Dr. Poonam Deswal (Assistant Professor)

Non Teaching Staff

1. Mr. Surajbhan (Head Clerk)

2. Mr. Rajender Singh (Clerk)

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3. Mr. Rajesh (Clerk)

4. Mr. Chandvir (Lab Attendant)

5. Mr.Sewak Ram (Lab Attendant)

6. Ram Rati (Peon)

7. Rambir (Chaukidar)

8. Satish (Chaukidar)

9. Tejbir (Chaukidar)

10. Ranbir (Sweeper)

11. Mr. Sandeep ( Mali)

6.2.3. To what extent is the administration decentralized? Give the structure and details of its

functioning.

Academic and administrative bodies:

Please refer to section 6.2.1 and 6.2.2

6.2.4. How does the institution collaborate with other sections/departments and school

personnel to improve and plan the quality of educational provisions?

The institution collaborates with other sections / departments and school personnel to improve

and plan the quality of educational provisions in following ways :

Various co-curricular activities are organized in the form of C.R. Celebrations, inter college

competitions in collaboration with other sister institutions.

Play grounds are shared with sister institutions.

We send our students to sister institutions and other Govt. and Govt. Aided Schools for

teaching practice, micro-teaching and discussion lessons.

Workshops and Seminars are organized for school teachers and students.

Our students help the school teachers by taking classes in sister institutions whenever demand

come from these schools.

6.2.5. Does the institution use the various data and information obtained from the feedback in

decision-making and performance improvement? If yes, give details.

Suggestions given by students / stake holders were invited and data was checked

and decisions were taken accordingly. Following facilities were

added after feedback : 1. Ceiling fans

2. Drinking water outlets

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3. Water dispenser facility

4. Indoor games and equipments

6.2.6. What are the institution’s initiatives in promoting co-operation, sharing of knowledge,

innovations and empowerment of the faculty? (Skill sharing across departments’

creating/providing conducive environment).

Our college, keeping in view the latest trends in education, organizes from time to time educational

seminars, workshops, conferences etc. related to new research methodologies, multimedia

approach in field of education, personality development programmes for teachers and pedagogy

in teaching.

Various experts from distinctive fields are called upon for sharing of knowledge and ideas

regarding changing demands and challenges in the educational field.

6.3 Strategy Development and Deployment

6.3.1. Has the institution an MIS in place, to select, collect align and integrate data and

information on academic and administrative aspects of the institution?

Yes, our institution does follow the principles of MIS for academic and

administrative aspects of the institutions. The records of the institution are

computerized. Management and head of institution can retrieve data at any time to

keep a check on the growth of institutions. Annual Budget is prepared in the

beginning of the session. Time table and annual planners are digitized and we

update our data base periodically e.g. library database is complete and students

can search any book in the library through OPAC. 6.3.2. How does the institution allocate resources (human and financial) for accomplishment

and sustaining the changes resulting from the action plans?

The institution strives for improvement in academic and administrative aspects. For financial

aspects we prepare annual budget in the beginning of the session. Expenditure is duly planned and it

is monitored by the management, Head of the institution and by different concerned committees.

Payments are made through cheques duly verified and signed by the concerned committees.

As regards with human resource management our academic affairs are duly managed by

different committees in consultation with Head of the institution.

6.3.3. How are the resources needed (human and financial) to support the implementation of

the mission and goals, planned and obtained?

The resources needed (human and financial) to support the implementation of the mission and

goals of the institution is planned in the beginning of the session. The financial aspects are looked

after by the purchase committee, building maintenance committee etc. The human resource

management is looked after by the academic affairs committee.

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The purchase committee in collaboration with head of the institution looks after :

Preparation of annual budget

Approval of budget

Monitoring of budget

Audit of income / expenditure etc.

The academic affairs committee looked after:

Academic affairs of institution

Planning of Academic Calendar

Planning of Co-curricular activities etc.

6.3.4. Describe the procedure of developing academic plan. How are the practice

teaching school teachers, faculty and administrators involved in the planning

process?

The academic affair committee prepares academic calender for the whole session. All the

activities to be performed in a session are planned in collaboration with Principal properly and duties

are assigned to all the staff members. The head of the institution keeps a check on activities of

academic calender. The management, head of the institution, faculty members and students follow

the calender strictly and make the working efficient.

The skill-in-teaching committee prepares schedule of practice teaching, micro-teaching, mega

lessons and discussion lessons in consultation with practice teaching schools. All these activities are

planned well in advance and executed according to the schedule prepared in the beginning of the

session. Faculty members demonstrate and give model lessons on various topics of their concerned

subject and open discussions are invited after completion of lesson.

6.3.5. How are the objectives communicated and deployed at all levels to assure individual

employee’s contribution for institutional development?

There are different committees in our institution to look after various aspects of the college.

All the committees work in coordination with healthy discussions with head of the institution. Main

purpose of all the committees is to achieve objective, vision and mission of the college. Records of all

the committees are well maintained. At the end of each meeting feedback is taken and efforts are

made to incorporate suggestions for the betterment of the institution.

6.3.6. How and with what frequency are the vision, mission and implementation plans

monitored, evaluated and revised?

