TILAK COLLEGE OF EDUCATION. SELF APPRAISAL REPORT for Assessment and Re-accreditation

Transcription

1 SHIKSHAN PRASARAK MANDALI S TILAK COLLEGE OF EDUCATION PUNE , INDIA (Affiliated to University of Pune) SELF APPRAISAL REPORT for Assessment and Re-accreditation Submitted to National Assessment and Accreditation Council, (NAAC), Bangalore , India Tilak College of Education, Pune

2 2 INDEX TITLE PAGE NO SECTION A : INTRODUCTION The Parent Institution S. P Mandali Tilak College of Education IQAC (Internal Quality Assessment Cell) SECTION B: QUANTIFABLE INSTITUTIONAL DATA Part I: Profile of the Institution Part II: Criterion Wise Inputs 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 SECTION C: CRITERION WISE EVALUATIVE REPORT Part I : Executive Summary Part II: 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 Part III: Mapping of Academic Activities of the Institution Part IV: Declaration by the Head of the Institution

3 3 APPENDICES * 1. Rules, regulations and policies on academic and administrative governance issued by regulatory bodies. 2. Affiliation Letter from University of Pune 3. Document showing 2(f) & 12 (B) status given by UGC 4. Institutional academic calendar ( ) 5. Time table ( ) 6. B.Ed. syllabus 7. Master plan of the institution 8. Sample student feedback on curriculum and faculty 9. Audited income expenditure statement 10. N.C.T.E. recognition letter for D.Ed., B.Ed. and M.Ed. 11. University result ( ) 12. Sample of feedback on practice teaching by teacher educators, by peers and staff of practice teaching schools. 13. Copy of practice teaching lesson plan 14. Copy of micro teaching lesson plan 15. Faculty list 16. Self appraisal report of teacher educators 17. Registration of the Parent Institution 18. List of managing council members of Parent Institution 19. Draft report on institutional accreditation of Tilak College of Education 10 th December 2003 * Appendices are not uploaded.

4 4 TITLE PAGE NO SECTION A : INTRODUCTION The Parent Institution S. P Mandali 1 Tilak College of Education 3 IQAC (Internal Quality Assessment Cell) 4

5 1 SECTION A: INTRODUCTION OUR PARENT INSTITUTION : SHIKSHAN PRASARAK MANDALI Marathi Shikshan Prasarak Mandali, now known as Shikshan Prasarak Mandali, is one of the most prestigious private educational societies in Maharashtra. Popularly known as S.P Mandali it was established in 1888 to promote education and make it easily accessible to all economic classes in Maharashtra. It was a positive way of responding to the growing awareness of the importance of higher education and urgent needs of the society. The founder members of S.P. Mandali were primary teachers Shri.K.B. Dongre, R.G. Deo, D.S. Karambelkar, R.B. Kulkarni and K.G Ukidwe In the beginning, with the main objective to impart education through Marathi, the S.P. Mandali Educational Trust was actively involved in the spread of education,making available education at lower cost, starting private schools in different places and promoting Marathi language and higher education through Marathi. Top quality is never a matter of accident. Vision, perspective, flexibility, adaptability, sincere efforts, commitment and accountability make it possible, thus enabling Shikshan Prasarak Mandali to blend social commitment with academic excellence. The Shikshan Prasarak Mandali from time to time has always focused on the changing needs and expectations of the society and introduced suitable changes to cope up with them. It always tries to retain and revive meaningful traditional values and ideas. The motto of the Parent body has been Nirvaha Pratipanna Vastushu which translated in English means Carry your Undertaking through and in accordance with this it has succeeded in fulfilling its objectives. From time to time it has always focused on the changing needs and expectations of the society by introducing suitable changes to cope up with by retaining and reviving meaningful traditional values.

6 2 President SHIKSHAN PRASARAK MANDALI, PUNE List of Managing Council Members ( ) Vice - President Chairman Managing Council Vice Chairman Managing Council Secretary Member Member Member Member Member Member Member Member Member Member Member Shri. Bal Jagannath M. Pandit Shri. Sushilkumar Ruia Shri. Abhay Dadhe. Shri. A. N. Mate Smt. Nanda. P. Mane Shri. C.R. Argade Shri. M.D. Yerawadekar Shri. V.V. Joshi Shri. S.V. Sathe Shri. J.V. Kirad Shri. K. S. Datar Shri. G. N. Kumthekar Shri. S. G. Bhalerao Shri. S.V. Pawar Shri. J.B. Shaligram Shri. Vijay Khole It now runs more than 40 reputed educational institutions in Maharashtra like Sir Parshurambhau College, Pune,Ramnarain Ruia College, Mumbai, Welingkar Institute of Management, Mumbai, Podar College, Mumbai,Naralkar Institute, Pune,and reputed schools like NMV or Nutan Marathi Vidyalaya High School & Jr. College, Pune,SPM English medium Schools, Pune, Haribhai Devkaran High School and Junior College, Solapur to name a few. S.P Mandali provided the right environment and intellectual stimulus to establish Tilak College of Education to prepare teachers with sensitive and probing minds. Tilak College of Education was the first private teacher education college in Maharashtra state.

7 3 TILAK COLLEGE OF EDUCATION, PUNE No educational institution can flourish without excellent and dedicated teachers. Under the flagship of the parent institution, S.P. Mandali, Tilak College of Education, has since its establishment on 20 th June,1941, fulfilled this need by imparting quality teacher education over the past 70 years and training teachers par excellence. Lokmanya Tilak, the eminent educationist and freedom fighter was the inspiring force in the establishment of Tilak College of Education. It is one of the premier and reputed institutions in the field of teacher training in the country. Tilak s high ideal of purity of character, self sacrifice and devotion to service has been the guiding force of this institution. With the motivation and support of Shikshan Prasarak Mandali, Tilak College of Education has become an educational hub offering D.Ed, B.Ed, M.Ed, M.Phil, Ph.D and DSM courses. The institution is actively engaged in the pursuit of teaching, research and extension activities. It has excellent library facilities that are very supportive to the research centre that conducts M.Phil and Ph.D programs. The college has students of the institution are offered a variety of courses and the intake capacity per course is as follows: No. Course Intake 1. D.T.Ed B.Ed. 160 [80 +80] 3. M.Ed M.Phil Ph.D. 28

8 4 IQAC (INTERNAL QUALITY ASSURANCE CELL) Keeping in view the motto Pursuit of Excellence the institution has constituted the IQAC as a post accreditation quality sustenance measure. Since quality enhancement is a continuous process, the IQAC has become a part of the institution s system and work towards realizing the goals of quality enhancement and sustenance leading towards academic excellence. The IQAC consists of the following members: 1. Dr. Nandini Patil (Principal): Chairman 2. Dr. Radhika Inamdar: Senior Administrative Officer 3. Dr. Smita Phatak: NAAC Coordinator 4. Prof. S.G. Isave: Member 5. Dr. D.K.Chavan: Member 6. Dr. V.F. Dhamane: Member 7. Prof. D.G. Durgade: Member 8. Shri. A. N. Mate: Member of Management 9. Shri. C. R. Argade: Member of Management 10. Shri. S. A. Patankar: Nominee from Local Society The IQAC has made a significant and meaningful contribution in the post accreditation phase to enhance quality. The present RAR (Reaccreditation Assessment Report) is indeed the visible effect of the sincere and spontaneous endeavor of the IQAC, the faculty and office staff. The future plans of Tilak College of Education are as follows 1. B.Ed. Course of Indira Gandhi Open University (IGNOU), New Delhi 2. Advanced Teacher Training Diploma, Cambridge University 3. Certificate Course in Early Child Care & Education (YCMOU, Nasik) 4. Certificate Course in Human Rights 5. Certificate Course in Child Rights 6. Guidance for Competitive Examinations 7. Certificate Course in Guidance Counseling 8. Certificate Course in Research Methodology 9. Linkages and Collaboration with various National and International Institutions. 10. Cambridge International General Certificate of Secondary Education (IGCSE). It is the endeavor of Tilak College of Education to implement these plans to reach the limitless sky in Pursuit of Excellence

9 1 CONTENTS TITLE PAGE NO SECTION B: QUANTIFABLE INSTITUTIONAL DATA Part I: Profile of the Institution 5 Part II: Criterion Wise Inputs 7 Criterion I : Curricular Aspects 7 Criterion II : Teaching Learning and Evaluation 9 Criterion III : Research, Consultancy and Extension 15 Criterion IV: Infrastructure and Learning Resources 18 Criterion V: Student Support and Progression 23 Criterion VI : Governance and Leadership 27 Criterion VII : Innovative Practices 31

10 5 SECTION B PART I : PROFILE OF THE INSTITUTION 1. Name and address of the : S.P.Mandali s Tilak College of Education, Institution Sadashiv Peth, Pune , Maharashtra 2. Website URL : 3. For communication : tilakcollege1941@vsnl.net OFFICE Name Dr.Nandini Patil (Head / Principal ) Dr. Smita Phatak (Self-appraisal Co-ordinator) RESIDENCE Name Dr.Nandini Patil (Head / Principal) Dr. Smita Phatak (Self-appraisal Co-ordinator) Telephone Number with STD Code Fax No. Address (020) nandini.104@rediffmail.com (020) smitaphatak01@yahoo.com Telephone Number with STD Code Mobile Number Location of the Institution: Urban 5. Campus area in acres: Is it a recognized minority institution? Yes No 7. Date of establishment of the institution: (Month and Year) MM YYYY University / Board to which he institution is affiliated University of Pune 9. Details of UGC recognition under sections 2(f) and 12(B) of the UGC Act Month and Year MM YYYY 2f

11 6 Month and Year MM YYYY 12B The documents for above are not traceable, as the institution was established in Type of Institution a) By Funding Grant-in-aid b) By Gender Co-education c) By Nature Affiliated to University of Pune 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: Sr. No Level Prog / Course Entry Qualification Nature of Award Duration Medium of Instruction i) Primary / Elementary D.T.Ed Std 12 Diploma 2 years Marathi ii) Secondary English and B.Ed Graduation Degree 1 year Sr. Sec Marathi M.Ed B.Ed Degree 1 year English and Marathi iii) Post- English and M.Phil M.Ed Degree 2 years Graduate Marathi Ph.D M.Ed/ M.Phil Degree - English and Marathi 13. Give details of NCTE recognition (for each programme mentioned in Q.12) Level Primary / Elementary Secondary Sr. Sec. Post Graduate Other (Specify) Programme D.T.Ed. Order No. and Date i) APW/02306/ (M)-dt. 24 December, 2006 ii) APW/02307/ (M)-dt. 29 January, 2007 Valid up to Sanctione d Intake 100 B.Ed. Aff.No. PU/PN/Edn/009/ M.Ed. WRC/5-6/113 th /2009/49878 dt M.Phil./Ph.D

12 7 PART II - CRITERION-WISE INPUTS CRITERION I: CURRICULAR ASPECTS 1. Does the Institution have a stated Vision? Yes No a) Does the Institution have a stated Mission? Yes No b) Does the Institution have values? Yes No c) Does the Institution have objectives? Yes No 2. Does the institution offered self-financed Yes No programme(s)? If yes, a) How many programmes? 5 b) Fee charged per programme Rs. 12, Are there programmes with semester system? Yes No 4. Is the institution representing / participating in the curriculum development / revision processes of the regulatory bodies? Yes No If yes, how many faculties are on the various curriculum development /vision committees/boards of universities/regulating authority? 6 5. Number of methods/ elective options (programme wise) Sr. No. Programme Number of Methods 1 D.Ed B.Ed M.Ed. (Full time) Any other (specify and indicate) 6. Are there Programmes offered in modular form? Elective Options Yes No Number -

13 8 7. Are there Programmes where assessment of teachers by the students has been introduced? Yes No Number 1 8. Are there Programmes with faculty exchange/visiting faculty? Yes 1 No Number 1: M.Ed. 9. Is there any mechanism to obtain feedback on the curricular aspects from the Heads of practice teaching schools Yes No Academic peers Yes No Alumni Yes No Students Yes No Employees Yes No 10. How long does it take for the institution to introduce a new programme within the existing system? Two years 11. Has the institution introduced any new courses in teacher education during the last three years? Yes No Number 3: M.Ed., M.Phil, Ph.D 12. Are there courses in which major syllabus revision was done during the last five years? Yes No 12-a) Sr. No. Programme Revision Years Syllabus Revised 1 M.Ed * Three compulsory courses * Two Optional Courses 2 B.Ed * Four Optional Courses * Course V : Section I Compulsory * One elective optional 3 D.Ed * First Year Curriculum & Evaluation * Second Year Modern Indian Culture 13. Does the institution develop and deploy action plans for effective implementation of the curriculum? Yes No 14. Does the institution encourage the faculty to prepare course outlines? Yes No

14 9 CRITERION II: TEACHING-LEARNING AND EVALUATION 1. How are the students selected for admission into various courses? A) D.Ed. programme a) Merit at the qualifying examination i.e. minimum 50% of H.S.C. Examination B) B.Ed. Programme a) Common entrance test conducted by the Government. b) Merit at the qualifying examination i.e. 50% at graduation 50% weightage is given to both i.e. CET & marks of Graduation C) M.Ed. Programme a) Through an Entrance Test developed by the institution b) Through an interview? c) Merit at the Qualifying Examination in B.Ed. minimum 50% D) M.Phil. Programme (Y.C.M.O. University) a) Merit at the qualifying exam. M.Ed. E) Ph.D Programme a) Through an Entrance Test (PET) developed by the University. b) Followed by an interview (M.Phil. & SET/NET students are exempted from PET) 2. Furnish the following information (for the previous academic year ) A) D.Ed. Programme ( ) Date of start of the academic year 1st September 2011 Date of last admission 26 th November 2011 Date of closing of the academic year 30 th August 2012 Total teaching days Total working days B) B.Ed. Programme ( ) Date of start of the academic year 8 th August 2010 Date of last admission 18 th September 2010 Date of closing of the academic year 30 th April 2011 Total teaching days Total working days

15 10 C) M.Ed. Programme ( ) Date of start of the academic year 27 th September 2010 Date of last admission 26 th October 2010 Date of closing of the academic year 30 th April 2011 Total teaching days Total working days D) M.Phil. Programme ( ) Date of start of the academic year 26 th September 2011 Date of last admission 10 th October 2011 Date of closing of the academic year 31 st May 2012 Total teaching days Total working days Total number of students admitted ( ) Programme Number of students Reserved Open M F Total M F Total M F Total D.Ed B.Ed M.Ed. (Full Time) M.Phil Ph.D Are there any overseas students? Yes No 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) ( ) B.Ed. (Secondary / Senior Secondary Level, Degree Course) a) Unit cost excluding salary component Rs. 20,149 b) Unit cost including salary component Rs. 78,151 (Please provide the unit cost for each of the programme offered by the institution as detailed in Question 12 of profile of the institution).

16 11 6. Highest and Lowest percentage of marks at the qualifying examination considered for admission during the previous academic session. Programmes Open Reserved Marks Highest (%) Lowest (%) Highest (%) Lowest (%) Highest (%) Lowest (%) D.Ed B.Ed M.Ed. (Full Time) M.Phil Ph.D Is there a provision for assessing students knowledge and skills for the programme (after admission)? a) D.Ed. Yes No b) B.Ed. Yes No c) M.Ed. Yes No d) M. Phil Yes No 8. Does the institution develop its academic calendar? D.Ed. Yes No B. Ed. Yes No M. Ed. Yes No M.Phil Yes No 9. Time allotted (in percentage) Programmes Theory Practice Teaching Practicum D.Ed. I 56% 19% 25% D.Ed. II 48% 22% 30% B.Ed % 32.59% 24.44% M.Ed. (Full Time) 70% 10% 20% M. Phil. 18% %

17 Pre-practice teaching at the institution A) D.Ed. Programme a) Number of pre-practice teaching days 30 to 40 days b) Minimum number of pre-practice teaching lessons given by each student 10 B) B.Ed. Programme a) Number of pre-practice teaching days 30 Days b) Minimum number of pre-practice teaching lessons given by each student Practice Teaching at School A) D.Ed. Programme a) Number of schools identified for practice teaching 10 b) Total number of practice teaching days 200 c) Minimum number of practice teaching lesson 20 given by each student B) B.Ed. Programme a) Number of schools identified for practice teaching 18 b) Total number of practice teaching days 120 c) Minimum number of practice teaching lessons given by each students How many lessons are given by the student teachers in simulation and prepractice teaching in classroom situations? A) D.Ed. Programme i) Number of Lessons in Simulation ii) Number of Pre-practice Teaching Lessons B) B.Ed. Programme i) No. of Lessons in Simulation 4 ii) Number of Pre-practice Teaching Lessons 12

18 Is the scheme of evaluation made known to students at the beginning of the academic session? a) D.Ed. Yes No b) B.Ed. Yes No c) M.Ed. Yes No d) M.Phil Yes No 14. Does the institution provide continuous evaluation? e) D.Ed. Yes No f) B.Ed. Yes No g) M.Ed. Yes No h) M.Phil Yes No 15. Weight age (in percentage) given to internal and external evaluation Programmes Internal External D.Ed. I 48% 52% 2000 D.Ed. II 65.36% 43.64% 1100 B.Ed. 50% 50% 1000 M.Ed. (Full Time) 60% 40% M. Phil. 50% 50% 16. Examinations Sr. No. Programmes No. of sessional tests held for each paper No. of assignments for each paper 1 D.Ed. I D.Ed. II B.Ed M.Ed. (Full Time) M. Phil. 2 2

19 Access to ICT (Information and Communication Technology) and Technology Yes No Computers Internet Software / courseware (CDs) Audio resources Video resources Teaching Aids and other related materials Any other (specify and indicate) LCD, LAPTOPS, VIDEO 18. Are there courses with ICT enabled teaching-learning process? Yes No Number Does the institution offer computer science as a subject? Yes No If yes, is it offered as a compulsory or optional paper? Compulsory Optional

20 15 CRITERION III: RESEARCH, CONSULTANCY AND EXTENSION 1. Number of teachers with Ph.D. and their percentage to the total faculty strength 6 35 % 2. Does the institution have ongoing research projects? Yes No If yes, provide the following details on the ongoing research projects: Funding Collaboration, if Amount (Rs.) Duration (Years) Agency any BCUD 3,25,000 2 University of Pune 3. Number of completed research projects during last three years? B.C.U.D., U.G.C., NCERT, SCERT 4 4. How does the institution motivate its teachers to take up research in education? (Mark for positive response and X for negative response) a) Teachers are given study leave b) Teachers are provided with seed money c) Adjustment in teaching schedule given to fellowship -- d) Providing secretarial support and other facilities e) Any other (specify and indicate) 5. Does the institution provide financial support to research scholars? Yes No 6. Number of research degrees awarded during the last five years a) Ph.D. 6 b) M.Phil Does the institution support student research projects (UG & PG)? Yes No

21 16 8. Details of the publications by the faculty (last five years) National journals - Referred papers - Non referred papers Academic articles in reputed magazines / newspapers Books Any other (specify and indicate) Yes No Number Are there awards, recognition, patents etc. received by the faculty Yes No Number M.Ed.9 Ph.D.2 M.Phil Number of papers presented by the faculty and students (during last five years) Faculty Students f) National seminars g) International seminars h) Any other academic forum What type of instructional materials have been developed by the institution? (Mark for yes and X for No) i) Self instructional materials j) Print materials k) Non-print materials (e.g. Teaching Aids/ l) Audio Visual, multi-media etc.) m) Digitalized (Computer aided instructional materials) n) Question Bank 12. Does the institution have a designated person for extension activities? Yes No If yes, indicate the nature of the post Full-time Part-time Additional Charge