Our IQAC (Internal Quality Assurance Cell) keeps on monitoring, evaluating, reviewing the

vision, mission and implementation of plans frequently. This cell directs, controls and executes the

proper working. There is a total team work and coordination in smooth functioning of various

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activities. New advancements and emerging needs are kept in mind while reviving the vision and

mission of institution. The Head of Institution and Management also work in coordination for

fulfillment of objectives of institution. Every support from management is given to the Institution.

6.3.7. How does the institution plan and deploy the new technology?

Our institution is always ready to plan and deploy the new technology. Our institution keeps

contact with various companies dealing with new technology. Experts from various companies are

invited for demonstrations, so that faculty members as well as students get aware of new techniques

and instruments available in market. Our institution always welcomes innovative and ICT advanced

technology to entertain the students. Workshops are held at National level in the field of Research

and use of new technologies. The college always tries to built bridge between theory and

practicability. Moreover the faculty members make students aware with new advancements and

technologies in teaching learning process in order to prepare them for the future. In order to cope up

with the needs of 21st century skills, the college invites the experts from various regions. Our

classrooms are equipped with new technology and converted in to smart classrooms.

6.4 Human Resource Management

6.4.1. How do you identify the faculty development needs and career progression of the staff?

Criterion for identification of faculty development needs are :

Discussions held in staff meetings

Suggestions from students side

Feedback given by Principal

Feedback given by committee members

Continuous observation of work done by faculty members,

ACR

Criterion for identification of carreer progression of the staff :

Requirements of API scores given by UGC and Haryana Government.

Orientation programmes sponsored by UGC and Academic staff colleges

Refresher courses of special area and multidisciplinary subjects

Suggestions are given by experts of particular field to the concerned faculty member for

professional growth

Opportunities are provided to staff members to attend various workshops, seminars,

conferences etc at National and International level.

Paper publications are also initiated

Identification is made on the basis of teaching experience, administrative experience and

professional growth of teachers and area where excellence is needed.

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6.4.2. What are the mechanisms in place for performance assessment (teaching, research,

service) of faculty and staff? (Self–appraisal method, comprehensive evaluations by

students and peers). Does the institution use the evaluations to improve teaching,

research and service of the faculty and other staff?

Assessment of proforma at institution level is done by self appraisal performance. Every

faculty member fills up SAP and it is discussed with the Principal. Peer evaluations are also taken in

to consideration for performance assessment. Students also give feedback in the proformas supplied

to them and then evaluations are done on basis of those feedbacks.

In the light of feedback from all the sources, opportunities are provided for improvement to

each and every faculty member. Various problems in academic field are discussed in staff meetings

and faculty members organize some induction programmes at college level for their clarity in that

particular field. Discussing at their own level, they sort out the problems and find appropriate solution

of that problem. ACR’s are regularly filled up by all the members.

6.4.3. What are the welfare measures for the staff and faculty? (mention only those which

affect and improve staff well-being, satisfaction and motivation)

In our institution a very healthy atmosphere is created for the welfare of staff and faculty.

Every event is celebrated at college level. Institution also recommends names of faculty members to

university and D.S.W. Office for appreciation. Loans are also sanctioned as per requirement and need

of faculty members.

Our institution also encourages faculty members participation in professional growth

programmes and gives monetary help. Individual faculty rooms have been given to them for smooth

working and satisfaction.

Laptops are issued to teaching faculty to prepare instructional material.

Various resource rooms are furnished with latest technologies.

Smart classroom enhance their motivation level during teaching learning process.

Provident fund facilities are provided for all employees as per Govt. rules for aided staff and

staff under SFS.

Loan facilities are provided to non-teaching members in the form of wheat loan etc.

6.4.4. Has the institution conducted any staff development programme for skill up-gradation

and training of the teaching and non-teaching staff? If yes, give details.

Yes, the institution has conducted Seminars and workshops for teaching and non-teaching

staff.

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State level training programme regarding integration of IT as a tool in teaching learning

process organized by the Deptt. of Education, M.D. University, Rohtak in Collaboration with

INTEL at C.R. College of Education, Rohtak – 11-18 Oct. 2004.

National workshop on Research Methodology and Use of computer in Applied Statistics at

C.R. College of Education, Rohtak 3-9 Jan. 2005.

National Workshop on ‘Research Methodology, Statistics & Use of SPSS’, on September 21-

25, 2006.

Organized training programme ‘Xelerated Professional Development for Integration of


on 28.5.2007 to 02.06.2007.

Organized training programme ‘Xelerated Professional Development for Integration of


on 03.06.2007 to 08.06.2007.

Organised one day Seminar/Conference on :Curriculum Transaction in B.Ed on10.09.2008 .

Organized State level workshop on Teaching Skill on 26 February,2010 for school teachers

and faculty.

Organized National workshop on ‘Research Methodology, Statistics & Use of SPSS’, on

April 12-18, 2010.

Organized National workshop on ‘Use of Multimedia Software in ICT and its Integration in

Education’, on March 28-29, 2011.

Organized International Seminar on “Educational Psychology-An Innovative Approach In

Teaching – Learning Process ’, on march 24th

and 25th

, 2012.

Meeting the needs of society ,our college organized a workshop and Moc Drill on Disaster


with D.C office and IGNOU in the month of August & Sept 2012 in Eight groups .


o Organised training on “Integration of Technology in Teacher Education” from


teaching faculty members.

o Organized training to prepare “power point presentation” from 25.6.2007 to

30.6.2007.

o Training provided to staff members ICT based instructional material from

25.6.2009 to 30.6.2009.

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o Organized faculty development programme on “internet browsing, down loading



o Training organized to make Handouts through computer for teaching learning


o Training organized to make transparencies through computer for teaching learning

process on 5.7.2011


o Training programme on stress management through yoga and nutrition.


o Training organized for the use of handy cam to make videos and photographs and

how to use it for instructional purpose by using computer from 12.9.2012 to

15.9.2012


o Training provided to staff members to use smart class room equipment on 17.9.2012

o Faculty development programme on Investor Awareness Programme.

o Faculty development programme on National Curriculum Framework on

16.3.2013.


6.4.5. What are the strategies and implementation plans of the institution to recruit and retain

diverse faculty and other staff who have the desired qualifications, knowledge and skills

(Recruitment policy, salary structure, service conditions) and how does the institution

align these with the requirements of the statutory and regulatory bodies (NCTE, UGC,

University etc. )?

For requirement policy, salary structure etc., our institution strictly follows rules and

regulations prescribed by MDU, UGC, NCTE and DHE. Posts are filled up through open

advertisement in three National Newspapers. Selections are made through duly constituted selection

committees which include members of M.D.U. and DHE according to MDU, Govt. norms.

Candidates are selected on merit.

Faculty under SFS is also appointed by duly constituted selection committee.

Salary structure is as per UGC, DHE norms.

Service conditions are very good and congenial.

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6.4.6. What are the criteria for employing part-time/Adhoc faculty? How are the part-

time/Adhoc faculty different from the regular faculty? (E.g. salary structure, workload,

specialisations).

The criterion for employing part time / Adhoc faculty are same as for regular staff and are

based on UGC, HEC, M.D.U. norms. Proper selection committee, management and Head of the

institution take the decision of selection and workload.

Salary is also decided by management and Head of the institution.

6.4.7. What are the policies, resources and practices of the institution that support and ensure

the professional development of the faculty? (E.g. budget allocation for staff

development, sponsoring for advanced study, research, participation in seminars,

conferences, workshops, etc. and supporting membership and active involvement in

local, state, national and international professional associations).

The institution promotes its faculty members to attend seminars, workshops for their

professional growth. The institution sanctions duty leave to attend the seminars / workshops.

Institution also provides funds to attend the seminars.

Faculty development programmes are also organized by the institution in its campus for

professional growth of teachers.

Our teachers also act as resource persons and visit other universities and colleges.

6.4.8. What are the physical facilities provided to faculty? (Well-maintained and functional

office, instructional and other space to carry out their work effectively).

Physical facilities provided to the faculty include:

Canteen facility

Huge well maintained lawn

Spacious and well equipped smart classrooms.

Indoor games facility

Well maintained staffroom

Well equipped ICT Resource Center

Well equipped language Resource Center

Well equipped Science and Math Resource Center

Well equipped Psychology Resource Center

Well equipped Art and Craft ,Home Science Resource Center

Well equipped Health and Physical Resource Center

Well maintained office and principal office

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Faculty rooms

Well established Seminar hall

Activity Room

Water facilities (R.O., Dispenser, Water cooler etc.)

Neat and clean wash rooms

6.4.9. What are the major mechanisms in place for faculty and other stakeholders to seek

information and/or make complaints?

To seek information and / or make complaints, there are various ways by which faculty and

other stakeholders communicate with each other. Our institution has its own website where every

information related to institution, its functioning, its events, faculty members, and students are

displayed. Staff meetings with Head / Stakeholders take place from time to time. Telephonic

information is supplied when demanded.

Suggestion box is also hanged for giving suggestion and making complaints in front of

Principal Office and Library. All the suggestions are welcomed and worked out to remove barriers in

the functioning of the institution.

6.4.10. Detail on the workload policies and practices that encourage faculty to be engaged in a

wide range of professional and administrative activities including teaching, research,

assessment, mentoring, working with schools and community engagement.

Our institution strictly follows the rule of HEC & MDU for workload of teachers. The faculty

members have enough time to engage themselves in quality teaching, research assessment,

monitoring and other related activities.

Our institution plans the activity schedule at the beginning of session and teachers perform

their duties within a stipulated period.

Our faculty members also remain busy with their students to guide them for dissertation work.

Institution organizes various out reach programm for community (details are in criteria 3.3).

All the staff members are devoted to benefit the community so they are well associated with out reach

programme organized for community.

Awareness programme regarding pollution organized in C.R.M. Public School on the

occasion of Diwali.

Guidance and counseling programm organized for X class students in C.R.M. Jat High

School, Rohtak.

One Act play on Female Foticide presented by M.Ed. Students at Govt. Senior Secondary

School, Model Town, Rohtak

The following workshops were organized for school teachers by our faculty members.

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Organized State level workshop on Teaching Skills on 26 February,2010 for school teachers

and faculty.

Organized National workshop on ‘Use of Multimedia in teaching learning process’, on June


Organized National workshop on ‘Professional development of teachers ’, on July 1, 2012 for

school teachers.