22 Are there NSS and NCC programmes in the institution? Yes No 14. Are there any other outreach programmes provided by the institution? Yes No 15. Number of other curricular/co-curricular meets organized by other academic agencies / NGOs on Campus Does the institution provide consultancy services? Yes No 17. Does the institution have net-working / linkage with other institutions / organizations? Local Level State Level National Level International Level

23 18 CRITERION IV: (INFRASTRUCTURE AND LEARNING RESOURCES) 1. Built-up area in (sq. mtrs.) Are the following laboratories been established as per NCTE Norms? a) Methods Lab. b) Psychology Lab. c) Science Lab. d) Education Technology Lab. e) Computer Lab. d) Workshop for preparing teaching aids 3. How many computer terminals are available with the institution? What is the Budget allotted for computers (purchase and maintenance) during the previous academic year? 1,20,000/- 5. What is the amount spent on maintenance of computer facilities during the previous academic year 12,000/- 6. What is the amount spent on maintenance and up-grading of laboratory facilities during the previous academic year? 15,000/- 7. What is the budget allocated for campus expansion (building) and upkeep for the current academic management session / financial year? 25,000/- 8. Has the institution developed computer-aided learning packages? Yes No 9. Total number of posts sanctioned : B.Ed. D.Ed. Open Reserved Open Reserved M F M F M F M F Teaching : Teaching : Non- teaching: Non- teaching : Total number of posts vacant B.Ed. D.Ed. Open Reserved Open Reserved M F M F M F M F Teaching : Teaching : Non- teaching: Non- teaching :

24 a) Number of regular and permanent teachers B.Ed. D.Ed. Open Reserved Open Reserved M F M F M F M F Assistant. Professors Associate Professors Principal Teachers b) Number of temporary/ad-hoc/part-time teachers (Gender wise) B.Ed. D.Ed. Open Reserved Open Reserved M F M F M F M F Asstt. Professors Asstt. Professors Principal Teachers c) Number of teachers from: Same state B.Ed D.Ed Teacher student ratio (program wise) 13. a) Non-teaching staff Programme Teacher student ratio D.Ed 1:10 B.Ed. 1:14 M.Ed. (Full-time) 1:7 M.Phil (Full-time) 1:3 B.Ed. D.Ed. Open Reserved Open Reserved M F M F M F M F Permanent Permanent b) Technical Assistants B.Ed. D.Ed. Open Reserved Open Reserved M F M F M F M F Permanent Library Asstt. Temporary Temporary Library Asstt

25 Ratio of Teaching-non teaching staff B.Ed: 2:1 D.Ed 2:1 15. Amount spent on the salaries of teaching faculty during the previous academicsession. (% of total expenditure) Rs.68, 12,398/- (Rs.Sixty Eight Lacs Twelve Thousand Three Hundred And Ninety Eight Only) 16. Is there an advisory committee for the library? (as on ) Yes No 17. Working hours for the library: On working days On holidays During examinations a.m. to 5.00 p.m. Occasionally same 9 a.m. to 6 p.m.: as per requirements 18. Does the library have an open access facility? Yes No ---- Only reference section for faculty members and teacher trainees is available as an open access facility. 19. Total collection of the following in the library a) Books 30,050 Text Books 9,730 Reference books 515 approx. b) Magazines 28 c) Journals subscribed : Indian Journals 25 Foreign Journals ---- d) Peer reviewed journals 3 e) Back volumes of journals

26 21 f) E - information resources Online journals /E-journals Databases Video-Cassettes Audio Cassettes 20. Mention the Total carpet area of the Library 1103 sq. ft. Seating Capacity of the Reading Room Status of automation of Library Yet to automate --- Partly automated Fully automated Which of the following services / facilities are provided in the library? Circulation Clipping Bibliographic compilation Reference Information display and notification Book Bank Photocopying Computer and Printer Internet Online access facility Inter library borrowing Power back up -- User orientation/information literacy 23. Are students allowed to retain books for examinations? Yes No

27 Furnish information on the following Average number of books issued/returned per day 200 Maximum number of days books are permitted to be retained by Students 8 days Faculty No limit Maximum number of books permitted for issue: For Students 2 For faculty No limit Average number of users who visited/consulted per month 20 Ratio of library books (excluding text-books and book bank facility) to the number of students enrolled 1: What is the percentage of library budget in relation to total budget of the institution? 0.5% 26. Provide the number of books/journals/periodicals that have been added to the library during the last three years and their cost. Text-books - B.Ed. - D.Ed. Other books - M.Ed. - D.Ed. Journals / Periodicals Any Others (Specify and indicate) I : II: Number Total Cost (in Rs.) Number Total Cost (in Rs.) Teaching Aids D.Ed. 3 Teaching 1543 Aids D.Ed III : III : Number Total Cost (in Rs.) Number Total Cost (in Rs.) , Teaching Aids D.Ed Teaching Aids D.Ed

28 23 CRITERION V: STUDENT SUPPORT AND PROGRESSION 1. Programme wise dropout rate for the last three batches Programme D.Ed B.Ed M.Ed. (Full Time) Does the institution have the tutor-ward/or any similar monitoring system? Yes No If yes, how many students are under the care of a mentor/tutor? Does the institution offer Remedial instruction? Yes No 4. Does the institution offer Bridge Courses? Yes No 5. Examination Results during past three years (provide year wise data) I UG (B.Ed) PG (M.Ed) M.Phil II III I II III I II Pass Percentage Number of first classes Number of distinctions Exemplary Performances (Gold Medal and University Ranks) Number of students who have passed competitive examinations during the last three years (provide year wise data) I(08-09) II (09-10) III (10-11) NET SET Any Other (specify and indicate) III -

29 24 7. Mention the number of students who have received financial aid during the past three years I I III Financial Aid Merit Scholarship Merit-cum-means scholarship Fee concession Loan facilities Is there a Health Centre available in the campus of the institution? Yes No 9. Does the institution provide residential accommodation for Faculty Yes No Non teaching staff Yes No 10. Does the institution provide hostel facility to the students? Yes No If yes, number of students residing in hostels: Men 20 Women Does the institution provide indoor and outdoor sports facilities? Sports fields Yes No Indoor fields Yes No Gymnasium Yes No 12. Availability of rest rooms for Women Yes No 13. Availability of rest rooms for Men Yes No 14. Is there transport facility available? Yes No 15. Does the institution obtain feedback from students on their campus experience? Yes No

30 Give information on the cultural Events (last year data) in which the institution participated / organized? Organized Participated Yes No Number Yes No Number Inter-collegiate Inter-University National Any other (specify and indicate) (Excluding college day celebration) 17. Give details of the participation of students during the past year at the university, State, regional and international sports meets: Participation of students (Number) Outcome (Medal achievers) State - - Regional - - International Does the institution have an active Alumni Association? Yes No If yes, give the year of establishment Does the institution have Student Association / Council? Yes No 20. Does the institution regularly publish a college magazine? Yes No 21. Does the institution publish its updated prospectus annually? Yes No 22. Give details on the progression of the students to employment/further study (Give percentage) for last three years: YEAR 1 ( ) (%) YEAR 2 ( ) (%) YEAR 3 ( ) Higher Studies 5% 5% 6% Employment (Total) 60% 58% 62% Teaching 15% 12% 25% Non-teaching

31 Is there a placement cell in the institution? Yes No If yes, how many students were employed through placement cell during the past three years? Does the institution provide the following guidance and counseling services to students? Academic guidance and counseling Yes No Personal counseling Yes No Career Counseling Yes No

32 27 CRITERION VI: GOVERNANCE AND LEADERSHIP 1. Does the institution have a functional Internal Quality Assurance Cell (IQAC) or any other similar body / committee? Yes No 2. Frequency of meetings of Academic and Administrative Bodies (last year) Governing Body / Management 04 Staff Council 10 IQAC / or any other similar body / committee 25 Internal Administrative Bodies contributing to quality 04 improvement of the institutional processes (mention only for three most important bodies. 3. What are the Welfare schemes available for the teaching and non teaching staff of the institution? Loan Facility Yes No Medical Assistance Yes No Insurance Yes No Others (specify and indicate) Yes No 4. Number of career development programmes made available for non- teaching staff during the last three years Furnish the following details for past three years: a) Number of teachers who have availed the faculty Improvement Programme of the UGC / NCTE or any other recognized organisation 10 b) Number of teachers who were sponsored for professional development programmes by the Institution: a) National b) International c) Number of faculty development programmes organized by the Institution 0 8 d) Number of Seminars/Workshops/symposia on Curricular development, Teaching-learning, assessment etc. organized by the institution 0 0 8

33 28 e) Research Development programme attended by the faculty 0 9 f) Invited / endowment lectures at the institution How does the institution monitor the performance of the teaching and non-teaching staff? Self Appraisal Yes No Student Assessment of faculty Performance Yes No Expert Assessment of faculty performance Yes No Combination of one or more of the above Yes No Any other (specify and indicate) Yes No 7. Are there faculty assigned additional administrative work? Yes No If yes, give the number of hours spent by the faculty per week Provide the income received under various heads of the account by the institution for previous academic session. Grant-in-aid 56, 38,249 Fees 19, 11,315 Donation ---- Self-funded Courses: D.Ed. & M.Ed. 28, 22,000 Any other (specify and indicate) Expenditure statement (for last two years) Year Year Total sanctioned budget 69,77,900 78,68,900 % spent on the salary of faculty % spent on the salary of non-teaching employees % spent on books and journals % spent on developmental activities (expansion of building) - - % spent on telephone, electricity and water % spent on maintenance of building, sports facilities, hostels, residential complex and student amenities etc. % spent on maintenance of equipment, teaching aids, - - contingency etc. % spent on research and scholarship (seminars, conferences, - - faculty development programme, faculty exchange etc. % spent on travel Any other (specify and indicate) Total expenditure incurred

34 Specify the institutions surplus/deficit budget during the last three years? (specify the amount in the applicable boxes given below) Surplus in Rupees Deficit in Rupees , 68, , 60, , 44, Is there an internal financial audit mechanism? Yes No 12. Is there an external financial audit mechanism? Yes No 13. ICT/Technology supported activities / units of the institution : Administration Yes No Finance Yes No Students Research Yes No Career Counseling Yes No Aptitude Test Yes No Examination / Evaluation Yes No Assessment Yes No Any Other Yes No (specify and indicate) 14. Does the institution have an efficient internal coordinating and monitoring mechanism? Yes No 15. Does the institution have an inbuilt mechanism to check the work efficiency of the non-teaching staff? Yes No 16. Are all the decisions taken by the institution during the last three years approved by a competent authority? Yes No 17. Does the institution have the freedom and the resources to appoint and pay temporary / ad-hoc / guest teaching staff? Yes No

35 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 dispute pertaining to the institution? Yes No 20. Has the institution adopted any mechanism/process for internal academic audit / quality checks? Yes No 21. Is the institution sensitized to modern managerial concepts such as strategic planning, team work, decision-making, computerization and TQM? Yes No

36 31 CRITERION VII: INNOVATIVE PRACTICES 1. Does the institution have an established Internal Quality Assurance? Yes No 2. Do students participate in the Quality Enhancement of the Institution? Yes No 3. What is the percentage of the following student categories in the institution? B.Ed Men % Women % a SC b ST c OBC d Physically Challenged e General Category f Rural g Urban h Any Other (specify) : N.T B.Ed Men % Women % a SC % % b ST % % c OBC % % d Physically Challenged % % e General Category % % f Rural % % g Urban % 72 45% h Any Other (specify) : N.T % % i. SBC % M.Ed Men % Women % a SC 01 4 % 03 12% b ST c OBC 02 8% 04 16% d Physically Challenged e General Category 04 16% 06 24% f Rural 05 20% % g Urban 05 20% 12 48% h Any Other (specify) : N.T. 02 8% 03 12%

37 32 M.Ed Men % Women % a SC % % b ST c OBC % d Physically Challenged e General Category % % f Rural % 07 20% g Urban % % h Any Other (specify) : N.T % % 4. What is the percentage of the staff in the following category? Teaching % Nonteaching % a SC b ST c OBC d Women e Physically Challenged f General Category g Any Other (specify) NT(1) + SBC What is the percentage of incremental academic growth of the students for the last two decades? At admission On completion of the Course Batch I Batch II Batch I Batch II a SC 62.46% 65.76% 61.77% 64.31% b ST 64.38% 54.05% 65.27% 61.41% c OBC 66.88% 66.34% 67.03% 64.28% d Physically Challenged 59.39% 56.46% 62.72% 63.19% e General Category 67.23% 67.38% 67.96% 66.37% f Rural 65.96% 66.20% 64.65% 56.79% g Urban 64.68% 65.13% 66.60% 62.93% h Any Other (specify) NT / NTB / NTC / NTD 65.83% 60.62% 61.58% 61.89% i SBC 59.39% 56.46% 70.58% 62.92%

38 33 CONTENTS TITLE PAGE NO SECTION C: CRITERION WISE EVALUATIVE REPORT Part I : Executive Summary 33 Part II: Criterion Wise Analysis 35 Criterion I : Curricular Aspects 35 Criterion II : Teaching Learning and Evaluation 55 Criterion III : Research, Consultancy and Extension 89 Criterion IV: Infrastructure and Learning Resources 114 Criterion V: Student Support and Progression 147 Criterion VI : Governance and Leadership 179 Criterion VII : Innovative Practices 215 Part III: Mapping of Academic Activities of the Institution Part IV: Declaration by the Head of the Institution

39 33 SECTION C CRITERION WISE EVALUATIVE REPORT PART I : EXECUTIVE SUMMARY The establishment of National Assessment and Accreditation Council (NAAC) has been a boon and a blessing in disguise to evaluate and improve and enhance the quality of institutions of higher education. This reaccreditation process has motivated Tilak College of Education to introspect, analyze and plan for future development of the institution to assure and monitor quality of curriculum transaction. Lokmanya Tilak, the eminent educationist and freedom fighter, was the inspiring force in the establishment of Tilak College of Education. This institution was the first private teacher training institution established on 20 th June 1941 in the Bombay Province. Lokmanya Tilak s high ideal of purity and character, self sacrifice and devotion to service has been the guiding force for the institution. In accordance with the objectives of our parent institution Shikshan Prasarak Mandali, Tilak College of Education has provided the right environment and intellectual stimulus to prepare with sensitive and probing minds. The institution is situated in the heart of Pune city and is spread over a few acres amongst the cool and shady greenery of the foothills of Pune s prominent landmark, the Parvati hills. The beautiful campus presents a peaceful, cheerful, vibrant and conducive teaching learning environment. Its archaic, classic and imposing architecture stands out in the nearby concrete jungle. Over the years, the institution has always imparted quality education and multi faceted training to mould teacher trainees physically, emotionally, intellectually and spiritually. Maximum utilization of the infrastructural facilities by the institution s committed, highly qualified and progressive faculty has led to sustained progress and development. No institution can flourish without research and extension activities. Quality research is undertaken in the institution s research department under the guidance of eminent guides. The institution s faculty had the distinction of getting the first doctorate in the subject Education from the University of Pune. Many of the faculty members had the honor of getting training and enhancing their educational qualifications in the U.S.A and U.K.This reflects the faculty s potential and their sincere efforts to excel in all areas of education. This glorious tradition continues in the new millennium as well.

40 34 The college has illustrious alumni who hold key positions in the educational field all over India and abroad. The institution has always maintained a high ethical code as regards to admissions and academics thereby setting lofty standards. The focus of the institution is on quality curriculum transaction with the use of modern technology, evaluation, and research. Teacher training includes a variety of learning experiences coupled with innovative instructional strategies which is the need of the new millennium. Besides academic activities, the faculty efforts are directed towards social and community service. This facilitates interaction with the community and society. Meticulous planning, timely implementation and introspection of all curricular and co-curricular activities are the priority of faculty and staff. This leads to qualitative improvement and a desire to excel keeping with the institution s motto Pursuit of Excellence. This is reflected in consistently good academic results in the D.S.M, D.T.Ed, B.Ed and M.Ed programs implemented by the institution. The institution operates under the control of regulatory bodies that include the national bodies, U.G.C and N.C.T.E. In addition to this, the University of Pune, the Shikshan Prasarak Mandali and the Local Management Committee also exercise control over the institution for total educational quality management. The effectiveness and quality of the institution needs to be assessed from time to time to enhance the quality of teacher education. This creative and important task has been facilitated by NAAC. This endeavor has been accomplished with the whole hearted cooperation of every member of the institution through deliberations, discussions, brain storming, team work and cohesive spirit.

41 35 PART II CRITERIONWISE ANALYSIS CRITERION I : CURRICULAR ASPECTS 1.1 CURRICULAR DESIGN AND DEVELOPMENT State the objectives of the institution and 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) The objectives of the institution are stated as follows:- 1. To impart value based education 2. To prepare competent and committed teachers 3. To prepare teacher educators 4. To prepare efficient administrators 5. To prepare researchers 6. To ensure the all round development of student teachers 7. To develop sensitivity towards emerging issues i.e. environment, population, gender equity and legal literary 8. To promote inclusive education 9. To develop awareness and attitude towards global trends 10. To develop soft skills and life skills 11. To develop IT savvy students and develop e-culture in the institution. 12. The major considerations addressed from these objectives include the following: Value based education Competent and committed teacher educators Educational Administration Educational Research All round development of student teachers Awareness about contemporary issues Concern for the deprived Global trends and demands

42 36 Skill development Emphasis on Educational Technology and ICT Specify the various steps in the curricular development process. (Need, assessment, development of information data based, pertaining to the feedback from faculty, students, alumni, employers and academic experts and formalizing the decisions in the statutory academic bodies.) Curricular Development Process The institution implements D.T.Ed., B.Ed., M.Ed., M.Phil., Ph.D. and D.S.M. programmes. The entire curriculum is developed by the regulating bodies and assigned to the institution. The hierarchy of the regulating bodies is given below: For B.Ed, M.Ed and Ph.D courses, University of Pune is the regulating body. For D.T.Ed course, State Council of Education and Training (SCERT) For D.S.M course, Yashwantrao Chavan Maharashtra Open University (YCMOU) As per the guidelines and norms given by the regulating bodies, the curriculum is implemented in the educational colleges. There are four teacher educators who work on different academic bodies of the University of Pune. They are involved in the process of curriculum development and reconstruction to bring out the necessary changes in the curriculum. These faculty members convey the feedback regarding the curriculum to the University of Pune for the curricular modification of the B,Ed, M,Ed and Ph.D courses. The institution implements the curriculum by providing specified optional courses and learning experiences through teaching, practice lessons, practicum and co-curricular activities. In this manner, the institution contributes indirectly in the curricular development process.

43 How are the global trends in teacher education reflected in the curriculum and existing courses modified to meet the emerging needs? Reflection of global trends in curriculum. In consonance with the changing global trends, the institution has modified the existing courses as follows: 1. Our institution initiated the Information Technology (IT) method education from The extramural activity department conducted the computer literacy programme for the senior citizens of the community. In the B.Ed. curriculum, some of the units that reflect the new global trends are as follows: Course Unit No. Content of the Curriculum I-Education for New Times 3.1 Liberal and Vocational Education 3.2 Education for Character Formation 3.3 Education for Democratic Citizen 3.5 Education for Work Culture 3.6 Education for Peace 5.1 Qualities of teachers for New Times 5.2 Role of the teacher in the age of Globalization, Liberalization and Privatization. 6.1 Urbanization, Modernization and Westernization (Characteristics of Modern Indian Society) 5.3 Development of 21 st Century, Skills in teachers 9.5 Futurology of Education (Reflective Education) II- Psychology of 4 Psychology of Inclusion Development and learning 6.2 Co-operative and Collaborative learning III- School Management Principles and Practices IV - ICT and International System 8.3 Types of Intelligence 1.4 Concept of Quality Management and excellence in education 6.3 Disaster Management 5 Vocationalization of Education 8 Action Research 1 Concept and Information of ICT 1.5 Challenges of ICT 5 E-learning, Virtual, Role of Web Based Learning. 8 CAT (Computer assisted Technology) 8.1 Models of Instructional System V-Educational Evaluation 3 New Trends in Evaluation Online Examination Examination on demand In addition to these, the institution had made provisions for elective subjects like Guidance and Counseling and Research as optional subjects.