Meeting the needs of society ,our college organized a workshop and Mock Drill on Disaster


with D.C office and IGNOU in the month of August & Sept 2012 in Eight groups .

6.4.11. Does the institution have any mechanism to reward and motivate staff members? If yes,

give details.

Our institution provides very congenial environment with good infrastructural facilities.

Teachers are motivated to attend seminars, workshop etc. to update their knowledge. All these

facilities motivate our teachers to give their best in the college. Their achievements are appreciated

and given place in annual magazines.

6.5 Financial Management and Resource Mobilization

6.5.1. Does the institution get financial support from the government? If yes, mention the

grants received in the last three years under different heads. If no, give details of the

source of revenue and income generated.

Salary of employees – 95% grant is given by Director General Higher Education in salary

head. UGC, HEC provides grant for seminar / workshops and conference etc.

Grants received

2009-10 2010-2011 2011-12

1810000.00 HEC 12245811.00 HEC 11792198.00 HEC

6865000.00 HEC 21,10000 UGC

399514 UGC

6.5.2. What is the quantum of resources mobilized through donations? Give information for

the last three years.

No donations are entertained as we get aid from HEC (Director General Higher Education).

6.5.3. Is the operational budget of the institution adequate to cover the day-to-day expenses? If

no, how is the deficit met?

Yes, the budget is always being proposed according to the liabilities of the faculty and

students. The tentative budget is planned properly and expenditure of the whole year is kept in mind.

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Records of income and expenditure of the whole institution are maintained. The audit is done every

year and kept in record. Salary record is computerized in office.

6.5.4. What are the budgetary resources to fulfill the missions and offer quality programs?

(Budget allocations over the past five years, depicted through income expenditure

statements, future planning, resources allocated during the current year, and

excess/deficit)

The budgeting resource of the institution is Grant received from Director General Higher

Education, Haryana, fee received from the students and grant of UGC. The college allocates

sufficient budgetary provision to conduct various academic activities, organize seminars, workshops

and guest lectures to fulfill the college’s mission. The Budget allocations over the past five years

have been shown through the Audit Report of the last five years. (Please see annexure)

6.5.5. Are the accounts audited regularly? If yes, give the details of internal and external audit

procedures and information on the outcome of last two audits. (Major pending audit

paras, objections raised and dropped).

All the accounts of the institution are annually audited by R.K. Katyal & Co. Chartered

Accountant R/o Rohtak. They check all the vouchers, bills and relevant documents of the institution.

Balance sheet, income and expenditure statements are all finalized after checking of vouchers and

records. The auditor’s reports of the financial years 2010-11 and 2011-12 has been attached as

appendix.

6.5.6. Has the institution computerized its finance management systems? If yes, give details.

Yes, Institution’s finance management systems are computerized :

Salary Bill is computerized.

Received online grant from DGHE for salary and UGC grant.

Audit report, Documents related to purchase, fees, fines etc. are computerized.

6. 6 Best practices in Governance and Leadership

6.6.1. What are the significant best practices in Governance and Leadership carried out by the

institution?

Significant best practices in governance and leadership carried out by our institution are :

Transparency in administration

Decentralization of power through different committees

Committees work in coordination for the betterment of institution

Accountability in decision making

Internal and external governance in financial matters.

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Staff gets support and encouragement from the head of the institution to perform best.

Financial management is computerized

Library data base is computerized through SOUL software and data can be searched through

OPAC

Annual budget is prepared in the beginning of session

IQAC is formed and regular meetings are held

Grievance redressel cell is formed and adequate feedback is given.

Suggestions made by the management and stake holders are duly implemented

IQAC keeps a check on functioning of college and identifies the barriers in the process in

achieving vision, mission and goals.

Suggestion box is kept in library and college premises.

For evaluation of staff, Self appraisal proformas, peer evaluation proformas students feedback

proforms are taken into consideration and in the light of feedback received from these proformas,

opportunities are provided for improvement.

Selections are made through duly constituted selection committee.


assessment

1. What were the evaluative observations made under Governance and Leadership in the

previous assessment report and how have they been acted upon?

The concepts like TQM are yet to gain ground in the institution in practical sense of

the term. Modern managerial concepts and practices like data base, automation etc. are

not in use to a large extent.

We have followed the principles of total quality management in our college

administration. For smooth administration different committees were established and they

work in perfect coordination among themselves.

In the library, through SOUL Software our database is complete. Students can search

books through OPAC. In the office complete database is prepared for all the students.

Administration and examination forms etc. done online. Internet facility is available in

library, ICT Resource centre, language Resource centre, Seminar room, faculty rooms,

placement cell office, Principal office, clerk office and staff room.

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institution since the previous Assessment and Accreditation with regard to Governance

and Leadership ?

IQAC is effective since 2006-07. Annual reports were prepared and meetings were held

regularly.

Faculty development programmes for teachers is a regular feature.

Seminars, workshops are regularly held.

Training to students in different skills is given.

Grievance redressal cell is very effective

Financial management system is fully computerized.

Loan facility for teaching and non-teaching faculty.