44 How does the institution ensure that the curriculum bears some thrust on national issues like environment, value education and ICT? Thrust on National Issues The National Issues are adequately represented and reflected in the B.Ed. Curriculum. Course I: Education for New Times includes two sub-units viz. National Goals of Education as stated in the Indian Constitution and Modern Aims of Education. These sub-units provide an insight into the educational culture of the nation. Various national issues find their legitimate positions in the teachinglearning of core elements and values in the syllabus of special methods such as History Education, Science Education and English Education. Core elements and values have been included in the syllabus. The teacher trainees are required to study them, undertake pertinent activities in workshops and practice them in class-room teaching. The B.Ed curriculum incorporates the following core elements and values. Core Elements 1. History of India s freedom movement 2. Constitutional obligations 3. Content essential to nurture national identity 4. India s common cultural heritage 5. Equality of Sexes 6. Protection of environment 7. Removal of social barriers 8. Egalitarian, Democracy and Secularism. 9. Observance of small family norm 10. Inculcation of scientific temper It is evident that each of these core elements represents a major national issue that education must address. It is ensured that these are inculcated in and reflected in the curricular transaction effectively. Values Patriotism National Integration

45 39 Tolerance towards all religions Gender equality Dignity of labor Scientific attitude Modesty Sensitivity Punctuality Neatness These values are essential for character formation. They reflect India s aspiration to provide a healthy and joyful life, promote intellectual and aesthetic pursuits and elevate moral culture and spiritual fulfillment. In addition to this, our institution conducts the social service programme. In the social service programme, teacher trainees are divided into the following: Environment Education School Health Services Population Education Family Education Sports Cultural Activities City and Village Development All these groups present street plays to create awareness and a survey is also undertaken to find out the attitude, awareness and interest in relation to the above topics. In addition to this, every teacher trainee has to conduct two lessons on environment education, value education and ICT based lessons in the internship programme. We have also divided the teacher trainees into study groups as follows: 1. Environmental Study Group 2. Social Science Study Group 3. Language Study Group These groups organize many activities like lectures, teaching aids presentation and debates that focus on the current national issues.

46 Does the institution make use of ICT for curriculum planning? If yes, give details. Yes, the institution makes use of ICT for curricular planning as follows: ICT: ICT is used for planning of day to day curricular and co-curricular activities. Year s Plan: The year plan is prepared for planning of teaching learning of courses and related activities of the course. Practice Lesson: Planning of practice lessons, time-table of the lessons observation for students and faculty. Internship Programme: Planning of all internship programmes like block teaching, practicals, observations, lesson based on models of teaching, value education, environment education and technology based lessons. Infrastructure Management: Seating arrangement of staff and students, TBT practical, psychology experiments, social service lectures, method lectures and time table for guidance of practice lesson. Extra Curricular Activity: Time table, letters to the experts, programme agenda, attendance and reports. Examination: Planning, paper typing, entry of marks and results. Various Academic Committees plan their activities with the help of computers. To prepare annual reports for NCTE, NAAC and UGC and Quality Assurance reports like AQAR for NAAC Thus, the institution uses ICT to the fullest for implementation of curriculum and for academic planning.

47 ACADEMIC FLEXIBILITY How does the institution attempt to provide experiences to the students so that teaching becomes a reflective practice? 1. Preparation of VCDs The faculty was actively engaged in the major research project by the University of Pune on Development of computer multimedia package on micro teaching skills for the colleges of education. Through this project, the faculty prepared VCDs of all types of lessons for all school subjects. Every year at the beginning of micro-teaching / core training programme, these VCDs are shown to the teacher trainees for better understanding of microteaching skills. 2. Conducting Demonstration Lessons Faculty also conducts demonstration lessons in every subject for teacher trainees to observe and reflect upon them 3. Orientation Lectures Orientation lectures are organized to orient students regarding various aspects of skills in microteaching. With the help of these lectures, they get a clear idea about microteaching and practice lessons. 4. Selection of appropriate methods of teaching The teacher trainees are instructed to select the method or techniques that are suitable for the teaching of the content. They are also required to provide the rationale for selection of methods and techniques. This promotes reflective thinking about the use of appropriate teaching strategy. 5. Critical Reflection The teacher trainees are made to review critically and reflect upon the actual classroom experiences after taking practice lessons. In the lesson note for practice teaching, space has been provided under the heading Introspection to reflect upon actual classroom experiences and note them down. They thus become aware of the success and the limitations of the teaching activity that was conducted. Thus, practice of introspection and self evaluation is developed in this manner and in the long run it helps to develop flexible teaching style leading to successful transaction of curriculum.

48 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 campus experiences The teacher trainees receive both formal and informal learning experiences in institution s campus: They undergo actual formal learning of theory courses. Simulation of classroom teaching through micro teaching and integrated lessons provides them the experience of teaching and learning with the help and in collaboration with their peers. They participate in different workshops in which formal orientation is provided for different practical and educational activities. Activities undertaken in social service like street plays promote cooperation, group work among the students. This develops sensitivity and awareness towards social issues. Participation in different cultural activities provides informal education in planning and implementation of co-curricular activities and programs. Social commitment is developed among the teacher trainees by organizing blood donation camps. The institution has a very well equipped library. It provides a wide range of books for course work and for additional reading. The facility of the book bank scheme is available for teacher trainees. During the examination period, optimum utilization of library is facilitated for teacher trainees. In the beginning of the academic year, the library organizes Book Shows in different subjects to acquaint teacher trainees regarding the books available in the library. In field experiences Through practice lessons, the teacher trainees are provided with Formal practice of teaching First hand experiences about the pupil behavior, student psychology and school atmosphere Exposure of inclusive education

49 43 Inputs in varied teaching strategies and methods of teaching from experienced teachers The internship programme provides varied teaching learning experiences through the following activities: Block Teaching Technology based lessons Value education / environmental education lessons Team teaching lessons Conduct of unit test Observations of peers and school teachers Course related practicals that are conducted in school In addition to these, co-curricular activities, Health program Social Service and working with community can be treated as a source of effective learning experience. For example in the year , the social service group of our institution presented a street play at Lavasa City for the National Security Week workers / laborers benefited from these street plays that projected the importance of security measures What value added courses have been introduced by the institution during the last three years which would for example - develop communication skills (verbal and written), ICT skills, life skills, community orientation, and social responsibility? The institution on its own cannot introduce courses but it is done through the prescribed courses of the University of Pune during curriculum transaction. The following activities were conducted in addition to the prescribed courses for the same: Program to develop communication skills Spoken English classes for development of communication skills for B.Ed teacher trainees are undertaken in the special guidance scheme in collaboration with University of Pune. ICT Skills The institution introduced the Information Technology subject from the year Extramural Department conducted the computer literacy programme for senior citizens.

50 44 Social Responsibility Under the social service scheme, the institution organized many programmes like awareness about safety for labor in industries. Language Study Group, Science Study Group, Social Science Study Group and Environment Group of the institution organized many lectures. Life Skills For developing life skills and soft skills among the teacher trainees, the institution organizes a one day personality development course every year How does the institution ensure the inclusion of the following aspects in the curriculum? 1) Interdisciplinary / Multidisciplinary 2) Multi skill development 3) Inclusive education. 4) Practice teaching 5) School experience/ Internship 6) Whole experience / SUPW 7) Any other (specify and give details) Also list out the programmes / courses where the above aspects have been incorporated) The B.Ed course is an interdisciplinary course. The following are the inter disciplinary courses in B.Ed. Curriculum Course I: Education for New Times: It draws teaching, learning content from Educational Philosophy and Educational Sociology. Course III: School Management Principles and Practices: Its content is drawn from two disciplines - Management Sciences and Research Methodology i.e. Action Research. Course V: Educational Evaluation and Electives: This course draws teaching learning content from educational evaluation and educational statistics. A total of six electives offered in the B.Ed curriculum 1. Environmental Education and Disaster Management 2. Educational Research 3. Guidance and Counseling in school. 4. Education and Human Right

51 45 5. Health, physical education and yoga. 6. Population Education and Health Education. Multiskill Aspects The B.Ed. and the D.Ed. programmes are essentially introduced for the development of teaching skills. These skills include teaching skills at micro-levels. In addition to this, there are other skills such as classroom management and assessment skills which are equally important. The institution provides training for interview skills, soft skills and communication skills through various activities. Inclusive Education In the admission procedure of B.Ed, there is a 2% reservation for disabled and challenged students. Every year we have about two hearing impaired and visually challenged or physically (orthopedically) handicapped students in B.Ed course. The institution provides special guidance for lessons. A writer is provided for the internal and external examinations. Software like Java is provided which is used for visually challenged students. The institution organized a one day workshop on Inclusive Education under the Quality Improvement Programme. In this workshop, experts like Dr. Sunita Bhagwat and Swapna Nimbalkar delivered lectures on the topic of inclusive education. Course II: Psychology of Development and Learning In the B,Ed course, Psychology of Inclusion consists of four sub-units that are related to this aspect. They are - Identification of children with special needs Need of Special Education Catering to special education needs Concept of Integrated and Inclusive Education In addition to formal teaching learning, the institution implements and lays emphasis on inclusive education through curricular and co curricular activities.

52 46 Practice Teaching Aspects The institution is required to provide teaching practice through a core training programme and special training lessons. Lesson Lesson No. 1 Micro Lessons 12 2 Integrated Lessons 04 3 Simulation Lessons 04 Total lessons in all are conducted by each teacher trainee throughout the year. There are 12 special training lessons which provide actual school experiences to teacher trainees. In addition to these, the institution has conducted workshops on Lesson note writing and preparation of teaching aids. Under the special guidance scheme, a 15 days lecture series is conducted to teach and orient students on taking lessons in Models of Teaching. This is a very productive activity for teacher trainees as it orients them in Models of Teaching before they undertake these lessons in schools during the internship program. Internship / School Experience The B.Ed. programme has prescribed the internship programme for two weeks. During this programme each teacher trainee has to undertake block teaching, team teaching, models of teaching, value education and environment education. Lesson Lesson No. 1 Based on Technology 02 2 Models of Teaching 02 3 Value / Environmental Teaching 02 4 Team Teaching 02 5 Practice Lesson 08 Total 16

53 47 This programme provides experience to teacher trainees in the actual school setting. During the internship programme, the trainee has to observe the lesson. During the internship programme, the institution organizes educational visits to special schools of disabled children for the teacher trainees to make them aware and sensitize them to the needs of these children. In this way, the internship programme gives comprehensive experiences to the teacher trainees. SUPW / Work Experience The institution has provided various schemes under SUPW / Work Experiences to teacher trainees who are benefitted from this scheme in several ways. Earn and Learn Scheme: Under the Earn and Learn Scheme, every year many students benefit by being exposed to real work culture where the value of dignity of labor is inculcated in them. They get experiences from different activities like cleaning the campus, gardening, and tree plantation and vermin culture project. Samarth Bharat Abhiyan: The institution has participated in the Samarth Bharat Abhiyan of University of Pune. Under this scheme, the institution took the responsibility of the development of the village Agalambe. In this village, on 7 th July 2007, teacher trainees planted 2,500 plants. Spoken English: The institution organized Spoken English Classes for the development of communication skills of the teacher trainees. Special Guidance Scheme: Under the Special Guidance Scheme, lecture series is organized by all faculty members on New Trends in Education. During the academic year, teacher trainees prepare teaching aids and posters as per their teaching method. In the internship programme, teacher trainees are engaged in different activities to keep the entire school campus clean and tidy. Tree plantation is also undertaken by the students in an effort to keep the campus neat, clean and green

54 FEEDBACK ON CURRICULUM How does the institution encourage feedback and communication from the students, alumni, employers committee, academic peers and other stake holders with reference to the curriculum? The institution encourages feedback from teacher trainees through regular cell meetings that are conducted on the last Saturday of every month. Detailed feedback in writing is given by the teacher trainees on the curriculum transaction 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 University of Pune frames the curriculum for the B.Ed and M.Ed courses. Feedback is given by the teacher trainees and faculty regarding the difficulties and obstacles faced in implementing the curriculum through discussions. The units and courses that need modification, improvement and additions is recorded in faculty meetings of the institution and conveyed to the University of Pune authorities like the Board of Studies and Faculty. The institution has no authority and powers to modify, improve and make additions to the existing curriculum What are the contributions of the institution to curriculum development? (Member of BOS/sending timely suggestions, feedback etc.) As already stated, whenever the curriculum is to be modified or there are suggestions regarding curriculum transaction, the institution sends suggestions and feedback to the University of Pune. This is done by discussion in faculty meetings and feedback is conveyed through faculty members who represent the institution at the University Board of Studies. Following faculty members have actively contributed to the revision of B.Ed. curriculum revision for University of Pune: 1. Prof. Dr. (Mrs.) N.B.Patil 2. Prof. Dr. (Mrs.) S.V.Phatak 3. Prof. Dr. D.K.Chavan 4. Prof. Dr. V.F. Dhamane

55 CURRICULUM UPDATE 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.) Major curriculum revisions: During the last five years, following courses have undergone a major curriculum revision: Programme Course Nature of Revision M.Ed. II Advanced Educational Psychology 1.Methods of Study of Psychology Development 2.Personality 3.Learning Theories (Hall, Lewin, Tolman) B.Ed. Paper I Globalization, Liberalization, Privatization and non Govt. organization. Paper II 1.E-environment, Minds mapping 2. Collaborative and Co-operative learning. 3.Brain and Types of intelligence Paper III Disaster Management and Action Research Paper IV. Paper V (Elective ) (Set II) Development in ICT, Virtual Reality, Learning by network, Instructional System (One out of five) 1. Introduction of Educational Research 2. Guidance and Counseling in School 3. Environmental Education and Disaster Management. 4. Population Education 5. Health, Physical Education and Yoga. These changes in the course content and the structure have contributed to quality improvement and student satisfaction in the following manner. Flexibility in choosing electives. Exposure to new trends in ICT, e-learning, new theories in Psychology What are the strategies adopted by the Institution for curriculum revision and update? (Need assessment, student input, feedback from practicing schools etc.) Strategies for curriculum revision and updates: The M.Phil, M.Ed. and B.Ed. Curriculum are revised by the University of Pune.

56 50 The D.Ed. curriculum is revised by the Education Department of Government of Maharashtra. Thus, the institution is not in a position to revise and update the curriculum of the above mentioned programmes. However, when drafts of the curriculum are received, the faculty members study various components, major changes in the structure and course contents. These are presented in the faculty meetings. Various aspects and effects of revisions are discussed and the feedback, if any, is conveyed to the concerned governing body. The institution has organized several workshops for the revised B.Ed. Curriculum Paper IV not only for the faculty but for all the faculty of B,Ed Colleges that are affiliated to University of Pune. In fact, the faculty provides honorary consultancy on varied aspects of the curriculum to faculty from other B,Ed colleges. 1.5 BEST PRACTICES What are the quality sustenance and quality enhancement measures undertaken by the institution during the last year in curricular aspects? Quality Structure and Enhancement Measures The institution has developed the following measures during the last five years for the quality sustenance and quality enhancement in curricular aspects: Content Analysis of Course Syllabus Orientation to the faculty about the revised curriculum Organization of workshops and seminars on recent emerging trends such as globalization, pedagogical analysis, inclusive education, instructional system and design The suggestions given and contribution made by the IQAC Deputation of the faculty to various national and international seminars and workshops organized by other universities and institutions. Formation of various committees for smooth implementation of the Year s Plan, Co-curricular and extracurricular activities. Organization of effective Content Enrichment Programme.

57 51 VCDs prepared by the faculty for orienting student trainees about micro-teaching. Special Guidance Scheme Effective use of technology What innovations / best practices in curricular aspects have been planned/ implemented by the institution? Write details. Best Practice in curricular aspects: Title: Workshop to review aspects of internal assessment and the revised B.Ed. curriculum Content: In the year 2008, the B.Ed. curriculum was revised. It had incorporated some modifications in course content and the schema of internal assessment. New optional courses were added and there were changes in practicals and practice lesson as well. The internship programme was also modified in the revised syllabus. The University has presented a schedule for curriculum transaction, practicals, practice lessons, internal and external evaluation process. Hence the need of the hour was to orient all the teacher educators affiliated to University of Pune about the modifications in schema of internal assessment and curricular aspects of the revised B.Ed syllabus. Objectives: 1. To analyze the modified new B.Ed. curriculum for identifying details and changes in internal assessment process. 2. To analyze the course wise syllabus for internal assessment. 3. To acquaint the teacher educators about the aspects in internal assessment in the B.Ed revised curriculum. The Practice: For the workshop, lectures were organized on different aspects of curriculum like theory components, practicum component, practice lesson, co-curricular and extra curricular activities and evaluation. Features of curriculum were highlighted by the resource persons. The participants analyzed the specific curricular aspects assigned to them and compared it

58 52 with previous curriculum. Internal and external assessment in terms of weightage to different heads was also discussed. Deliberations and discussions were held within groups of teacher educators in these interactive sessions. All the participants had to give their views and opinions regarding the curricular aspects. Suggestions given by experts were enlisted and presented to the faculty in general meeting. Obstacles: The activity was properly planned hence no obstacles or difficulties were encountered. Impact: The workshop served as a pre-teaching orientation and preparation for the faculty. They could have a total and comprehensive grasp of the curriculum and internal assessment. Details of internal assessment were made known to the teacher educators. The workshop provided proper guidance to the teacher educators.thus, it provided a platform for the professional development of the faculty. Requisite Resources Experts and resource persons Copies of revised curriculum Power point presentation Reference Books Internet facility Additional information to be provided by institutions opting for reaccreditation / reassessment 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? Evaluative Observations and Suggestions: In Criteria I: Curricular design and planning. Following observations and suggestions have been recorded.

59 53 Suggestion No.1: New programs can be introduced on the basis of their value. The college should benefit from availing this freedom by introducing new relevant courses within the prescribed programs ( Please refer to page 2 of Draft report on Institutional Accreditation of Shikshan Prasarak Mandali s Tilak college of Education) Compliance: To introduce new relevant courses within the prescribed program. In keeping with the suggestions given by the first assessment and accreditation report the institution has initiated the following five new courses: 1. D.T.Ed. (Diploma in Teacher Education) in Master of Education (M.Ed) in IT Method (Information Technology) in M.Phil (Master in Philosophy) in Ph.D. (Doctor in Philosophy) in D.S.M. (Diploma in School Management) in 2010 The institution thus offers courses for training primary teachers (D.T.Ed), secondary teachers (M.Ed), promotes research through the M.Phil and Ph.D courses and trains teachers for administrative posts through the D.S.M course. In addition to these, M.Phil course affiliated to University of Pune has been initiated with an intake capacity of 20 students. Students were admitted to this course in September The constructive suggestions given by the NAAC peer team has indeed helped the institution to grow and today it is a hub of intellectual activities in the field of education. Suggestion No.2: More involvement in some areas of extension work such aseducation, community development, education for the disabled street and out of school children, blood donation camps would enrich teacher trainees and sensitize them to the needs of the society. ( Please refer to page 5 of Draft report on Institutional Accreditation of Shikshan Prasarak Mandali s Tilak College of Education)

60 54 Compliance: A. According to the suggestions by the first assessment report the institution has undertaken the following activities: In the admission procedure of B.Ed. physically challenged students are included. The institute provides special guidance for lessons to the challenged students. Writer is provided for the internal and external examination. Software like Jaws is also used for visually challenged students. The institution organized one day workshop in Inclusive Education under Quality Improvement Program in collaboration with the University of Pune. B. Community Work and Work Experience Lecture series for senior citizens were organized by the institution s Extramural activity department and senior citizens living near the institution were benefited. Earn and learn scheme for teacher trainees has been initiated since 2004 and has been executed successfully to date. The value of dignity of labor is thus inculcated in the students.

61 55 CRITERION II : TEACHING, LEARNING AND EVALUATION 2.1 ADMISSION PROCESS AND TEACHER TRAINEE S PROFILE Give details of the admission processes and admission policy (Criteria for admission, adherence to the decisions of regulatory bodies, equity, access, transparency, etc.) of the institution Admission Process : The institution conducts the D.T.Ed., B.Ed., M.Ed., M.Phil and Ph.D. programmes. The admission processes are different for every program. Details according to the programme are given as follows : A. D.T. Ed. Admission Process: D.T.Ed. admission process is centralized at State level. After the declaration of H.S.C. results, the admission process begins immediately. D.T.Ed admissions are advertised in local as well as state level newspapers. 80% admissions are given by Central Admission Process governed by Maharashtra State Council for Education, Research and Training (MSCERT) All the rules and policies regarding merit and reservation of admissions are followed strictly. The admissions are conducted at District level rounds and State level rounds. 20% admissions are reserved as the management quota admissions for every institution. Only H.S.C. merit is considered for the admission at D.T.Ed. programme. B. B.Ed. Admission process: B.Ed. admission process is also centralized at State level. The B.Ed. centralized admission process (CAP) is an online process governed by the Director of Higher Education in coordination with the Maharashtra Knowledge Corporation Limited (MKCL). As the B.Ed. admission process, CAP is online; it is more transparent and convenient to the teacher trainees of the State. In the month of March or April of every year, B.Ed. CAP begins with the advertisement in the newspapers.

62 56 The advertisement is followed by Common Entrance Test (CET). The candidates, who are seeking admission in English medium, have to undergo them English language proficiency test immediately after the General CET exam. 50% weight age is given to C.E.T. score and 50% weight age is given to the graduation and post graduation marks. The list of admitted teacher trainees is sent to the institution. The institution gives admission to these teacher trainees after the verification of relevant documents. All the rules of State Government regarding reservation policy are strictly followed. C. M.Ed. Admission Process: M.Ed. admission process is also clear and transparent. It is on the basis of marks / merit obtained for B.Ed. which is followed by the interview. The rules and regulations of State Government regarding reservations are strictly followed. D. M.Phil. Admission Process: The institution conducts the M.Phil. programme of Yashwantrao Chavan Maharashtra Open University, (YCMOU) Nashik. The admissions are governed by YCMOU and the list of admitted teacher trainees is sent to the institution. YCMOU also follows the rules of State Government. The admissions are on the basis of M.Ed. merit and teaching experience. E. Ph.D. Admission Process: The institution is a reputed Centre for Research in Education since the establishment of the institution. Dr. B.G. Bapat was the first Ph. D (Education) Scholar of the University of Pune under the able guidance of ex professor N.V. Patankar in From the year , a common entrance test for Ph.D. i.e. Ph.D. Entrance Test (PET) is conducted by the University of Pune. PET includes two papers, Paper I and Paper II. The qualified teacher trainees are eligible for the interview.

63 57 The SET/NET qualified and M.Phil. teacher trainees are exempted from these two papers but an interview is compulsory for them. After the interview, selected teacher trainees are admitted for the Ph.D. program, at our centre. All the rules and norms of the State Government and UGC are followed for the Ph.D. admission F. Diploma in School Management (DSM) Admission Process: 1. From the year our institution started DSM of YCMO University, Nashik. 2. The experienced teachers are eligible for this programme. 3. YCMOU governs the DSM admission. Admission Policy: The general policy of reservation as given by the State Government is as follows: Sr. No. Category Reservation 1 Open 50% 2 S.C. 13% 3 S.T. 07% 4 N.T. 11% 5 OBC/SBC 19% The intake capacity for the various programmes in the institution is as follows: Sr. No. Programme Intake Capacity 1 D.T.Ed. First Year D.T.Ed. Second Year B.Ed. Marathi Medium 80 4 B.Ed. English Medium 80 5 M.Ed M.Phil Ph.D D.S.M. 60 Minimum qualifications for admission to various programmes are as follows:

64 58 Sr. No. Programme Minimum Qualification Marks Qualification Open SC / NT / ST OBC 1. D.T.Ed HSC 50% 45% 45% 2. B.Ed Graduation of any university 50% 45% 45% 3. M.Ed B.Ed 55% 50% 55% 4. M.Phil M.Ed 55% 50% 55% 5. Ph.D. M.Ed / PET qualified / M.Phil 55% 50% 6. DSM B.Ed and Teaching Experience 55% How are the programs advertised? What information is provided to prospective teacher trainees about the programs through the advertisement and prospectus or other similar material of the institution? Advertisement for the programmes: D.T.Ed. D.T.Ed. admissions are centralized (80%) and governed by State Government of Maharashtra through SCERT. After the declaration of HSC result of Maharashtra State Board of Secondary and Higher Secondary Education i.e. (MS.B.S. & H.S.E.) the advertisement is published in local as well as state level newspapers. Along with the admission programme dates and places for collecting and submitting admission forms and information booklets are given. For 20% admission (Management Quota) separate advertisement is given by the management in local news papers. B.Ed. B.Ed. admissions are also centralized (100%) and governed by State Government of Maharashtra through Directorate of Higher Education, Maharashtra State (B.Ed. Admission CAP) In the month of March/April of every year the advertisement for B.Ed. admission is published by the above authority in local as well as state level newspapers.

65 59 The Centralized Admission Process (CAP) is online and supported by Maharashtra Knowledge Corporation Ltd. (MKCL) on their website - M.Ed. After the declaration of B.Ed. result, the advertisement for M.Ed. admission is published by the institution. M.Phil Generally in the month of June/July, the advertisement for M.Phil. is published by Yashwantrao Chavan Maharashtra Open University (Y.C.M.O.U.) in the newspaper. The admissions are totally governed by Y.C.M.O.U., Nasik Ph.D Generally in the month of June, an advertisement for Ph.D. Entrance Test (PET) is published by the University of Pune as per the norms laid down by UGC in the local as well as state level newspapers and on University website The admissions are governed by University of Pune and conducted at the Department of Education and recognized research centers. Ours is the recognized research centre affiliated to University of Pune. D.S.M. Generally in the month of July / August the advertisement for DSM is published by Yashwantrao Chavan Maharashtra Open University (YCMOU), Nashik. The admissions are totally governed by YCMOU, Nashik. The advertisements generally provide the following information: Course and its duration N.C.T.E. recognition reference. Cost of admission form and processing fee. Admission process (Entrance Test, Interview) Affiliation of the University Dates of receiving and submitting admission form. Reservation norms Medium of instructions Contact Number, Address, Website etc.

66 60 Prospectus The teacher trainees are provided the prospectus of the institution along with the admission form. It includes the following information: Information about Shikshan Prasarak Mandali, our parent institution. Information about the institution Infrastructure facilities Programmes with its courses Assessment pattern and procedure Fee structure Financial Assistance Schemes for the teacher trainees Teacher trainee s Welfare Schemes Academic Achievements How does the institution monitor admission decisions to ensure that the determined admission criteria are equitably applied to all applicants? For the D.T.Ed. and B.Ed. courses, the institution receives the list of admitted teacher trainees. The documents of each teacher trainee are verified by the institution authorities according to the rules and norms laid down by the government. If lacunae are found, the case is referred by the Principal to the concerned authority of admission. M.Ed. level admissions are strictly given on the merit of B.Ed. marks. All the rules and norms of government are followed. The merit list is displayed on the institution notice-board. The institution tries to keep the admission process very transparent. M.Phil. and D.S.M. admissions are controlled by Yashwantrao Chavan Open University (YCMOU, Nashik). The documents of admitted teacher trainees are verified by the authorities of the institution. Ph.D. admissions are governed by the University of Pune. The interviews of admitted teacher trainees are conducted by the institution before an interview panel given by the university. Thus, the institution monitors admission decisions and ensures that the admission criteria are equitably applied to all applicants.

67 Specify the strategies if any, adopted by the institution to retain the diverse teacher trainees population admitted to the institution. ( e.g. Individuals of diverse economic, cultural, religious, gender, linguistic, backgrounds and physically challenged) Strategies for retention of diverse teacher trainee population The teacher trainees are admitted to the institution through the central admissions process. These teacher trainees are from diverse group regarding their economy, culture, religion, gender, linguistic background and challenged with special needs. To retain all these diverse teacher trainees in the institution we adopt the following strategies according to their needs as follows: 1. Economically backward group Various scholarships and free ships are provided to the economically backward teacher trainees as per the rules and norms of the government. The Earn and Learn Scheme, which is the unique characteristic of the institution supports the trainees financially thereby inculcating the value of dignity of labor. Other privately funded scholarships like Parvatibai Doraiswami Scholarship are awarded to deserving economically backward girls. The institution also provides assistance and guidance regarding Education Loan and Loan Scholarships. There are also some scholarships funded by the University of Pune such as: Krantijyoti Savitribai Phule Scholarship for girls and scholarship for economically backward teacher trainees that provide assistance to needy and deserving female teacher trainees. 2. Cultural and religious diversified group The institution has adopted secular approach in all the practices. All the festivals of different cultures and religions are celebrated in the institution. Teacher trainees sing a secular prayer daily. All the teacher trainees are equally treated irrespective of their caste, creed, culture, religion, language, economy, abilities, and gender in the institution.

68 62 3. Gender diversified group The institution is a co-educational. There is an increase in female teacher trainees taking admission for this course. To cater the needs of girl teacher trainees, our proportion of female faculty is more. Separate ladies room is provided for girls. The problems of girls are discussed with the female faculty and solved accordingly. 4. Linguistic diversified group Since the establishment of our institution, there are two separate classes for Marathi and English Medium teacher trainees. To cater to their needs the faculty teaches in respective languages in these classes. Sometimes, Hindi Language is also used as a medium of instruction for the teacher trainees, who are not comfortable with either English or Marathi. Few tribal teacher trainees are also admitted in our institution every year. They have problems regarding diction which creates an inferiority complex among them. The micro-teaching in-charge faculty guides and counsels them for their adjustment and retention. 5. Physically challenged group Every year blind teacher trainees are given preference in our institution due to the good experiences shared with them by their seniors. We provide various facilities to blind teacher trainees such as electronic gadgets (tape recorder, computers and net facility with speaking software known as Jaws). The institution allows and provides readers and writers to the blind teacher trainees. The faculty also takes into consideration the blind teacher trainees, while teaching, giving guidance through observation in various activities. The peer group members also take care of such teacher trainees and help them in writing the lesson notes, practical submissions and to conduct the lessons. Few physically handicapped teacher trainees are also admitted in the institution. They are supported according to their needs by the faculty as well as the peer group members. The faculty provides separate counseling to the teacher trainees, who are disturbed or unable to cope-up with the environment of the institution. We also have a separate mechanism to take care of diverse teacher trainees through diary cell. There are special meetings of each diary cell along with the cell members and parent teacher, where all the problems are

69 63 discussed and solved. The problems, which are not solved at the diary cell meetings are forwarded by the in-charge professor forwards these to the Principal for solution. Thus, the institution tries to retain the diverse teacher trainee population very effectively Is there a provision for assessing teacher trainee s knowledge/ needs and skills before commencement of teaching program? If yes, give details on the same. Assessment of Teacher Trainee s Knowledge: The teacher trainees are admitted through Central Admission Procedure (CAP) in which Common Entrance Test (CET) is conducted. This CET is based on teaching aptitude, intelligence and general knowledge of the candidate. In this way, there is a provision of assessing not only the knowledge and intelligence of the teacher trainees, but also their teaching aptitude before commencement of the course. At the institutional level we also plan to assess the teacher trainee s content knowledge of the school subjects in near future. There is no provision of assessing teacher trainee s knowledge before the commencement of course for D.T.Ed. Programme. For the M.Ed. programme an interview is conducted for the assessment of teacher trainee s knowledge. For Ph.D. program, the teacher trainee s knowledge is assessed through Ph.D. Entrance Test (PET) followed by an interview. 2.2 CATERING TO DIVERSE NEEDS Describe how the institution works towards creating an overall environment conducive to learning and development of the teacher trainees? The institution was started in 1941 and has a great heritage of teachinglearning. It helps to create the conducive environment for learning by providing following amenities. Institution building: - The institution building is an ideal model of teacher education institute, built in the year The vision of the management is reflected through the various excellent achievements till today. Even after 70 years, the building is well-maintained and is an ideal

70 64 model of architecture. It is a spacious three storied, properly ventilated structure which assists in keeping the learning atmosphere healthy and lively. Classrooms: - The classrooms are spacious with a seating capacity of more than 100 teacher trainees. Each classroom is well ventilated with sufficient natural light. Sufficient number of tube lights and fans are provided in the classroom. Benches in the classroom are adult sized and made up of teak wood and in use since 1941, are comfortable to sit for more than 6 hours in the classroom. In each classroom there are fixed LCD projectors and sound system. This is a unique feature of these classrooms. All the facilities in the classroom help to keep the environment conducive for learning. There are separate classrooms for the English medium division and Marathi medium division. One of the classroom is named after the great educationist W. N. Dandekar, an ex teacher trainee of the institution. Separate guidance rooms: -Separate rooms for one to one interaction and guidance are made available to the professors and teacher trainees. The teacher to teacher trainee ratio is 1:14. Group activities such as micro teaching lessons, integrated lessons, simulation lessons, content cum methodology workshops, guidance for practice lessons and many other curricular and co-curricular activities such as social work, practice for cultural programs are conducted in these guidance rooms. These rooms provide for individual attention, motivation, guidance and counseling to the teacher trainees from time to time. The teacher-educator and teacher trainees-teachers form a unique bond, even in the short and stressful one year B.Ed. course through the Diary Cell meetings held in these rooms. Hence, these separate guidance rooms create conducive environment for teaching and learning activities of the teacher trainee -teachers. Central Library: - The institution s central library with a separate building is a unique feature. It is well equipped with many good reference books, periodicals, research journals, encyclopedias, dictionaries and various CDs. The library is computerized with internet connectivity for the teacher trainees, faculty and researchers. It is also equipped with a

71 65 photocopy machine. The library reading hall is spacious where nearly 100 teacher trainees can be accommodated at a time. This library provides an inspiring learning environment for the trainees. Computer Laboratory: - A separate computer lab is available for the T.B.T. practicals. It consists of 20 computers along with an internet connection. Through this well-equipped net connected laboratory, the teacher trainees get connected with the world and complete their practical as well as they can. They search for the related articles, reviews, researches, proceedings, encyclopedias, reports and related audios and videos. Thus, the institution provides a suitable environment to interact with the world and helps to update their knowledge of the teacher trainees. Educational Technology Laboratory: - The institution has a wellequipped Educational Technology (ET) laboratory. It consists of radio, television, tape recorders, overhead projector, slide show projector, LCDs computer with internet connection and laptops. It helps the teacher trainees to develop their skills regarding the use of electronic gadgets, so that they can easily handle these equipments during their practice teaching sessions. Conference Hall: - There is a multipurpose hall available for the teacher trainees to carry various activities such as yoga, health practice, cultural programs, prize distribution, sports such as badminton, carom, table tennis. It is also useful to conduct various lectures, work shops, seminars, symposium and conferences. Methods Laboratory Wing: -The following method labs are a part of this wing: 1. Mathematics method laboratory, 2. English method laboratory, 3. History method laboratory, 4. Science method laboratory 5. Hindi method laboratory, 6. Geography method laboratory 7. Marathi method laboratory The teacher trainees learn to utilize the facilities efficiently in these method labs according to their methods. These method labs give the

72 66 teacher trainees an opportunity to prepare and use the teaching aids required for the teaching sessions throughout the academic year. Psychology laboratory: - The psychology lab has a great history where the psychologist and educationist Prof. Pakanikar developed the psychological test for the visually impaired teacher trainees. Many psychological instruments, equipment and tests are available in this laboratory, which caters to the needs of Diploma, Graduates, and Post Graduate and M. Phil, Ph.D. scholars. Conducive Environment: - The institution is situated in the heart of the city free from pollution. It is green and with ample vegetation having the facilities of drinking water, washroom, indoor games facilities, playgrounds, canteen, mess, hostel, medicinal plants garden, vermin compost plant, vehicle parking and garden in the campus. All these facilities create positive energy among the teacher trainees as they try to excel in the curricular transaction process How does the institution cater to the diverse learning needs of the teacher trainees? The institution takes care of the teacher trainees with diverse learning needs such as gifted teacher trainees, academically weak teacher trainees, physically challenged teacher trainees, socially and economically backward teacher trainees and the rural and tribal teacher trainees by using the following strategies as per the learner s needs. Gifted teacher trainees: The gifted teacher trainees are identified by the teacher educators and they are encouraged to participate in the various activities such as Intel technology contest, Avishkar, essay competition, elocution competition and other intercollegiate competitions. They are also asked to give seminars in front of the peer group members in the content enrichment program. They are encouraged to participate at the local state level and national conferences, seminars and workshops. Some of these teacher trainees also present their papers in these conferences and seminars. They are given the responsibility of planning and execution of some programs and co curricular activities in the institution as well as in the practicing schools during the internship program.