Red Ribbon club is very effective

Blood donation camp is regular feature

Legal cell is formed

Infrastructure facilities are effective

Special facilities for physically handicapped students

Management, Head of the Institution and Staff worked in proper coordination for betterment

of the institution

Conducive atmosphere in the institutions for professional growth of the staff

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Criterion VII:

Innovative Practices

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Criterion VII: Innovative Practices 7. 1 Internal Quality Assurance System

7.1.1. Has the institution established Internal Quality Assurance Cell (IQAC)? If yes, give its

year of establishment, composition and major activities undertaken.

Yes, the institution has established Internal Quality Assurance Cell (IQAC) in 2006. Norms

and guidelines of NAAC followed while constituting IQAC.

Purpose:

Quality up gradation of institution.

Assessment and accreditation

Performance evaluation

Enhancement of good morals and ideals

Improving teaching proficiency among prospective teachers

For upliftment of values of activities

Knowledge explosion

Composition of IQAC

IQAC Chairperson : Dr. (Mrs.) Surekha Khokhar (Principal)

Coordinator of IQAC : Dr. (Mrs.) Seema Sirohi,

Administrative Officer : Mrs. Sunita Sharma (Director Administration)

Faculty Members :

Dr. (Mrs.) Sushila Sangwan

Dr. (Mrs.) Sunita Arya

Dr. (Mrs.) Indu Bala.

Dr Ranjna Sangwan

Dr. Renu Mann

DR. Poonam Deswal

Dr. Manju Hooda

Administrative officer --- Mrs. Sunita Sharma

Management members : Mr. Ram Mehar Hooda (Advocate), Mr. Mandeep.

Nominees from local society : Dr. K. S. Sangwan ( Ex Head, Deptt. of Social Sc. D, M.D.U

Rohtak), Dr. S.K. Mangal (Ex.-Principal, C.R. College of Education, Rohtak)

Major activities undertaken:

Provision of short term training courses for students.

Planning and organization of awareness programmes for the schools and community.

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Organization of Seminars

Organization of workshops

Organization of workshops for school teachers

Development of ICT skills

Establishment of smart class rooms

Development of language proficiency

Preparing students for future competencies

Personality development programmes

Planning and organizing health checkup programmes and blood donation camp.

Sponsoring educational tours, field trips for academic improvement

Conducting community based activities

Development of ‘We’ feeling among students.

Introduction of uniform and Identity Card for all students to inculcate feeling of oneness and

uniformity amongst different sections of students.

Organisation of inter club and inter college competitions.

7.1.2. Describe the mechanism used by the institution to evaluate the achievement of goals and

objectives.

For internal coordination, monitoring and to ensure that functioning of the Institute is in

accordance with the stated vision, mission, goals and objectives, C.R. College of Education has

formed IQAC which exercises control and regulation through other committees.

The Institute has its own Governing Body comprising of academicians and society

representatives. The Governing Body, Principal, IQAC and different committees are responsible for

decision making, implementation and review in their own areas and work in co-ordination with each

other. The committees meet at regular intervals and review the achievement of goals and objectives.

For evaluation of achievements of goals and objectives, college follows the following

principals of MIS.

Planning

Organising

Staffing

Directing

Controlling

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The above functional mechanism is sub-classified into sub-functions for proper working and

implementation of teaching learning process.

Sr.

No.

Functions Sub-Functions

1 Planning Forecasting, decision making, strategy formulation, policy

making, programming, scheduling, budgeting, problem-

solving, innovation, investigation and research

2 Organizing Functionalization, diversionalization, decentralization, activity

analysis, task allocation

3 Staffing Manpower planning, recruitment, selection, training,

placement, appraisal etc.

4 Directing Supervision, motivation, communication, leadership,

activating etc.

5 Controlling Fixation of standards, measurement, record keeping,

reporting, corrective action.

7.1.3. How does the institution ensure the quality of its academic programmes?

The college has a democratic set up whereby the Management, The

Principal, IQAC, Incharges of Resource centers, Incharges of different committees, the Programme

Coordinators and the Staff members together endeavour to make education a cooperative enterprise.

Effective innovative techniques such as collaborative and co-operative learning, presentations, group

discussions, debates, seminars and ICT enabled techniques are used to make the teaching learning

process learner centered and effective.

As already stated, the Principal, and the Incharges of different Committees meet and review

the progress made in terms of goals and objectives. The stakeholders’, feedback and assessment of

teachers, course and institutional facilities by students also plays a major role in quality assurance.

The strength and weaknesses of students are recognized and discussed for their solution in

various committees. Accordingly, remedial classes are organized, evaluation tools are improved for

internal assessment. For theory papers, two house tests, assignments, class tests and seminars are

used. For practical, students prepare related sessional work, Teaching plans are made by teachers.

7.1.4. How does the institution ensure the quality of its administration and financial

management processes?

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To ensure quality of its administration, C.R. College of Education has constituted a number of

committees to look after different aspects of administration. Details of the committees have been

given under section 6.1.3. Besides the college maintains attendance register for teaching and non-

teaching staff, dairies of teachers, computerization of administrative work and maintaining of record

are helps to keep check on regular activities.

Each club and Chattra Panchayat that are formed for quality enhancement have student

representatives who direct and execute the various activities under the supervision of staff incharges.

Financial matters are looked after by Management, Principal, Bursar and Incharges of the

Purchase Committee, Construction Committee and UGC Grant Committee . They are monitors of

utilization of funds and resources of the Institute and take financial decisions leading to optimal

utilization of the institutional funds to ensure quality.