73 67 Academically weak teacher trainees: Special attention is given towards the academically weak teacher trainees. These teacher trainees are identified, their problems are diagnosed and sorted out in the diary cell meeting and solved at the teacher- educator level or principal level according to the nature of the problem. The institution provides special coaching, practice and guidance to these teacher trainees. They are also paired with the gifted teacher trainees to raise their level. The institution conducts a special program for the academically weak teacher trainees under special guidance scheme of Board of Teacher Trainees Welfare. The new trends in education such as models of teaching lessons, team teaching and technology based lessons, value based lessons and environmental education lessons are included. Spoken English programmes and content enrichment program are also organized under this scheme for the under achievers Visually Impaired Teacher Trainees: - For the visually impaired teacher trainees, writers are made available by the institution during the examination. To learn the computer skills, software like Jaws and talking software are very helpful to blind teacher trainees. The institution also provides tape recorder to the blind teacher trainees. The peer group members of the blind teacher trainees read out the content in the books which is recorded and this recording is used by the blind teacher trainee for their studies. Physically handicapped trainees are also taken care of teacher trainees with the assistance of peer group members and teacher educators for blackboard writing or demonstration. Economically and socially deprived teacher trainees: Most of the teacher trainees admitted in the institution are economically and socially deprived. They have many difficulties to cope up with the urban environment. The faculty identifies such teacher trainees and provides guidance and counseling so that they cope with the situation, and learn efficiently to overcome their inferiority complex. A group of 12 to 15 teacher trainees are handed over to the each teacher- educator at the commencement of the academic year. They become diary cell group in charge for these teacher trainees. The cell group in charge interacts with these teacher trainees throughout the year to

74 68 find a solution to the problems faced by the trainees. In the institution, one faculty member has been appointed as Teacher Trainee Welfare Officer so that teacher trainees can easily approach him, interact freely and find a solution to his or her problem What are the activities envisioned in the curriculum for teacher trainees to understand the role of diversity and equity in teaching learning process? The concept of Inclusive Education is added in the curriculum to enable the teacher trainees to understand the concept, the need, characteristics, importance of inclusive education and problems of challenged children so that teacher trainee- teachers exhibit concern and awareness regarding teacher trainees with special needs. Most of the B. Ed. curriculum is focused on understanding the role of diversity and equity in teaching learning process. The theory papers like Education in New Times and Psychology of Development and Learning mainly focus on this area. In the course, Education in New Times, various basic concepts in relation to society, social interactions and social barriers are discussed while in the course Psychology of Development and Learning the units such as intelligence, individual differences, inclusive education, classroom interaction are incorporated in the curriculum. These units lay the foundation and theoretical background with respect to diversity and equity in the teaching learning process. Besides this various practicals, practice teaching lessons, internship and social work activities are useful for the teacher trainees to understand the role of diversity and equity in the teaching learning process. Course related practical like psychological experiments, administration of psychological test, study of exclusive school plant, technology based practical, development of self instructional material, content cum methodology practical develop the insight among the teacher trainee regarding the diversity and equity in teaching learning process and their role in the schools. Practice teaching as well as internship program gives them an opportunity to apply their knowledge regarding the diversity and equity, which is

75 69 gained in the classroom. While teaching, they find out the diversity in the classroom and try to create equity through the teaching learning process How does the institution ensure that the teacher educators are knowledgeable and sensitive to cater to the diverse teacher trainee needs? The institution ensures that the teacher educators are knowledgeable and sensitive to cater to the diverse teacher trainee needs by the following ways: 1. Selection of the faculty: The institution is grantable and aided. Therefore, highly qualified candidates apply for the post of lecturers. Among these knowledgeable candidates, the experts of the selection committee select the lecturers by testing their knowledge and sensitivity to cater the diverse teacher trainee needs. 2. Training of the faculty under experienced teacher educators :These selected lecturers are trained under the able guidance of the well experienced teacher educators of this institution by discussion, sharing views, feedback of the teacher trainees and experiences of the teacher educators in the staff meetings formally and informally. 3. Participation in professional development program: Our faculty members participate in the professional development program like conferences, workshops, symposia at local, regional, national and international levels and gain the knowledge useful for catering the diverse teacher trainee needs. This keeps them updated regarding new trends and contemporary issues. Some of them also participate in these professional development programs as resource persons and disseminate the knowledge. Our faculty members also write conceptual, empirical and research articles. 4. Interactions with the teacher trainees: The institution has a separate mechanism known as diary cell, in which there are monthly interactions of the teacher trainees with their parent teacher (diary cell in-charge professor) occur. In these meetings, diverse teacher trainee needs are identified and accordingly the guidance and counseling is provided to the teacher trainee- teachers.

76 What are the various practices that help teacher trainees develop knowledge and skills related to diversity and inclusion and apply them effectively in classroom situations? The institution takes efforts to help the teacher trainees to develop their knowledge and skills related to diversity and inclusion. It also takes efforts to provide opportunities to the teacher trainees for applying this knowledge and skills effectively in classroom situations. The efforts are as follows: - 1. Providing knowledge through theoretical component: -Through the theory components of the curriculum, the knowledge regarding diversity and inclusion is provided to the teacher trainee-teacher in Course I of the B.Ed syllabus (The Education for New Times) and Course II (Psychology of Learning and Development) are useful for developing the knowledge. Experts are invited to deliver lectures for the same. 2. Providing knowledge through practical component: - The knowledge regarding diversity and inclusion is provided to the teacher trainees through practical assignments and visits related to the theory course I, II, III and elective course VI. The institution also organizes visits to various special schools (schools for visually impaired, hearing impaired schools, schools for gifted teacher trainees, schools for slow learners) and orphanages to get first hand information and experiences regarding diversity and inclusion. 3. Developing skills through demonstrations given by teacher educators and teachers: - The teacher educators develop the skills of teacher trainees regarding the diversity and inclusion through live demonstration during their teaching sessions, microteaching and simulation lessons with teacher trainees and special teacher trainees. Our teacher trainees observes the lessons of school teachers and peer group members through which give them an idea about the proper interaction with diverse teacher trainees and special teacher trainees and the nature of inclusion.

77 71 Actual use of knowledge and skills: The knowledge gained and skills acquired by the teacher trainee- teachers are used in the classroom situations during practice teaching and internship. In this way, the teacher trainee- teachers get an opportunity to apply the required knowledge and skills. Beside this, teacher trainees observe the schools during the practice teaching and internship. They also observe the infrastructural facilities provided to the special children. 2.3 TEACHING-LEARNING PROCESS How does the institution engage teacher trainees in active learning? (Use of learning resources such as library, website, focus group, individual projects, simulation, peer teaching, role playing, internships, practicum, etc.) The Curriculum of B.Ed. Programme of University of Pune is designed in such a way that the teacher trainees should remain engaged in active learning. Our efforts are there to transact this curriculum effectively by implementing the following activities to engage the teacher trainees through active learning: 1. Theory Courses While teaching the theory courses along with lecture method, our faculty uses various interactive teaching strategies like group discussion, role playing, co- operative learning, using models of teaching and lectures followed by discussions which engage the teacher trainees in active learning. 2. Practical related to the theory courses - Teacher trainees have to complete two practicals per theory course. Thus, they have to complete twelve practicals in all. These practicals are in the form of individual projects and group projects, where teacher trainees remain engaged in active learning. 3. Micro-teaching and Simulated lessons (peer teaching) Microteaching is the essence of teacher training programme, where teacher trainees have to remain focused in acquiring mastery over various teaching skills which will be useful in simulation lessons and classroom teaching. Therefore, the teacher trainees remain active in this learning process.

78 72 In bridge lessons, teacher trainees have to integrate various skills acquired in the micro- teaching and conduct the lessons. Similarly, the teacher trainees have to conduct simulated lessons on the peer group members, thus remaining engaged in active learning. 4. Practice Teaching and Internship During practice teaching and internship lessons, the teacher trainees have to teach in real classroom situation, for that purpose they have to do a lot of preparation. Such as writing the lesson notes, guidance from teacher- educators, finalization of lesson notes, preparation of teaching aids etc. For all these activities the teacher trainee- teachers remain busy actively. 5. Social Service Groups- (Focus Group)- We have a special social service department to organize the social service activities. Under this department, we divide the teacher trainees into seven different groups according to their interests and preferences given by them. The areas for social service are school health practice, environmental education, population education, family life education, adult education, cultural activities and sports. The activities like street play, role playing, projects, discussions, cleaning of the campus, vermin compost preparation, tree plantation and nursery development are organized to sensitize the teacher trainees about the various social issues and problems. Thus, the teacher trainees are engaged in active learning and develop their competencies and commitments required for would be teachers. 6. Study Groups- (focus group)- There are four study groups established in the institution which focus on the school subjects. These groups are language study group, social science study group, mathematics study and science study group and environmental study group. Different activities are organized through these study groups. These activities are focused on the content of the school subjects, the strategies to develop the interest in the subject among the teacher trainees to mould their attitudes. 7. Health programme- Health programme is the distinct feature of our B.Ed. programme. Ours is not a physical education programme, still due weight age is given to the health programme in this curriculum. Every day we start our institution working with health programme. The activities like yoga, suryanamaskar, pranayam, physical exercise, orientation about the

79 73 health awareness, health check up etc are organized under the health programme. This is also separate department headed by an In-charge professor. Some research projects regarding health of the teacher traineeteachers are also conducted by our faculty through the research department of our institution. In this way the teacher trainees remain active and become aware about their own health at the same time they also think about the health of school teacher trainees. 8. Co- Curricular activities Throughout the year, the institution engages the teacher trainees in organizing and participating in various cocurricular activities which mould their personality as teachers of the 21 st century. The co- curricular activities include celebration of various important days, elocutions, debates, essay writing, poster presentations, street plays, article writing, exhibitions, book shows, lecture series, workshops, orientations, skits, acts, plays, drama and poem reading. At the end of the year, all these co- curricular activities conclude with the annual social gathering where the prizes are distributed to the meritorious teacher trainees and teacher trainees with extra ordinary qualities in order to appreciate them and motivate others. Along with the prize distribution programme, the annual cultural programme is also organized to inspire the teacher trainees. 9. Use of learning resources- A separate library building is the unique feature of our institution. In this library, various reference books, encyclopedia, reports, surveys, dictionaries, text books, periodicals, journals, news papers in both English and Marathi languages are available. Besides these resources, offline as well as online resources are also available in the library. The offline resources include CDs on various subjects. The online resources include the availability of internet connectivity in the library and separate computer laboratory. The reference books and text books are given to the teacher trainees at home, while encyclopedia, reports, surveys, dictionaries, periodicals, journals and CDs are made available to the teacher trainees in the library. The internet facility is also available to each teacher trainee. Thus, by providing books, CDs and internet as learning resources the teacher trainees are engaged in active learning.

80 Individual projects The teacher trainees undertake individual and group projects as part of practical work. They have to complete these projects like content cum methodology report; technology based teaching, administration of psychology tests, where teacher trainees remain engaged in active learning How is learning made teacher trainee-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 teacher trainees? Learning is mainly teacher trainee centered. The list of participatory learning activities is as follows: Content Enrichment Programme Peer Learning Group Discussion Seminars, Workshops, Symposium, Role Playing, Presentations and Tutorials What are the instructional approaches (various models of teaching used) and experiences provided for ensuring effective learning? Detail any innovative approach/ method developed and used. The professors use various models of teaching such as CAM, JPM, role playing, advance organizer, essay writing, collaborative and co-operative learning, stress management by means of yog krida for the effective implementation of micro-teaching. In the orientation program, organized for the teacher trainees, various CDs and DVDs of practice model lessons are shown Does the institution have a provision for additional training in models of teaching? If yes, provide details on the models of teaching and number of lessons given by each teacher trainee. The institution has also provided the facility of video shooting for the proper feedback of lessons to teacher trainees. The workshops on teaching-aids and exhibition are organized by the institution. Under the Special guidance scheme, funded by University of Pune and Teacher Trainee Welfare Department, an orientation on models of

81 75 teaching, simulation lessons, team teaching, environment, value and technology based lessons is given by the faculty Do the teacher trainees use micro-teaching technique for developing teaching skills? If yes, list the skills practiced and number of lessons given by each teacher trainee per skill. After orienting the teacher trainees on microteaching skill techniques, every trainee is required to conduct lessons for the development of teaching skills. The following eight skills are practiced by teacher trainees. They are 1. Explanation 2. Questioning 3. Stimulus-variation 4. Black Board Writing 5. Demonstration 6. Orientation 7. Narration 8. Set Induction The teacher trainees have to practice three skills in every subject leading to overall practice of six skills in all. Hence,12 lessons include teach and reteach lessons which are completed by the teacher trainees during micro teaching training. Out of this list, the skill of demonstration is practiced by the science teacher trainees and the skill of narration by language teacher trainees in addition to the other mentioned skills Detail the process of practice teaching in schools (Lessons a teacher trainee gives per day, lessons observed by the teacher educators, peer/ school teachers, feedback mechanism, monitoring mechanisms of lesson plans, etc.) Details of the Practice Teaching - As the practice teaching is the core of the teacher training course, a lot of importance is given to conduct quality practice teaching. For the smooth execution of the practice teaching lessons, a separate department has been established.

82 76 The institution follows the mixed method of planning practice teaching lessons which is a combination of centralized and decentralized planning of practice teaching lessons. Each teacher trainee is required to complete 12 practice teaching lessons. For better execution of these lessons, the institution has identified and tied up with about 20 schools. These include 10 English Medium and 10 Marathi medium schools. The institution takes the permission from the concerned school along with necessary information such as time-table, names of subject teachers, working days and the holidays for effective planning of the practice teaching lessons. After obtaining the permission from the school for the conducting lessons, teaching units are taken from the school teachers and then conveyed and distributed to the teacher trainees along with lesson time table. This is followed by a thorough guidance for the lessons from the method teachers. The teacher trainees then prepare the fair lesson note. Sufficient time span of about 15 days is given for the planning and execution of the lessons. Actual execution of practice teaching Each teacher trainee conducts only one lesson per day, except in some cases where the teacher trainees conduct two lessons per day.the teacher educator observes only one lesson per period. This practice is also strictly followed in the institution so that it is possible to provide detailed and proper feed back to the teacher trainee and maintain the quality of practice teaching. The feedback mechanism for the practice teaching lesson is well developed and multi-faceted Describe the process of Block teaching / Internship of teacher trainees in vogue. In B.Ed. course, a lot of weight age is given for internship program in terms of marks and time period. The internship is for a period of two weeks. During these two weeks, the teacher trainee has to remain in the school campus to perform the following activities. Block teaching lessons. Technology based lessons Models of teaching lessons

83 77 Value Education and Environment Education lessons Team teaching lessons Besides these activities, the teacher trainees have to observe the lessons of peer trainees and senior teachers. They have to assist the teachers in the school for curricular, co-curricular and extracurricular activities, correction of exam papers and home-assignments. Some schools also provide them an opportunity to go through the records maintained by the school. The process of block teaching / internship is executed in three phases as follows: 1. Preparatory Phase In this phase, the institution communicates with the school regarding the time table, units and gets the necessary information from the school. On the basis of the received information, the internship department plans accordingly. 2. Actual Internship Every teacher educator is assigned a group of trainees for the internship program. The professor in charge of these schools monitors the internship program and is in contact with the trainee group leader. The professor in charge supervises the program and follow up action is taken if necessary. 3. Phase of Evaluation After the program is over, the teacher trainees submit their diary and activity wise report to the professor in charge. The professor in charge corrects the reports and marks are given to teacher trainees. The institution also organizes a feedback session in the school to get inputs regarding the planning, implementation, execution, difficulties, quality and lacunae in the program. The evaluation is a continuous and comprehensive process. Every lesson of the teacher trainee during internship is evaluated by the school teacher which is the best practice in the internship program. During the observation of these lessons, the school teachers give suggestions to the teacher trainee in written form. There is also a discussion between teacher trainee and school-teachers after the lessons are conducted in which the teacher gives suggestions to the teacher trainees for improvement and

84 78 make relevant changes the lesson plan. This collaborative partnership between school teachers and teacher educators makes the internship a fruitful experience. For M.Ed. course, the internship is a unique feature of the University of Pune. This program is of three weeks in which M.Ed. teacher trainee go to B.Ed. institutions where they perform the following activities. Teaching lessons of general courses Teaching lessons of methods / subject education Technology based lessons Guidance for practice-teaching Observation of practice teaching Organization of co-curricular activities After completing these activities, the teacher trainees are evaluated by teacher educators of respective institutions. Feedback is given to the teacher trainees for the improvement. After the completion of the internship program, the teacher trainees further prepare a detailed report on internship program and present it in their institutions Are the practice teaching sessions/ plans developed in partnership, cooperatively involving the school staff and mentor teachers? If yes give details on the same. At B.Ed. level, there is development of partnership in the practice-teaching schools and institutions for the practice-teaching sessions. The mentor teacher communicates with the school teachers regarding time-table and units to be taught. There are non-formal discussions/ guidance between teacher trainees and school teachers regarding unit and teaching methodology. The teachers also give feed back to the teacher trainees informally on their own to improve the quality of lessons. Lesson guidance for preparation of lesson notes is done by the institution s Practice teaching lessons are organized in partnership and in coordination with practicing schools.

85 How do you prepare the teacher trainees for managing the diverse learning the needs of students in schools? It is necessary for a trainee teacher to be exposed to the diverse learning needs of students in schools. The Course II, Psychology of Development and Learning paper of the B.Ed syllabus includes the Unit Individual Differences in Unit 3 which has the topic Catering to diverse needs of students which enables the teacher trainees to get an idea about inclusion of students with special needs, their characteristics, types and modifications that are necessary to be made for students in the inclusive set up. Hence, they are oriented and prepared to teach such students. The trainees get a firsthand experience of students with special needs through the visits organized to special schools. Diversity in socio economic status of students and the infrastructure of schools is experienced by trainees even through the usual practice teaching lessons are organized in practicing schools. The teacher educators inculcate the attitude towards inclusive education by guiding them formally as well as informally What are the major initiatives for encouraging teacher trainees to use/ adopt technology in practice teaching? The faculty always encourages the teacher trainees to use technology in practice teaching. The faculty has adopted technology and uses technology in their daily teaching learning process by making use of laptop, LCD Projector, OHP in the classroom for day to day curriculum transaction. It is compulsory for the teacher trainees to conduct technology based lessons which entails them to make use of different electronic gadgets such as tape recorder, mobile, MP players, TV, VCDs, LCD, OHP and internet. Technological lessons are conducted in three phases - simulation phase, block teaching and practice teaching phase. As per the B.Ed curriculum of the University of Pune, technology based teaching practical is to be conducted in the computer lab where the teacher

86 80 trainees develop the technology aided package or project based learning packages. The teacher trainees are also encouraged to make use of technology in various activities such as seminars, workshops, symposia and other cocurricular activities. They become skilled in handling and using the digital camera, movie camera, laptops, LCD and PA system for recording. 2.4 TEACHER QUALITY Are the practice teaching plans developed in partnership, cooperatively involving the school staff and mentor teachers? If yes give details. (Please refer to 2.3.8) What is the ratio of teacher trainees to identified practice teaching schools? Give the details on what basis the decision has been taken? There are 160 teacher trainees for the B.Ed course. The institution has identified about 20 schools out of which 10 are English Medium and 10 Marathi medium. Approximately, 10 teacher trainees are allotted to each school. Thus, the ratio of teacher trainees to identified practice teaching is 8:1 There are 16 teacher educators as faculty in the institution. Hence, one teacher educator for one school works to 16 schools. 4 additional practice schools have been identified in case there is unavailability of a particular school because of their exams and co curricular activities schedule Describe the mechanism of giving feedback to the teacher trainees and how it is used for performance improvement. Mechanism of Feedback The institution has developed observation tools in the form of rating scale of 100 marks to observe the school practice lessons, technology based lessons, value education lessons, team teaching lessons, models of teaching lessons and environmental education lessons. Teacher educators observe the full lesson that is from the introduction to the home work step that is for one whole period of minutes using the rating scale to evaluate the lesson.

87 81 In addition, the teacher educators also give the qualitative feed back in written form on the lesson note itself. At the end of the lesson, the teacher trainees get quantitative and qualitative feedback immediately. The written feedback is followed by oral discussion for the improvement in the performance of the teacher trainees How does the institution ensure that the teacher trainees are updated on the policy directions and educational needs of the schools? Practice teaching forms the core curriculum of the B.Ed program. The institution conducts this in collaboration with schools. The institution makes every effort to comply with the policy directions of the schools in which practice teaching is conducted. The schools convey their policy directions and needs to the institution regarding practice teaching. The IQAC discusses and deliberates on the policy directions and conveys it to the teacher educator in charge of the lesson planning department. The teacher educator in charge in turn gives instructions to all the teacher trainees and displays the instructions on the notice board. Sometimes, the teachers from schools are engaged in orientation programs and express the need for practice lessons to be conducted. At such times, the institution cooperates and coordinates with the school to fulfill the needs and also ensures that the teacher trainees are updated on the policy directions and educational needs of the school How do the teacher trainees and faculty keep pace with the recent developments in the school subjects and teaching methodologies? It is necessary for the institution to make practice teaching consistent and relevant with the school curriculum and the new methodology advocated in the revised curricula of the school. The teacher trainees and faculty keep pace with the recent developments in the school subjects and teaching methodologies through the content cum methodology workshops which are organized at least in two phases every year. Through these workshops, the teacher trainees get the required inputs in recent developments in the school subjects and teaching methodologies. The following activities are undertaken and completed by the teacher trainees for both the school subjects selected as special methods:

88 82 1. Developing the structure of the subject 2. Critical study of the curriculum and syllabus 3. Comparison of the syllabus and the textbook 4. Critical study of the textbook 5. Analysis of content and one unit 6. Teaching methodology 7. Preparation and conducting lessons based on various types of teaching methodology. 8. The content cum methodology workshops have proved to be useful to teacher trainees before they embark on practice teaching in schools 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)? (Please refer to section 6.4.7) Does the institution have any mechanism to reward and motivate staff members for good performance? If yes, give details. (Please refer to section 6.4.1) 2.5 EVALUATION PROCESS AND REFORMS How are barriers to teacher trainee learning identified, communicated and addressed? (Conducive environment, infrastructure, access to technology, teacher quality, etc) Some teacher trainees face barriers in learning as well as practice teaching. These are identified and action is taken to enable the teacher trainee to overcome the barriers. The barriers identified are generally coping with new subjects like psychology and statistics based courses. Teacher trainees from rural background have limited communication skills and many find it difficult to conduct lessons in English medium despite having opted for English medium. Some trainees lack confidence and cannot adjust to the urban environment. The cell meeting that is conducted with the in charge teacher educator on the last Saturday of every month is a good medium for counseling and

89 83 giving personal, educational and vocational guidance to trainees facing problems. The drawbacks in learning are revealed from the results of the internal exams. The examination in charge conducts a meeting with these trainees and orients them on proper techniques and study skills to improve the performance. The Principal is also kept abreast with performance and problems faced by the trainees. Not only does the institution s faculty, but the administrative staff also takes efforts to create conducive learning environment and to provide the best possible infrastructural facilities and access to technology to make the training joyful and stress free Provide details of various assessment/ evaluation processes (internal assessment, midterm assessment, term end evaluations, external evaluation) used for assessing teacher trainee learning? The B.Ed. Course It is structured into four parts such as part I, part II, part III and part IV Part I: Written examination is conducted by the University of Pune Part II to Part IV is evaluated by the institution. It is related to theory and practicum. All types of lessons and practicum are evaluated through observation tools and evaluation charts developed by the institution as per the guidelines given by the University of Pune for internal assessment. The B.Ed. Course has a provision for continuous feedback. In each and every activity, teacher trainee receives feedback immediately. For microteaching, practice lessons, content cum methodology workshops, internship programs, practical work, tests and tutorials, feedback is given in written and oral form. Teacher trainee receives feedback from peer group, lectures and occasionally from principal also. The process of feedback is very transparent. All marks are displayed on the notice board. The M.Ed. Course Evaluation of M.Ed. is in three parts: Part I is related to theory and evaluated by University of Pune. Part II is related to all internal work i.e. seminars, practical related to theory, tutorials, internal tests and institution evaluated internship

90 84 program. All internal work is evaluated by the institution on the basis of observation tools and evaluation charts. The institution has developed the evaluation chart as per the guidelines given by the University of Pune. Part III is related to the dissertation. Internal and external examiners evaluate the research report. The University of Pune has developed the format of evaluation. After each and every activity, the progress of the teacher trainee is communicated to the teacher trainee for improvement in performance How are the assessment/ evaluation outcomes communicated and used in improving the performance of the teacher trainees and curriculum transaction? Giving prompt and immediate feedback is one of the best ways to communicate the performance, achievements and lacunae. Answer sheets of the internal examination are shown to the teacher trainees and written remarks are given on the answer papers if required. This is supplemented with oral feed back to the teacher trainees for further improvement in their performance in the examination. Depending upon the problems communicated by the teacher trainees, different strategies and teaching methods are adopted for curriculum transaction. During micro teaching, instant feedback is given to the teacher trainees through teacher and peer group observations. The low achievers are oriented and guided on proper techniques and study skills to improve the performance. The high achievers are motivated by appreciating their performance The names of the teacher trainees and the scores obtained in the first internal test of the first five ranks are displayed on the notice board. Teacher trainees are given inputs to improve their scores to excel in the University of Pune final B.Ed examination. The institution makes it a point to display the results of each and every activity. All of the above practices help in improving the performance of teacher trainee and curriculum transaction.

91 How is ICT used in assessment and evaluation processes? Use of ICT in assessment and evaluation processes: ICT is used for the assessment and evaluation as follows: Preparing all instructions related to assessment Preparing question banks Typing question papers Typing assessment schemes Typing evaluation charts for various activities Recording marks secured by all teacher trainees Preparing result sheets Analysis of results 2.6 BEST PRACTICES IN TEACHING, LEARNING AND EVALUATION PROCESS: Detail on any significant innovations in teaching / learning / evaluation introduced by the institution. Title: Orientation Program for Teacher Trainees on New Trends in Education Content: The B.Ed curriculum was reformed from the year New trends in education were incorporated in this curriculum. These new trends include models of teaching, simulation lessons, team teaching, environment, value and technology based lessons. The teacher trainees are expected to conduct lessons based on these new trends. There is not enough scope in the curriculum about the concept, method and guidance for these lessons. To overcome this lacuna, the institution initiated a special orientation program for teacher trainees on new trends in education. This program includes the concept of models of teaching, types of models of teaching, concept of simulation lessons, team teaching and technology based lessons and the guidance for conducting these lessons. This program is of 30 clock hours and is conducted by all the faculty members of the institution. The program was conducted after institutional hours. The attendance of teacher trainees was made compulsory.the program was conducted separately for the Marathi medium and English medium divisions.

92 86 Objectives: To orient the teacher trainees on new trends in education To acquaint the teacher trainees about the theoretical aspects of models of teaching, simulation lessons, team teaching, environment, value and technology based lessons. To enable the teacher trainees regarding conducting these lessons. To enable the teacher trainees regarding writing lesson plans for the above lessons. The Practice: The program in charge faculty conducts a meeting with the faculty and gives a broad idea about the objectives of the program. After discussion, the plan of action is chalked out. The program was communicated to the trainees and faculty. As per the planning, the program was implemented successfully. The period for this program was decided after the completion of microteaching program so that the knowledge that they obtain during this program is immediately applied in simulation lessons and during the internship program where the trainees are required to conduct all the above mentioned lessons. Special features of the program This program is of 30 clock hours. The program is conducted separately for the Marathi medium and English medium divisions. It is conducted by all the faculty members, thus every faculty member is involved in the program. The program is conducted after institutional hours ensuring that additional time was allotted for the program. The attendance of teacher trainees is made compulsory. This program includes the following topics: Simulation Lessons Team teaching lessons Technology based lessons Value based lessons Environment education lessons Models of teaching lessons that included Concept Attainment Model

93 87 Inquiry Training Model Jurisprudential Model Advance Organizer model The orientation program for teacher trainees on New trends in Education has been carried out since the year every year and is one of the most useful and innovative program not only for the teacher trainees but the faculty as well. Obstacles: Certain concepts like models of teaching are difficult to comprehend. A gap may exist between the orientation and the actual practice of the above lessons due to the inflexibility in planning of internship and practice teaching activity. Impact: The practice not only contributed to teacher trainees learning but enhanced the professional growth of the faculty. The faculty formulated and developed relevant lesson plans that were useful for conducting all the above mentioned lessons during internship. Outcome: Practical and useful evaluation tools like rating scale developed as evaluation tools and professional growth of the faculty. Additional Information: 1. What are the main evaluative observations/suggestions made in the first assessment report with reference to Teaching, Learning and Evaluation and how have they been acted upon? Evaluative Observation and Suggestions: The curriculum needs to be updated from time to time, which is possible with the reasonable academic freedom and financial sufficiency. In this college, despite constraints, experience of teachers for want of autonomy can strive for value added programs for obvious advantages.(page 9) Compliance: The curriculum is updated and revised every 5 years by the University of Pune. The faculty who are members of BOS and faculty play a major role in this endeavor by giving concrete suggestions in the Board of Studies (BOS) and Faculty meetings conducted in the university.

94 88 2. What are the other quality sustenance and enhancement measures undertaken by the institution since the previous assessment and accreditation? The faculty is encouraged to utilize teaching aids, OHP and internet in the curriculum transaction. The curriculum transaction for all the courses is objective oriented. The teacher trainees are required to transfer the theory into practice through school lessons and conduct practicals based on the theory courses. All the relevant information about the courses conducted in the institution is given to the teacher trainees seeking admission. This includes details like: duration, nature of the course, fee structure, fee concession facilities and scholarships available. Proper procedure is followed by the institution for the D.Ed, B.Ed. M.Ed, M.Phil and Ph. D. admissions using the criteria specified by the regulatory bodies. The admission process is smooth and transparent.

95 89 CRITERION III: RESEARCH, CONSULTANCYAND EXTENSION 3.1 PROMOTION OF RESEARCH How does the institution motivate its teachers to take up research in education? The institution inspires and motivates its researchers for research activities in numerous ways. All such activities are promoted by financial assistance, scholarships, physical facilities, library and literature. The research scholars have an easy access to various physical resources such as library, research surveys, periodicals, internet facility and Xeroxing. The library literature is updated from time to time. At times, library facilities are made available even on holidays or / and on Sundays. Senior teacher educators provide guidance for different stages of research work right from presenting a research proposal to report writing and even before proceeding to viva-voce. Research works are supported psychologically by assuring them support and assistance in their entire research endeavor. The progress is monitored periodically and regularly. An appreciative remark boosts the confidence and helps to elevate the self image of the students. At present, the institution has 16 faculty members for B.Ed. and 1 for M.Ed. course. There is separate staff arrangement for the D.Ed. Course. Following teacher educators secured their research degree prior to Ph.D. M.Phil. Prin. Dr. Mrs. N.B. Patil Prof. D.K.Chavan Prof. Dr. Mrs. S.V. Phatak Prof. Mrs.N.S. Sahare Prof. Dr. B.S. Sahasrabudhe

96 90 Following teacher educators secured their research degrees after Ph.D. M.Phil. Prof. Dr. Mrs. R.N.Inamdar Prof. Mrs.R.S. Rathod Prof. Dr. Mrs.M.S. Isave Prof. Dr. D.K.Chavan Prof. Dr. V.F.Dhamane Prof. Dr. P.A. Jagtap Following staff members are pursuing their research studies. Ph.D. Prof. S.G. Isave Prof. R.C. Thigale Prof. S.S.Ware M.Phil. Prof. Mrs.J.M Kamble Sr. No. Following faculty members have been recognized as guides and referees by different Universities. Teacher Educators University Program Details 1 Prin.N.B.Patil Pune University Ph.D., M.Phil.,M.Ed. Guide & Referee and YCMOU 2 Dr. R.N. Inamdar Pune University M.Ed Guide & Referee and YCMOU 3 Dr.S.V.Phatak Pune University Ph.D., M.Phil.,M.Ed Guide & Referee and YCMOU 4 Prof. M.S.Isave Pune University M.Ed. Guide & Referee and YCMOU 5 Prof. S.G.Isave Pune University M.Ed. Guide & Referee and YCMOU 6 Dr.D.K.Chavan Pune University M.Phil., M.Ed. Guide & Referee and YCMOU 7 Dr.V.F.Dhamne Pune University M.Ed. Guide & Referee and YCMOU 8 Prof. R.C.Thigale Pune University M.Ed. Guide & Referee and YCMOU 9 Prof. R.S.Rathod Pune University M.Ed. Guide & Referee and YCMOU 10 Dr. B. S Sahasrabudhe Pune University and YCMOU M.Ed., M.Phil. Referee Guide & Referee 11 Dr. A.P. Gandhe Pune University M.Ed. Guide & Referee

97 91 Thus, majority of staff members i.e. 11 out of 17 are actively involved in the research program of the institution. Some of the faculty members not only render their services to the affiliated university but to other universities as well. The institution has constituted the research committee with the following members. Prin. Dr. N.B.Patil Dr. R.N. Inamdar Dr. S.V. Phatak Dr. D.K.Chavan Dr. V.F.Dhamane Dr.B.S.Sahasrabudhe The committee is entrusted with the following functions: To identify the thrust areas for educational research. To motivate and guide the research scholars To review the research proposals and provide guidance for modification To sustain and promote research culture of the institution To apply the research findings to increase the effectiveness of the teaching learning process Efforts are taken by the committee members to achieve and maintain the quality of research work. The overwhelming response for admission to Ph.D Courses itself speaks of good research culture. The institution has a well equipped library with rich research literature such as research periodicals Ph.D., M.Ed., M.Phil thesis and dissertation. Most faculty members are actively involved in various minor and major research projects that are sponsored by UGC and BCUD. The institution also provides financial assistance to the deserving candidates for perusal of research work What are the thrust areas of research prioritized by the institution? The major thrust areas where the various research activities are conducted are enlisted below: Comparative Study and Curriculum Instructional Methods Measurement and Evaluation Curriculum framework / development.

98 92 Teacher education CEP Special Education Does the institution encourage Action Research? If yes, give details on some of the major outcomes and impact. Action Research The institution promotes and encourages the faculty members and community teachers to undertake action research through DSM Courses and M.Ed. dissertations and competitions held by the University of Pune. The institution functions as a study centre for the Diploma in School Management Course (DSM) of Y.C.M.O. University, Nasik for school teachers. As a part of the course, every teacher undertakes action research, and the required guidance is provided by the institution s faculty members from time to time. University of Pune conducts an action research activity competition for college students. The institution motivates and supports students to participate in such activity namely Aavishkar. Some of our teacher trainee researchers were selected for inter-state competitions and to present their research papers at national level conferences. Action research projects of the institution have made a major contribution to the field of education, schools and the teaching learning community in general. Action research has Developed and inculcated research-attitude amongst students and teachers Helped in the professional growth of faculty members and school teachers Extended its research expertise to school teachers Provided help, guidance and incorporated school teachers into the research culture of the institution. Helped to improve teaching-learning effectiveness in schools Identified and nurtured creativity among students through innovative activities Helped to incorporate innovative teaching-learning practices Thus, action research is an activity that has benefited students, teachers, institution and the community in general.

99 Give details of the conferences/seminars/workshops attended and organized by the faculty members in the last five years. Conferences, Seminars and Workshops The institution and its faculty members are actively involved in organizing, conducting and participating in various conferences, seminars and workshops. List of Seminars conducted by the institution: Sr. Level of Year and Date No. conference Areas/Subjects nd and 3 rd March 2010 State Level Conference Assessment and Accreditation of Schools Regional Bharatiya shikshanacha muladhar ani Seminar dhasalati shikshan vyavastha Fundamentals of Indian education and downfall of the system Regional Constructivism in Education and Training Workshop Regional Workshop Vidyarthyancha atmahatya:shodh va bodh Students suicides : Search and Morale Regional 2008 Revised Curriculum and Workshop effective implementation. 3.2 RESEARCH AND PUBLICATION OUTPUT 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. Development of Instructional Material Instructional material developed in the institution can be classified in two main categories. Material required for teaching-learning in the institution. Material for teaching-learning in the schools. Most of the faculty members have developed their own teaching material for teaching the curricular courses and subjects. Transparencies and

100 94 power-point presentations are regularly used for day-to-day teaching of all D.Ed., B.Ed. and M.Ed. classes. The other type of instructional material is prepared by teacher trainees for teaching in schools. They conduct mainly the technology based lessons using the instructional material. Power-point presentations make the lessons very interesting and help to break the monotony of class room teaching there by making the teaching-learning process interesting and effective. They are also required to develop and use their own teaching aids in the form of pictures, charts, charts, maps, puzzles and models which are used for the micro-lessons, bridge lessons and practice lessons in schools while conducting practice lessons in their respective subjects. The use of such learning material ascertains and enhances the effectiveness of the learning process Give details of the facilities available with the institution for developing instructional materials. Facilities for developing instructional materials: A budget is allocated for use, up gradation and developing instructional material. Chart papers, stationary, transparencies, compact discs, laptops and internet facility are made available to the faculty to develop instructional material. Resource persons from the State Council of Educational Research and Training (SCERT) are invited to orient teacher trainees and faculty to develop useful, interesting and attractive instructional material and teaching aids. Workshop on Preparation of teaching aids is held regularly. The teacher trainees enthusiastically participate in these workshops.

101 Did the institution develop any ICT /Technology related instructional material in the last five years? Give details. ICT related material has been developed by the faculty and teacher trainees in the institution. The following chart depicts the same: Course B.Ed M.Ed An orientation lecture was organized for development of ICT /Technology related of instructional material for the trainees and faculty Give details of various training programs and/or workshops on material development. (Both instructional and other material) Nil List the journals in which the faculty members have published papers in the last five years. Number of journals in which papers have been published by the faculty in the last five years from 2006 onwards: Prof. R.S. Rathod: Presented 1 paper in the national seminar Mrs. Meena Apte: Nil Dr. (Prof) Madhavi Isave: 8 publications National Journals: 1 Academic Articles in reputed magazines / newspapers: 1 Books: 2 Online Publications: 2 Number of papers presented in seminars: State level: 3 National level: 2 International level: 2 Dr. (Prof) V.F. Dhamane: Ph.D (29 / 3 / 2010) 1 Academic articles in reputed magazines / newspapers 5

102 96 Books 2 Number of papers presented in seminars: National level: 1 International level: 2 Number of papers presented in seminars: State level: 2 International level: 3 Dr. (Prof). P.A. Jagtap: Number of papers presented in seminars: State level: 1 National level: 1 International level: 1 Prof. D.G. Magar Number of papers presented in seminars: State level: 1 National level: 2 International level: 1 Prof. D.G. Durgade Number of papers presented in seminars: State level: 2 National level: 2 International level: 1 Prof. R.C. Thigale Number of papers presented in seminars: State level: 4 National level: 2 International level: 3 Books: 2 Academic Articles in reputed magazines / newspapers: 20 National referred papers: 2 National non referred papers: 5 Prof. S.G. Isave Number of papers presented in seminars:

103 97 State level: 2 National level: 1 State Level Publications: 1 Dr. D.K.Chavan 1 Publication at state level Dr. (Prof). B.S.Sahastrabuddhe Ph.D (1997) UGC ongoing research 1 M.Phil Recognition, YCMOU, Nasik Number of papers presented: National Seminar: 1 Articles: 1 Books: 1 Prof. S. S.Ware Number of papers published at state level: 1 Number of papers presented at state level: 1 Prof. K.M. Kamble Papers presented at state level: Give details of the awards, honors and patents received by the faculty members in the last five years. Dr. Madhuri Isave was awarded the UGC Teacher Fellowship for conducting research leading to Ph.D degree for the year

104 98 Sr. No Give details of the Minor/Major research Projects completed by the staff members of the institution in the last five years. 1. Dr. Smita Phatak Faculty Agency Year Title Board of College and University Development (BCUD) 2. Dr. Deepak Chavan UGC BCUD Ongoing Research Dr. Deepak Chavan BCUD Prof. R.C. Thigale UGC Prof. Namita Sahare UGC Dr. Bharti Sahastrabuddhe UGC Exploratory Study Using the Constructivist Approach in Teaching English 1. A Study of Relationship between Interest and Ability in Science of Secondary School Students. 2. Development of computer multimedia on Environmental Education in Tilak College for IX standard students. 3. A study of relationship between the CET score and achievement score of B.Ed students Development of a multimedia software package on Micro Teaching for Colleges of Education A Study of Primary School Students with Dyscalculia from Pune City Development of E-learning Authorizing Tool for Educational Statistics Development of a Multimedia Learning Programme to Facilitate Classroom Instructions to Teach Science 3.3 CONSULTANCY Did the institution provide consultancy services in last five years? If yes, give details. The institution provides consultancy services to several schools, teacher training institutions and other educational institutions. The institution has provided consultancy services almost in all areas related to the field of education. The

105 99 NCTE has given permission to begin several new D.Ed and B.Ed colleges in Maharashtra and particularly in Pune district. The institution s experienced and qualified faculty has provided expert guidance in all areas of the B.Ed curriculum like conducting course related practical work, preparation of evaluation tools for micro teaching lessons, bridge lessons and practice lessons to the faculty of these new teacher education colleges. Consultancy is also provided for undertaking research and extension programs and recruitment of teachers and preparation for the inspection, moderation and NAAC committees. The nature of these has been elaborated as follows:- Consultancy Services to Schools School administrators and teachers are given guidance on evaluation practices, methodology of teaching and preparation of instructional material. Consultancy Services to Teacher Training Institutions Over the past five years, several new teacher training institutions have come up that have introduced the D.T.Ed., B.Ed, M.Ed and M. Phil courses. Inputs have been given by senior faculty of the institution regarding aspects of curricular transaction that include course related practical work and practice teaching, evaluation scheme and information on the relevant course related books for reference is provided. Consultancy is also provided to prepare these institutions for the inspection, moderation and NAAC committees. Consultancy Services for Interview Procedure to be followed for Recruitment The senior faculty of the institution is invited by the University of Pune as nominees and experts for selection committees. They thus share their expertise and knowledge with the other teacher training institutions regarding the appropriate interview procedure to be followed for recruitment Consultancy Services for Conducting Research The institution has two approved guides for Ph.D and six approved guides for M.Phil programs. They are consulted regularly for research methodology, approval of proposals and research procedures by faculty from teacher training institutions and students desirous of engaging in research. Expert guidance,orientation and consultancy has been provided in the following areas by several faculty members who have been invited as experts and resource persons to give inputs in newly incorporated topics in the syllabus.