7.1.5. How does the institution identify and share good practices with various constituents of

the institution.

C.R. College of Education is a part of Jat Education Society. The other institutions that comes

under the umbrella of Jat Education Society are:

All India Jat Heroes Memorial College

M.K.J.K. college

C.R. Polytechnic

C.R. Institute of Law

Matu Ram Institute of Engineering

C.R.M. Public School

Jat High School

Senior Secondary School

All these institutions work in coordination with each other. The college identifies and shares

good practices with the other Institutions through:

Institutional Website

Publications

Common meetings

Personal Interactions

Workshops and Seminars

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7.2 Inclusive Practices

1. How does the institution sensitise teachers to issues of inclusion and the focus given to

these in the national policies and the school curriculum.

The Institute follows the reservation policy as laid down by the Government and the

Maharishi Dayanand University in its admission process. At meetings held with the Principal,

teachers are sensitized to the issues of inclusion The faculty members attained a Faculty

Development Programme on Inclusive Education. Seminars are ogranized for teacher educators as

well as for students to sensitize them towards the need of special education/ inclusive education in

our curriculum transaction.

Inclusive education has been a part of new B.Ed. curriculum as well as M.Ed. level. It is

included in special education.

We also organize educational visits to various institutions of special children like SIRTAR

(State Institute of Research, Training and Rehabilitation), ARPAN , SHRAVAN INSTITUTES under

Red Cross Society.

2. What is the provision in the academic plan for students to learn about inclusion and

exceptionalities as well as gender differences and their impact on learning.

Students teachers are conceptually made aware of the role of diversity and equity in education

in the compulsory papers where they study about exceptionalities and the classroom strategies

adopted by a teacher to handle them. There is a provision in the academic plan for students to learn

about inclusion and exceptionalities as well as gender differences and their impact on learning. In

order to sensitize the mainstream students to the needs of the disabled, there is a provision of various

subjects related to inclusion in the curriculum:

At B.Ed. Level

There is a compulsory paper II (Learner, learning and cognition) and paper IV (inclusive

education) in which theory and practical work has a provision of education of children with

special needs.

In practical work the students visit various institutions of special children where they interact

with special children and observe their educational needs by real life experience.

Prospective teachers also prepare a case-study of one normal child and one problem child and

interpret and compare their different psychological needs, educational needs etc.

At M.Ed. Level

There is an optional subject of ‘Special Education’.

Some students take study of exceptional children as their subject and undertake research work

on them.

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Besides, due to the reservation policy adopted by the college, students have to cope up with

their differently abled peers during the course of their study. In studying with these students in the

same class, recognizing their differing needs and abilities and working with them gives the students a

practical understanding of the issues related with inclusive education.

Provision in plan for students to learn gender difference we have celebrated women’s day and

we have provision of work experience according to gender , for girls like – Interior Decoration, For

both - Paper cutting , candle making, Drawing and painting etc.

3. Detail on the various activities envisioned in the curriculum to create learning

environments that foster positive social interaction, active engagement in learning and

self-motivation.

Our college organizes various activities during whole academic year in such a way that they

enhance learning situations so that positive social values are fostered in prospective teachers.

Students are engaged in following activities that positive social interaction, self motivation, active

real teaching and learning:

Social Interaction

Participation of prospective teachers in inter college, zonal, inter zonal competitions like

Youth Festival, C.R. Celebration, Edufest etc.

Athletic meets

Involvement in various activities of Chhatra Panchayat and method clubs.

Allowing the prospective teachers to attend seminars, workshops, conferences at college

level, university level etc.

Educational visit to various schools at the time of science exhibitions, art exhibitions etc. and

also by organizing the same at our college.

Organisation of cultural functions in practice teaching school.

Distribution of various community based project works among prospective teachers in

different subjects like project on women empowerment, case studies and educational record

keeping of normal and problem children.

Celebration of various festivals

Celebration of important days

Community work.

Organizing health awareness programmes in college and in villages.

Arranging rallies to aware people of social evils like Environmental Polution, AIDS, abuse of

girl child etc.

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Educational visit to schools in relation to school ambience.

Active Engagement in Learning

Morning Assembly

Participation in different intra and inter college competitions.

Attending Seminars, at college and other institutions.

Involvement in paper presentations and seminar etc.

Experiential learning

Wall Magazines

Sports activities

Micro-teaching

Discussion Lessons

Practice Teaching

Proctor system

Peer-Teaching

Group Discussions

Demonstrations

Laboratory work

Cooperative learning

Using self instruction modules

Self evaluation tools

Self evaluation career counseling

Involvement in ICT enabled activities.

Research Work done by M.Ed. students

Field work done by M.Ed. students

Self-Motivation

Planning of motivational schedule in teaching by selecting concepts and topics of their own

choice.

Participation in co-curricular activities

Peer teaching.

Developing self-study habits through library facilities and using self-instructional modules

Facing interviews conducted by placement cell of the college.

Awarding Special designations to prospective teachers for developing independent working

in coordination with other members to inculcate feeling of responsibility e.g. In chhatra

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panchayat, In various clubs students are nominated as President, Vice President, Secretary,

Treasurer, and Record Manager .

Giving rewards and recognition in the form of certificates and prizes.

By organizing various functions

Self evaluation tools

Self evaluation career counseling

Introduction of uniform and Identity Card for all students to inculcate feeling of oneness and

uniformity amongst different sections of students

Please refer 2.3.1 and 2.3.2 also.

4. How does the institution ensure that student teachers develop proficiency for working

with children from diverse backgrounds and exceptionalities?

Through the above mentioned activities in sections 7.2.2 and 2.3.1 and 3.2.1 and 2.3.2, the

Institute ensures that the student-teachers develop proficiency in working with children with diverse

backgrounds and exceptionalities. Besides that, the resource room is established in the college and

training of using different materials and software is given to student teachers.

5. How does the institution address to the special needs of the physically challenged and

differently-abled students enrolled in the institution?

The institution is always ready to address the needs of physically challenged and differently

abled students enrolled in the institution. Every possible help is rendered by the institution

academically as well as emotionally.

Institution addresses to the special needs of the physically challenged and differently-

abled students enrolled in the institution in the the following ways:

Faculty members of the institution keep a balance in class room environment for students

with special needs.

Equal opportunities are provided to these students to take part in various curricular and co-

curricular activities.

The main entrance and exist of the institution are clearly identifiable and easily accessible and

are wide enough to accommodate wheel chair users.

The doors are wide enough to accommodate wheelchair users and the space inside the

classroom is enough for them to accommodate the chair.

Special care of students teachers is taken by their respective faculty members according to

their special skill or limitation.

Institution has resource room facilities with various academic support materials.

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Infrastructure facilities like class rooms, library, examination center and resource room are

situated at the ground floor.

The following measures are adopted for physically challenged students :

Special equipments and materials are arranged in resource room.

Wheel chair for orthopedically challenged students

Stationary – Thick pen, pencil.

Measures adopted for partially hearing impaired students are :

o Seated in first row

o Amplifier used in classrooms.

o Written material, handouts and library facilities are provided to them. They are exempted

from a rule of library in which return date of books are fifteen days. They can keep the books

as per their convenience.

o All the notices regarding administration and teaching are displayed on bulletin board.

For visually or partially visually impaired students:

In resource room, text to audio convertor software installed in which any text content can be

converted into audio output. So visually impaired students learn through listening to subject

matter (text content are provided by subject teachers).

Audio CDs of subject matter are available in resource room.

Audio CDs of instructional material recorded by subject teacher and are available in resource

room.

Special audio video recordings are available of Research workshops on various topics of

research.

Audio-Video model lesson on various teaching skills are available in resource room

Question bank in audio form

Non-glared papers

For partially hearing impaired student books are given for whole session till examination

6. How does the institution handle and respond to gender sensitive issues (activities of

women cell and other similar bodies dealing with gender sensitive issues)?

Gender related issues do not often crop up as C.R. College has large number of female

students. However, the college provides an environment of safety and security to female students. It

has a separate girls’ common room for female students. Hostel facilities are also provided separately

for boys and girls. The girls’ hostel has a female Warden. The college has greater number of female

staff on its payroll.

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The institution has very active ‘Women Cell’. Various activities are undertaken by this cell

are:

Women cell conducts seminars, extension lectures, debates and speeches with special

emphasis on women and their role in present day society.

Women cell educates the students about the rights and duties of women and also make them

realize the challenging awareness available for deciding their career and higher education.

Aware students for Central and Government policies and programmes for women.

7.3 Stakeholder Relationships

7.3.1. How does the institution ensure the access to the information on organizational

performance (Academic and Administrative) to the stakeholders?

The institution ensure access to the information on organizational performance (Academic

and Administrative) to the stakeholders in the following manner:

An annual report of the college is presented by the Principal of college in C.R. celebrations

(The Annual Inter College Competitions of Jat Education Society).

Website is updated to provide up to date information.

Regular meetings were held with the stakeholders, i.e. members of the Society, the parents,

the students and the staff.

Some information is also shared through E-mails.

Various functions are organized and stakeholders are invited.

Through media and newspapers, information is shared with stakeholders.

Our institution also shares each and every information / data regarding various processes

under RTI Act 2005 information.

Parent teacher meetings are organized for discussion of behaviour , achievements of students

and expectations of college from the students.

Alumni meet are organized and achievements of the college , future plan and feedback are

discussed.

7.3.2. How does the institution share and use the information/data on success and failures of

various processes, satisfaction and dissatisfaction of students and stakeholders for

bringing qualitative improvement?

The institution shares and uses the information/data on success and failures of various

processes, satisfaction and dissatisfaction of students and stakeholders for bringing qualitative

improvement in the following manner:

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Meetings are conducted with stakeholders to discuss different issues and suggestion are

invited on various aspects of the college.

The suggestions are provided by stakeholders are discussed and plans are made to work upon

the suggestions.

Suggestions are also invited from stakeholders through suggestions box.

Feedback is taken from all stakeholders in written and verbal form and it is assessed by

IQAC.

Discussion on causes of failure and success of educational and non educational activities is

undertaken by principal and faculty members on regular basis.

Out put of the students in various evaluative measures are discussed to improve their

performance.

Remedial teaching programmes are organised in each academic session.