106 100 Curriculum Revision Improving Teaching Learning process Models of Teaching Inclusive Education Disaster Management Accreditation Process New/ Modern Trends in Education Are the faculty /staff members of the institution competent to undertake consultancy? If yes, list the areas of competency of staff members and the steps initiated by the institution to publish the available expertise. The institution has a very competent and well qualified faculty. The following faculty members provide consultancy in the areas given. 1. Recruitment and University Moderation and Local Inspection Committees: Dr. Nandini Patil 2. Research and Extension: Dr. Smita Phatak Dr. Dipak Chavan Dr. Madhuri Isave Dr. V. F Dhamne Dr. Bharati Sahastrabuddhe 3. Practice Lessons: Dr.Radhika Inamdar 4. ICT Prof. Suresh Isave 5. Inclusive Education Dr.Smita Phatak The Principal recommends the names of the above faculty members as resource persons as experts for workshops, seminars, and orientation lecture series and conferences 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 consultation fees are charged by the institution for the consultancy provided How does the institution use the revenue generated through consultancy? Not Applicable

107 EXTENSION ACTIVITIES How has the local community benefitted from the institution? (Contribution of the institution through various extension activities, outreach programmes, partnering with NGOs and GOs) Several faculty members have collaborated with government and non government organizations to conduct extension activities. 1. Prin. Dr. Nandini B. Patil Trustee, Narad Mandir, Pune (Shree Hari Kirtanotejak Sabha) 2. Dr Smita Phatak Board of Studies (Board II) Member, University of Pune Sevasadan Trust, D.Ed College and English Medium School Committee Member 3. Dr. D.K. Chavan Board of Studies (Board II) Member, University of Pune Sahyadri Vikas Pratishthan, Pune Apanach, Pune 4. Dr. V. F. Dhamane Board of Studies (Board II) Member, University of Pune PUTA, Committee member MFUCTO, Committee member 5. Prof. D.K. Durgade Sahyadri Vikas Pratishthan, Pune Yashwantrao Pratishthan, Pune Sadhana Youth Foundation, Purandar Pawar Charitable Trust How has the institution benefited from the community? (Community participation in institution s development, Institution - Community Net Working, Institution-School Networking etc) Details of Local Community The Local Community has benefited from the institution in the following areas: Awareness about new educational trends Community awareness about safety work culture through street plays Development of research culture

108 102 Professional development of school teachers Development of quality of school teaching learning Students benefitted regarding the awareness of suicide problem Training given to senior citizens in computer basics Solutions were given on problems related to education Community awareness on various national issues such as national integration, character building, values, environment, women s empowerment Institution has provided infrastructural facilities for competitive examinations Centre for various NGOs. Benefits to the Institution The institution is aware about the various problems in the community It realizes various problems faced by the community It understands the urgency of resolving those critical issues It realizes that the needs of the community the need for social service by readily co-operating by provision of the institutional services to promote well being What are the future plans and major activities the institution would like to take up for community orientation of students? Future Plans for Teacher Trainees The institution s future plans and major activities for providing community orientation to the teacher trainees are as follows: The Project Title: Social Service The major areas to be addressed are: Environmental awareness Value oriented co-curricular activities in school Development of democratic citizenship Planting and preserving trees Street plays Computer Literacy programs for senior citizens Methodology Survey Need Analysis

109 103 Procedure for ongoing program Implementation of the program Introspection / reflection about the program Evaluation The social service program will be a mandatory activity for the teacher trainees and the faculty members will be supportive in providing guidance and orientation Is there any project completed by the institution relating to the Community Development in the last five years? If yes, give details. Community Development Project The University of Pune has taken up the Samarth Bharat Abhiyan Project for all colleges affiliated to the University. The institution is the participatory agent in the Abhiyan. All the faculty members are involved in the Abhiyan The institution has adopted the village Agalambe, Tal. Mulshi, Dist. Pune in the year The institution is contributing to the development of the village as per the guidance of the University, needs of the village, the experience and knowledge of the faculty How does the institution develop social and citizenship values and skills among its students? Inculcation of social and citizenship values: The institution utilizes the following as the tools for inculcation of social values and citizenship. Tools for Social Values and Citizenship Curriculum Community Development Effective teaching / Learning Co curricular / Extracurricular Social activities These values are closely related to the affective domain of an individual. Therefore, through these, the emotions are stirred which motivates the teacher trainees to act. They are also exposed to various experiences by the above activities. This enables them to reflect and think on how they could contribute to the social cause.

110 104 In case of democratic citizenship, representatives of various committees are democratically elected, made to plan, implement and evaluate the program. Every teacher trainee is made aware of his / her rights and duties. He / She is advised to conduct himself / herself in a responsible way. All the teacher trainees are made aware of the fact that they are world citizens in this age of globalization and for this purpose they need to inculcate the following: Ability to discharge duties and responsibilities Values of equality and secularism Wholesome attitude towards life and society Good and noble character 3.5 COLLABORATIONS Name the national level organizations, if any, within which institution has established linkage in the last five years. Detail the benefits resulted out of such linkages. The institution has established linkages with the following national level organization the last five years. Council of Teacher Education (CTE) The faculty has benefitted by getting updates on the recent issues in teacher education as a platform and motivation to engage in publishing research papers in the conferences held by CTE Name the international organizations with which institution has established linkages in the last five years. Detail the benefits resulted out of such linkages. The institution has yet to establish international linkages How did the linkages, if any, contribute to the following? Curriculum Development Teaching Practice Teaching Research Consultancy Extension Publication

111 105 Student placement Not Applicable What are linkages of institution with the school sector (Institute School - Community networking?) More than 40 institutions are under the umbrella of the parent organization of the institution. They constitute management institutions, senior and junior colleges and schools. Some schools like Ambani School in Lodhivali, New Mumbai and at Nagothane are managed by the parent institution S. P. Mandali. The institution s faculty is invited to observe the teaching practices and give valuable suggestions and inputs for enriching the curriculum transaction and methodology of teaching. The faculty is also invited as subject experts to conduct interviews for recruitment of teachers in the schools thereby creating linkages and establishing Institute School Community Networking Are the faculty actively engaged in schools and teachers and other school personnel to design, evaluate and deliver practice teaching? If yes, give details. To promote practice teaching in the best manner, the faculty interacts with the school principal and teachers regarding the time slots, delivery and evaluation of the practice lessons. The head of the lesson planning department acts as a liaison between the school principal and teachers. The units for practice teaching are given and class wise school timetables are procured for lesson planning. The trainees thus undertake practice teaching which is the major component of core curriculum in an effective manner. During the internship program, the teacher trainees actively participate in all the school activities, fill in the gaps of absent teachers and complete block teaching and course related practical with assistance from school teachers as well. The school teachers observe and evaluate the lessons and give feedback to the teacher trainees. Thus, the school personnel and faculty coordinate the practice teaching activity ensuring that quality in lesson planning and practice teaching is maintained.

112 How does the faculty collaborate with school and other college or university faculty? There is a collaboration of the faculty with the schools, other colleges and university faculty. Collaboration with the schools: The institution was established in the year Since then, the institution has collaborated with the schools for the practice teaching lessons. The institution is fortunate to have a well established Extension Service Department which was funded by government grants till Despite the cessation of the grants, the institution still provides extension services to the headmasters, supervisors and assistant teachers from primary, secondary and higher secondary levels. These personnel are oriented and guided with respect to new trends in education, contemporary issues, new information and knowledge regarding the revised curriculum and methodologies. The institution has established linkages with the faculty of other colleges and University Department of Education and Extension. The institution s multifaceted faculty members are invited as resource persons and experts by other colleges of education to share their expertise in teaching methodology, curriculum, accreditation, planning and research for conducting guest lectures, seminars, workshops and symposia. The institution was established before the establishment of University of Pune. Thus, being the oldest college amongst all the colleges of education. Despite this, the institution seeks guidance from the Department of Education and Extension, University of Pune regarding research and new trends in education. The faculty members are also invited for the curriculum development, paper setting, moderation and evaluation of papers. They are also invited as experts for selection committees, members and chairman of local inspection committees and selection committees thus contributing and collaborating with the University of Pune.

113 BEST PRACTICES IN RESEARCH, CONSULTANCY AND EXTENSION: What are the major measures adopted by the institution to enhance the quality of research, consultancy and extension activity during the last five years? Quality of Research Activity The researchers are advised about the priority areas, need and utility of research in education so that research of good quality and utility is carried out. The internet is made available to all the researchers. They can resort to the internet for procuring information about the related theoretical literature and the researches conducted earlier and research methodology. The research activities are made a participatory activity. The research committee monitors the activity by securing co-operation of all the research guides available in the institution. The researchers are required to make power point presentations of their preliminary proposals before the research committee. It discusses the proposals and suggests the modifications if required. Such modified proposals are sent to the University for approval. Assistance for progress of research activities is provided especially by providing books on research methodology and statistical techniques to be used. The library is updated with recent publications and journals. The DSM teachers and school teachers participating in the innovative practice competitions are expected to undertake action research. Care is taken to ensure that these teachers undertake useful research activities. It is ensured that M.Ed students get proper inputs in teaching of research methodology and theory courses learnt are properly applied and grounded through research activities. Those students are required to conduct seminars as proposal they have drafted. Quality of Consultancy For providing consultancy services, the Internal Quality Assurance Cell and the senior faculty members remain active. This ensures the utilization of the specific knowledge base for the specific educational areas. Their experiences are useful and fruitful for the newly established colleges of

114 108 education, research scholars, post graduate students, teacher educators and teachers for their professional work and career. The institution s faculty members provide consultancy to the professional teaching community such as school teachers, B.Ed. and D.Ed. college faculty members. The consultants are deputed to various programs at university level, state level and national level. This makes them have a broader perspective about education and educational problems. Quality of Extension It has been stated that the Extension Service Centre does the needful in this area. Its quality is maintained and enhanced through the following measures. The institution tries to provide need based extension services. The extension activities are organized as per the guidelines and norms supplied each year in the Annual Meeting at SCERT, Pune. The year plan to conduct workshops and seminars for teachers and is further chalked out in the meetings What are the significant innovations / good practices in Research, Consultancy and Extension Activities of the institution? Title: Financial assistance scheme for research in education. The Content: Research is essentially an intellectual and creative activity. The institution has taken a step forward by providing financial assistance and giving the intellectual stimulus to teacher educators to conduct research. This will enable the budding researchers to develop their research skills and make a significant contribution to the knowledge pool. Objectives: To motivate teacher educators to conduct research in education To provide financial assistance to teacher educators in the form of seed money to conduct research in education To assist and encourage teacher educators to publish research articles and research papers To develop an interest among teacher educators to conduct research in education

115 109 The Practice: Financial assistance scheme for research in education was initiated in the year Financial assistance to teacher educators is provided in the form of seed money to conduct research in education. The scope of this scheme is wide, comprehensive and inclusive. It includes not only the teacher educators from the institution but the teacher educators from all the Colleges of Education affiliated to University of Pune. Every year, 5 teacher educators are selected for the award of seed money based on the quality of research proposals submitted by them. The process is outlined as follows: 1. Research proposals are invited from teacher educators 2. Research proposals submitted are scrutinized and five research proposals are selected for the award of seed money. 3. Out of the five research proposals selected for the award of seed money, two teacher educators from the institution are awarded seed money and the remaining three are for teacher educators from other Colleges of Education affiliated to University of Pune. 4. All the awardees are intimated regarding their selection of proposal for the award of seed money and are felicitated in the annual prize distribution function. 5. Fifty percent of the seed money amount is given initially and the remaining fifty percent is given after the completion of the research project 6. Submission of the research report. It is ensured that the research work is completed within the stipulated time of one year. Follow up of the research work is taken at regular intervals Obstacles: Response from the teacher educators for the scheme not as expected. Amount of Rs 2000, given as financial assistance is not very lucrative to teacher educators. Time period given to complete the study not adequate

116 110 Requisite resources: Financial assistance in the form of seed money, library services, internet connection and guidance from experts Impact of the practice: A spirit of enquiry developed in teacher educators. Teacher educators are motivated to undertake individual research study and to publish research articles and papers in research journals. Additional Information: 1. What are the main evaluative observations/suggestions made in the first assessment report with reference to Research, Consultancy and Extension and how have they been acted upon? The previous peer team observations and suggestions are as follows:- Suggestion 1: College teachers are engaged in research and require additional inputs like the latest reference books, the finances for organizing seminars and symposia keeping in view the challenges of teacher education. (Please refer to page 9 of draft report on Institutional Accreditation of Shikshan Prasarak Mandali s Tilak College of Education) Compliance: As noted in the evaluative observations made in the first assessment report with reference to Research, Consultancy and Extension the institution has a strong research dimension. (Page 4) The research department has been rejuvenated and the institution s research centre today has 26 students registered for the Ph.D degree of the University of Pune. 40 students registered for the M.Phil degree of the YCMO University and 20 students registered for the M.Phil degree of the University of Pune. The M.Ed course that was restarted in 2009 has been successfully implemented for the past two years and in the year Ms. Shaheen Ansari topped the merit list securing the first rank in the University of Pune s M. Ed examination. There have been several seminars and workshops organized in the past five years.

117 111 A seminar on Research Methodology was organized for all the teacher educators affiliated to the University of Pune. A seminar was organized for Ph.D and M.Phil guides in the year For the first time in the history of the institution a State Level Conference on Assessment and Accreditation in Schools was organized in March More than 200 delegates attended the conference and several presented research papers. The institution has provided seed money to the faculty members and other teacher educators for conducting research. (Please refer to 3.6.2) Following the NAAC Accreditation ( ), six faculty members have been awarded the Ph.D degree and eight faculty members have initiated research work and registered for the Ph.D degree. The faculty also guides the Diploma in School Management teachers for action research. The faculty has undertaken research projects and two faculty members are research guides for the Ph.D degree as well. Thus, a rich research culture has enabled the institution to make amazing progress in research in its pursuit for excellence. Suggestion No.2: More involvement in some areas of extension work such as education, community development, and education for the disabled street and out of school children, blood donation camps would enrich teacher trainees and sensitize them to the needs of the society. (Please refer to page 5 of Draft report on Institutional Accreditation of Shikshan Prasarak Mandali s Tilak College of Education) Compliance: A. According to the suggestions by the first assessment report the institution has undertaken the following activities: In the admission procedure of B.Ed. physically challenged students are included. The institution provides special guidance for lessons to the challenged students. Writer is provided for the internal and external examination. Software like Jaws is also used for visually challenged students.

118 112 The Institution organized one day workshop in Inclusive Education under Quality Improvement Program in collaboration with the University of Pune. B. Community Work Lecture series for senior citizens were organized by the institution s Extramural activity department and senior citizens living near the institution were benefited. Earn and learn scheme for teacher trainees has been initiated since 2004 and has been executed successfully to date. The value of dignity of labor is thus inculcated in the students. Blood Donation Drive was undertaken in two successive academic years. The teacher trainees also presented street plays during National Safety week to the labor community in Lavasa city on the importance of safety. 2. What are the other quality sustenance and enhancement measures undertaken by the institution since the previous assessment and accreditation? The Research Committee and the Quality Assurance Cell monitor the institutional and individual research. Some of the noteworthy enhancement measures undertaken by the institution since the previous assessment and accreditation are: The Research Department of the institution provides research guidance and consultancy to M.Phil. M.Ed. and Ph.D. students and other researchers. The institution provides seed money to teacher educators and for research. The institution has focused on the following areas of research such as 1. Teacher Education 2. Curriculum 3. Methodology of Teaching 4. Models of Teaching 5. Content Enrichment Program 6. Health Practices The institution has organized various workshops on the subject of research

119 Workshop for M.Phil and Ph.D. Guides. 2. Workshop on Research Proposal Writing 3. Workshop on How to make Poster Presentation. Extension Activities The institution has conducted several programs through the Extension Services Department. The Extension Services Department functions as per the educational needs of schools and teachers. The in-service programs are need based and the senior faculty members and experienced teachers from schools work as resource persons. The programs conducted are as follows: Orientation for primary and secondary school teachers focusing on new trends in education. Guidance to school teachers for innovative school practices The institution has given consultancy services to other Colleges of Education for the following: Curriculum Alumni External Evaluation Revision of Syllabus Inclusive education Accreditation Consultancy through social networking sites has also been undertaken by some faculty members.

120 114 CRITERION IV : INFRASTRUCTURE & LEARNING RESOURCES 4.1 PHYSICAL FACILITIES 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. The institution has fulfilled the infrastructure requirements in accordance to the NCTE norms. No. The NCTE Prescriptions Yes No 1 Preamble 2 Duration and Working Days 3 Intake, Eligibility & Admission Procedure a) Staff Number b) Qualifications c) Teaching Staff d) Non Teaching Staff e)terms and conditions and Service 4 Facilities a) Infrastructure b) Instructional c) Amenities 5 Curriculum Transaction a) Practical work to be performed by each student b)supervision of practice lesson and conducting workshop The institution has the physical infrastructure as per NCTE norms. The facilities provided are as follows: Special guidance rooms: Method labs, well equipped Psychology Lab, Educational and Technology Lab and the Computer Lab. Independent library building with rich collection of books and spacious reading hall. Spacious multipurpose hall for cultural activities and indoor games like Badminton, Carom, Chess Staff room

121 115 Play ground for outdoor games as cricket, kabaddi, basketball Science Lab Sick room, ladies room, gents common room. Hostel facility for boys and girls Research Department, Extension Service Department Class rooms for curriculum transaction This infrastructure is very conducive for effective curriculum transaction. Amount invested: Maintenance up to Rs.1, 00, 000/ per year. The Computer Lab was established in 2003 and an average of Rs. One Lac has been invested during last five years for its maintenance and upkeep How does the institution plan to meet the need for augmenting the infrastructure to keep pace with academic growth? The need for augmenting the infrastructure to keep pace with the academic growth is met through the funds made available by our management i.e. S.P.Mandali. Our proposals regarding infrastructure have to be sanctioned by the governing body. Plan for Infrastructural Augmentation The institution will have to provide better facilities of ICT to compete in the global context of e-education. For this purpose, e-teacher educators need to train e-teachers which demands proper mindset and readiness to meet infrastructural challenges of technology. The institution plans to make use of the teach for transacting the future programmes. It has become essential for the institution to create special rooms such as computer room, garden space for environmental rooms (Plant Nursery). As teaching learning of core elements and values gets more prominence and momentum, a special room will become essential. It will demand the budget and provision and allocation. Taking into consideration the dynamic competition and linkages with notable educational institutions, the institution plans to strengthen the Internal Quality Assurance Cell and make it the driving force. The plan thus consists of developing proper psychological mindset and implementation of new changes with requisite budgetary allocation.

122 List the infrastructural facilities available for co-curricular activities and extracurricular activities including games and sports. Co curricular and extra curricular activities Sports and Games: Our parent institution has a huge play ground which is shared with the institution for annual sports competitions and outdoor games like kabaddi, kho-kho, football, dodge ball, volleyball and cricket. Badminton and other indoor games like chess and carom are played in the multipurpose hall. The institution has requisite sports material for the sports and games mentioned above. Multipurpose Hall: Various cultural activities, indoor games, day celebration and other recreational activities of G M C are held in the multipurpose hall. Health program for B.Ed. teacher trainees and Dainik Paripath program for D.T.Ed teacher trainees is also organized in this hall. Classrooms: The B.Ed English medium and Marathi medium classrooms are very spacious with proper ventilation and light. They can accommodate at least hundred students and are also utilized for various seminars, workshops, day celebrations, and lecture series. LCD projectors are permanently installed in the classroom to facilitate active learning. All these activities ensure maximum utilization of infrastructure of the institution Give details on the physical infrastructure shared with other programs of the institution or other institutions of the parent society or university. The institution shares its physical infrastructure with the following institutions: University Grants Commission: The UGC sponsored seminars, workshops and conferences are organized in the institution. University of Pune: The infrastructure of the institution is utilized to the maximum for conferences, seminars and workshops sponsored by the University of Pune Government Department of Education: The drama competitions organized by the Zilla Parishad and the admission process for D. T. Ed

123 117 conducted by DIET and SCERT are organized in the multipurpose hall of the institution Y.C.M.O.University: The institution is a study center for the M.Phil and DSM programs of the university. Neighborhood Institutions: The lecture halls and guidance rooms are made available to neighborhood organizations like Chankya Mandal, Astrology organization s astrology classes and to other non government organizations for conducting competitive exams Give details of 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 centre etc.) The institution has provided the following facilities: Each faculty member has a separate room Separate rest rooms for student teachers (Boys and girls) Separate wash rooms for student teachers (Boys and girls) Separate rest rooms for staff members Common staff room Separate gymnasium is available for men and women in the campus provided by S.P. Mandali Common play ground is available for all students and faculty members. Cleanliness is ensured in the premises of the institution. Canteen is available in the premises of the institution. In the canteen, there is provision of beverages, breakfast, lunch and a variety of snacks. Drinking water is made available through two water tanks. A first aid box is readily available in the office Is there any hostel facility for students? If yes, give details on capacity number of rooms, occupancy details, recreational facilities including sports and games, health and hygiene facilities etc. The institution does not have any hostel facility. However, the teacher trainees can avail the hostel facility of other sister institution that is S.P.College (as per resolution passed by the governing body, S.P.Mandali) which is located in the campus. Twenty male students of the institution are

124 118 accommodated in the boys hostel in eight rooms and ten lady students in ladies hostel in four rooms. They have access to all the recreational facilities. 4.2 MAINTENANCE OF INFRASTRUCTURE The institution has an adequate infrastructure for quality teaching- learning. It is maintained and upgraded from time to time to retain and to enhance its quality to serve teacher trainees in the best manner 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 Laboratory Furniture Equipments Computers Trasport / Vehicle Building: The maintenance of building includes minor / major repairs like leakages, plumbing problems, and modifications in the interiors, lighting, ventilation, painting and plastering of the building which is maintained by the management. Safety measures and hygiene issues are also taken into consideration. It improves the life of the building and provides pleasant atmosphere for teaching-learning. Laboratories: The institution is equipped with the language laboratory, the science laboratory and other special rooms such as the computer room and the educational technology room. The budgetary provisions and utilization for laboratories in the last five years are as follows: Academic Year Allocation(Rs) Utilization(Rs) Defects in machinery and electrical connections are developed due to overuse, rough and careless handlings of laboratory amenities which require prompt care

125 119 and repairs. Replacement of out of stock chemicals and broken apparatus is necessary. Addition of some amenities and furniture items if required is done. Importance is given to keep the laboratory amenities in working condition for its smooth functioning. Furniture: The budget allocations and their utilization for maintenance of furniture during the last five years are as follows: Academic Year Allocation(Rs) Utilization(Rs) ,00, , , The institution is one of the oldest institutions that possess elegant wooden teak furniture like cupboards, tables in the classrooms, library, staff room and the principal s office. It requires frequent care and maintenance for its safety. Equipment: The budget allocations and their utilization for maintenance of equipment during the last five years are as follows: Academic Years Allocation(Rs) Utilization(Rs) The equipment provided by the institution is used frequently for many academic, curricular and co-curricular activities. The OHP, computers and other electronic devices are maintained regularly. Computers: There are 21 computers in the institution. They are used for office administration, library work and for curriculum transaction. The ICT lab is in constant use by 395 students of all student teachers of D.T. Ed, B. Ed and M.Ed. and staff members. These need frequent maintenance and up-gradation. The budget allocation and their utilization for maintenance of computers during the last five years are as follows:

126 120 Academic Years Allocations Utilization ,20,000 1,21, ,20,000 1,12, ,00,000 2,09, ,60,000 1,69,000 The institution takes adequate care to maintain the utility and quality of its infrastructure to achieve effective teaching-learning, quality research and extension How does the institution plan and ensure that the available infrastructure is optimally utilized? The institution plans to ensure that its infrastructure is put to optimal use. There are over 400 members who make use of the institutional infrastructure. They are classified as follows: Teacher Educators 1 (M.Ed.) + 16 (B.Ed.) + 10 (D.Ed.) Teacher Trainees 160 (B.Ed.) + 35 (M.Ed.) +200 (M.Ed.) Non- teaching staff 7(clerical) + 1(Lib Attendant) + 7(Peons) Total number of students 395 The D.Ed course was initiated in the year beginning with 50 students. In the year , permission was granted by NCTE for the second division of D.Ed comprising of 50 students. The total number of students for D.Ed course is presently 200. For the following academic year , a total of four class rooms were required to accommodate two divisions of second year D.T.Ed. Therefore, infrastructural facilities were used to the maximum. In the year , M.Ed course was restarted with 25 students. In the year , NCTE gave permission to admit 35 students for the M.Ed course. During the vacations, M.Phil course of YCMOU is conducted in the institution as a study centre. In the year , Diploma in School Management (DSM) Course of YCMOU was started in the institution for school headmasters and supervisors. Thus, all the lecture rooms, method rooms and labs are utilized to the fullest for curricular transaction of D.T.Ed, B.Ed, M.Ed, PhD and DSM courses.

127 121 Lecture Halls: The two B.Ed classrooms are well equipped with fixed DLP projector, three portable LCD projectors and two portable white screens. In addition to this there are five overhead projectors and seven laptops to conduct technology based teaching lessons using power point presentations. The institution has a good collection of educational movies and documentaries. There are a total 7 lecture halls two for B.Ed., 4 for D.T.Ed and one for M.Ed. course. Other than curriculum transaction throughout the year, these halls are used for Various Workshops Assignment Completion Group Discussions and Group Activities Preparation / Drilling and Practice of M.T. Lessons and Practice Training Special Guidance Lectures Guest Lectures and Seminars GMC activities and Elocution Competitions Day celebration Extra Mural Lecture Series (Jaykar Vyakhyanmala) Continuing Adult Education Program Special Guidance Lectures, Extra mural Lecture Series (Jaykar Vyakhyanmala) and Adult continuous Education Program (Proudh- Nirantar Shikshan Karyakram) are the programs jointly organized by University of Pune in association with the Institution. Guidance Room: There are 21 guidance rooms which are utilized for individual guidance to teacher trainees for micro lessons, practice lessons, individual feedback for curricular performance, remedial inputs to teacher s trainees and cell meeting for counseling. The faculty members use them for preparation of lectures, personal study, completion of work assigned to them and internal assessment. Research Reference Room: The institution has been recognized by the University of Pune as a research centre for Ph.D. students. 27 students have been registered under five guides in the Ph.D. Research Centre. In the library, the research reference room is equipped with research volumes, research encyclopedia, M.Ed. M.Phil, dissertations, Ph.D. Theses and

128 122 Action Research Reports. These are available to research students for reference work. Child Rights Cell: In the year , a Special Child Right Cell was set up in one corner of the library premises. An exhibition of issues related to Child Rights is displayed during annual social gathering in this cell to bring about awareness about child rights among trainee teachers. Teaching Method Labs: In our institution, there are total 8 teaching methods namely English, Marathi, Hindi, Science, Mathematics, History, Geography and Information Technology available for teacher trainees. Accordingly, method labs were developed with requisite teaching aids and materials. Science Lab: A well equipped science lab is used by the students in the institution. ICT and Computers: There are 26 computers, 2 Portable LCD, 2 Digital Light Projectors in the classrooms, Technology based training laboratory, Education Technology Lab, Principal s office, Administration Office and the Library Department. Uses of computers are highlighted as follows: Use in the Administration Office: Administrative Use Official Use Document Scanning Maintenance of Records Academic Information Storage Result Sheets Training and Orientation Internet The computers are used by the following: Administrative Staff Faculty Members Library Staff Research Scholars M.Ed. B.Ed. and D.T Ed student trainees Library and Reading Room: Please refer to the information presented in 4.3.

129 123 Multipurpose Hall: It is used by the institution for annual social gathering, indoor games, seminars, workshops and conferences. The multipurpose hall is given to external agencies like DIET for admissions and Zilla Parishad for state level drama competitions. It is also used by our sister institutions namely S.P.College, SPM English Medium School, Late V.D.Vaidya Girls Primary School for their various cultural and academic programs. Teaching Learning Resources: The institution possesses a rich stock of teaching aids which are either purchased or developed by teacher trainees. They are used by the teacher trainees for micro teaching, practice teaching and during internship. Teaching aid exhibitions are organized and some useful and relevant teaching aids are donated to schools for under privileged. Psychology Lab.: We have a well developed Psychology Lab with a variety of psychology test equipment and apparatus. These facilities are used not only by D.T.Ed, B.Ed., M.Ed. students but also by research students and faculty from other teacher training colleges as well. One of the institution s retired faculty members, Prof. Paknikar had developed and standardized Paknikar Intelligence Test for visually impaired which is routinely used for several blind students. For post graduate M.Ed. students, orientation programs are organized to administer and interpret aptitude and intelligence tests. Staff Common Room / Seminar Hall: A spacious staff common room with elegant furniture, oval shaped table with 30 seating capacity is a special feature of the institution. Various faculty meetings, Ph.D. and M.Phil, Viva, Annual Moderation Committee meeting for B.Ed. and M.Ed. and faculty members seminars are organized in here. Thus, the available infrastructure is optimally utilized and used to the maximum How does the institution consider the environmental issues associated with the infrastructure? The institution makes sure that the surrounding area and the atmosphere are maintained suitable for all curricular and co-curricular activities and are conducive for teaching and learning. The college building is kept clean and pollution free.

130 124 The institution has wide windows that allow sufficient sunlight into classrooms and guidance rooms. All the lecture halls and rooms are provided with proper ventilation and lighting arrangements and have fans. The infrastructure related environmental issues are not only to do with the physical resources but with the human resources as well. The conducive human environment is equally significant for proper interaction among the teachers and the taught for maintenance of quality in the institution. Co-ordination between various stakeholders like student, faculty and office staff is ensured through notices which are issued from time to time. These are regarding changes in time-table, changes in seating arrangement and conduct of co-curricular activities, various workshops including faculty development program to avoid miscommunication and ensure smooth functioning. Thus, a healthy environment and a spirit of team work are ensured. The institution has an ongoing vermin-compost project. The vermin compost produced is used as manure for all the plants and trees in the institution s campus. Tree plantation is undertaken every year with the help of students enrolled in the Earn and Learn Scheme. Around 100 saplings were prepared by the teacher trainees in This also ensures the inculcation of dignity of labor among the teacher trainees. Every year on 2 nd October, the D. T.Ed., the teacher trainees conduct Cleanliness Drive in college premises. This activity is being undertaken since Petroleum Conservation Research Association (P.C.R.A.) Lecture Series with student feedback are conducted regularly for B.Ed. teacher trainees. Under the Extra Mural Lecture Series program jointly organized by University of Pune and Tilak College of Education, the Babasaheb Jaykar Lecture Series is a regular feature of every academic year. Several lectures on contemporary issues and environment are covered by eminent speakers. Issues related to conservation of environment and environment awareness is presented through the medium of street play in the social service programmes by the teacher trainees.

131 125 Issues related to global warming, disaster management and sustainable development are discussed through lectures organized by the GMC and Environment and Science Study Groups during academic year for B.Ed. teacher trainees. Orientation for maintaining proper hygiene: In the beginning of the academic session, the faculty members orient the students regarding personal hygiene and the importance of keeping the premises clean by making use of dustbins, avoiding litter and garbage through proper disposal of sanitary napkins, food wrappers and left over food. All these aspects are emphasized in this orientation to develop proper habits in personal hygiene so as to maintain clean healthy environment in the campus. Plantation program: Medicinal plants and herbs like adulsa, aloe and tulsi have been planted to create awareness regarding the importance and usefulness of these plants. A variety of potted plants are maintained that enhances the aesthetic sense of the teacher trainees and creating awareness among them to keep the environment beautiful. 4.3 LIBRARY AS A LEARNING RESOURCE A separate library building is one of the prominent features of our institution. Almost hundred teacher trainees can be accommodated at one time in the reading room. The library is well equipped and spacious with necessary sufficient reading and reference material, cupboards, issuing counter, chairs and tables. The circulation/exchange section of the library accommodates B.Ed., M.Ed. and D.T.Ed course books and other related reference materials. All the short researches of the past M. Ed. students, action research reports of DSM students, M.Phil and PhD thesis are kept in the research section. The circulation / exchange counter, reading hall, librarian s office, professor in charge office, research section, teaching aids section, and mezzanine floor with additional stacking area are the various sections in this building. Xerox machine facility is also available in the library. There are 2 toilet blocks with wash basins with ample water supply. Physical structure of library s various sections (Area and Furniture items) Carpet Area of Librarian s office 95 sq ft

132 126 Prof. In charge Office 95 sq ft Reading Room for teacher trainees and for faculty 1470 sq ft Ground Floor Stacking area+ circulation/exchange counters 723 sq ft Teaching Aids Section 95 sq ft Mezzanine Floor Old school texts room 95 sq ft Mezzanine Floor stacking area 1104 sq ft 2 toilet blocks 25 sq ft each Furniture: Cupboard wooden with doors 90 Shelves (wooden open) 15 Chairs 100 Tables 25 Steel cupboards 04 There is an exclusive reading room for teacher trainees. It is spacious, airy with good light arrangements. The library infrastructure available in terms of space, area and furniture is well maintained. Budgetary Provision: This has been already stated in the institutional data of Criterion IV The budgetary provision is generally utilized as follows: Purchase of books : 60-65% Journals, magazines and newspapers : 25% Maintenance of infrastructure : 10% Miscellaneous expenditure : 5% Does the institution have a qualified librarian and sufficient technical staff to support the library (material collection and media/computer services)? Yes, the library staff is qualified as per the regulations in the staffing pattern. The librarian is qualified and she has a total experience of 35 years in library work. One qualified technical assistant has also been appointed as support staff for the library. There is one library attendant for the maintenance of the library.

133 127 Details of Library Staff: 1. Mrs. Meena V. Apte Librarian (B.Sc. M.A. M.Lib, ISC, SET 2. Ms. Mrunalini Gadade - Library assistant (B.A. B.Ed. M.Lib) 3. Dr Smita Phatak - Professor in Charge (MSc. M.Ed. Ph.D) 4. Shri.Dagdu Milkhe - Library Attendant (S.S.C) The library has a vast collection of books that are not available elsewhere. Many research scholars and students from other institutions make use of the library for the references. Library records are in the process of being fully computerized. The institution has purchased advanced library automation software namely SLIM 21 -Library Management System. After the completion of data entry and bar coding of about 30,400 books, it will be possible to handle every operation in the library through computers. The library also provides the internet facility for faculty and student trainees. A collection of soft copy in the CD format of past M.Ed. students dissertations is also made available in the library What are the library resources available to the staff and students? (Number of books, volumes and titles, back volumes, journals, national and international magazines, audio-visual teaching learning resources, software, internet access etc) The library resources available to faculty members and student teachers are as follows: Library Holdings B.Ed. and M.Ed. D.Ed. Total Collection of books in the library 30,400 1,289 School texts 9,730 1,656 Reference Books (Encyclopedia, Dictionaries, Yearbooks etc). approx. Total Magazines/Journals subscribed Indian Journals Foreign Journals Peer Reviewed 03 We have a good collection of bound volumes of old journals as well.

134 128 Newspapers 4 2 Teaching Aids (B.Ed. & D.Ed.) Globe Maps Charts Geometrical Instruments Pointers Outlines Audio visual teaching learning resources are available in the E.T. Laboratory. Internet access is also available in the library. Our institution plans to subscribe to some online foreign e-journals. N list is a project undertaken in collaboration with Inflibnet by the UGC- Infonet digital library consortia. Through this e-resource, it is possible to get information about some international e-journals, bibliographic databases, and e-books in the digital form. University of Pune is a member of this consortium. Our institution is interested in availing this facility by acquiring co-membership with University of Pune. This is a very important reference tool in research area. In the library, books are arranged on shelves in a subject wise manner according to call number. Dewey Decimal Classification System Edition 15 is used for classifying the books. Author catalogue and subject class number catalogue index cabinets are kept in the reading hall for searching the information about books. After completion of the data entry work, information about books will be made available through OPAC (Online Public Access Catalogue). About 70% of computerization has been completed to date. Open access facility to book shelves is provided for the faculty. Students are also permitted to open access for reference section and research section as per their requirements. Thus the library holdings of the institute are adequate and are utilized to the maximum at various course levels.

135 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. Mechanism of Review of Library Holdings Taking into consideration the needs of the faculty and teacher trainees, availability of resources in the market and budget provision, the decisions are taken qualitatively about the acquisition of books and other learning resources. For this purpose, Students and the faculty members give in their suggestions about required reading material which are taken into consideration. The Principal and the librarian take the advice and feedback of concerned faculty from time to time before purchasing the books. The teacher educators are requested to give their requirements about reading materials from the library. The book dealers are given permission to visit the library to display various educational resources. Teachers, Heads of Departments and Members of the Advisory Committee are given an opportunity to recommend books. After the purchase of books, the librarian informs teachers to take note of new arrivals and recommend them to the teacher trainees. Subject-wise and author wise card catalogue provide information about books to the faculty and teacher trainees. The library staff always guides and helps the readers to get the required reading materials. The advisory committee members supervise and guide library activities and practices. Smooth and effective functioning of the library is always given the first priority. Feedback forms and suggestions from students and faculty members are kept as records and couriered from time to time as per discussion in cell meeting, staff meeting and through direct interactions with the librarian. The Library Advisory Committee Principal Dr. Mrs. Nandini Patil President

136 130 Dr. Mrs. Smita Phatak Professor in Charge Mrs. Meena V.Apte Librarian Prof. Prakash A Jagtap Member Prof. Ghanneela Patharkar (up to 31 st May, 2010) The Committee meets at least once in three months. The clientele needs and easy and prompt access to reading material is the main objective while taking acquisition decisions Is your library computerized? If yes, give details. Yes. Library Automation Status In the beginning, the library commenced its computerization data work through the local software