Regular meetings of faculty members and Principal keeps a check on success and failure of

plans and their implementation.

Feedback from prospective teachers about vision and strategies of institution is collected and

also sustainable changes and improvements are made for next academic session.

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 below mentioned feedback mechanisms are in vogue to collect, collate data from

students, professional community, Alumni and other stakeholders on program quality:

Students

Feedback from students is obtained in a prescribed proforma and through verbal

communication on the course, teachers, facilities, support service and overall learner centric issues.

The data is analyzed by the Internal Quality Assurance Cell (IQAC). The outcome is made available

to the authorities, and teacher for perusal and needful action. The teachers and authorities use the

outcome of feedback as a basis for curriculum design and development (subjects, papers,

specialization, practicals, methods of Teaching, Learning and Evaluation and learning activities /

support services).

Alumni

Verbal feedback from alumni is obtained. Its analysis is used in curriculum development and

Teaching, Learning and Evaluation process.

Head of Schools

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The feedback is being obtained from the head of practicing schools regarding the performance

of the teacher trainees and needful action is taken as per their feedback.

Employers

The feedback is obtained from employers about our students’ suitability for job in relation to

knowledge, skill component and soft skills. This feedback is also used in curriculum design

and development.

Community and Parents: Feedback from community and parents are taken and it is used in


Participants of workshop

Institution obtained feedback from participants regarding organizing and relevance of

workshop after end of workshop.

Implementation

During the last working week of every year, feedback is collected from every student. Alumni

feedback is collected during alumni meet. Parents feedback is collected during the parent

teacher interface.

The data is collected and analyzed by the Internal Quality Assurance Cell (IQAC) which in

turn suggests necessary changes to the management.

Feedback from the employers is obtained informally when the teachers and students meet

them.

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Additional Information to be provided by Institutions opting for Re-accreditation

1. How are the core values of NAAC reflected in the various functions of the institution?

Reflection of core values of NAAC in various functions of institutions:

The core values of NAAC are fully reflected in various functions of the college through

inclusive democratic governance, transparent admission procedure, patriotic and moral values and

ICT enabled teaching learning process. The core values of NAAC are reflected in functioning in

college and impact on students as under:

1) Contributing to National Development:

The College adopts the changes in the field of education and the teachers provide explanation

to the students about the requirement of schools. The students are motivated to develop

entrepreneurial skills for self employment. Students are made aware of the changes examination

system, Grading and are prepared to use new technology in class rooms as per changing scenario of

schools and requirement of national school education.

2) Fostering Global Competencies among Students:

The college organizes programmes to create awareness about use of ICT and latest trends in

the field of education in relation to globalization . The experts from various bodies and educationist

are invited to deliver lectures on changes in education and examination system of schools. The

students are guided and motivated to prepare themselves for internationally acceptable standards of

placement by providing skill development and latest trends in research. Our students uploads

educational power point presentations and videos on social websites.

3) Inculcating a Value System among Students:

C.R. College is founded by freedom fighter and social reformer gives top priority to

nationalistic, truthful and righteous values amongst staff and students. The College has introduced

uniform for students to create a sense of unity amongst students coming from cultural pluralities and

diversities. Community based programmes and co-curricular and extra curricular activities are

organized to create awareness about social, cultural, economic realities and promote core values of

national integration, secularism and democratic principles.

4) Promoting use of Technology:

The College adopts latest technology for teaching, learning and governance of college. We

uses computer in office administration work and library services. In library we use SOUL software,

In Language Lab we use OREL software and in office we use MS Office software. Students are

provided unlimited access in computer Resource Center. Information and communication

Technology Resource Center and Language Resource Center are equipped with latest technology.

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College provides computer literacy to all students as it is a part of our syllabus. Our Class rooms are

converted into Smart Class Rooms. Our students uses on-line and off-line instruction material for

their learning. Faculty uses computer technology in teaching learning process. During seminars and

workshops we uses recent technology.

Quest for Excellence:

C. R. College constantly strives for excellence in governance, faculty improvement and

development of students. It achieves excellence by introducing mechanism of feed - back on staff and

self assessment through various checks and counter checks. Internal Quality Assurance Cell

established at College level. Self appraisal and feed - back on performance of staff, course and

facilities of college is a regular and continuous feature of our college. Continuous monitoring by

management, head and Committees and interaction with staff for achievement of excellence.

Introduction of short - term certificate courses as per requirement of changing environment for

students are the steps taken for quest for excellence by the College.

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Mapping of Academic Activities of the Institution

Weeks 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

Admission and Orientation

Theory

Tutorials/ Seminars

Sessional Work – Tests & Assignments

Practical Work

Preparation of Internship: Demonstration/ Observation of lessons/ micro teaching/ simulations

Practice Teaching/ Internship

Co-curricular Activities

Working with community/ project work

End-Term Examination

Note: A week is of six working days and a day is of six and half clock hours

D. Declaration by the Head of the Institution

I certify that that the data included in this Self-Appraisal Report (SAR) are true to the best

of my knowledge.

This SAR is prepared by the institution after internal discussions, and No part thereof has

been outsourced.

I am aware that the Peer team will validate the information provided in this SAR during

the peer team visit.

Signature of the Head of the institution with seal:

Place:

Date: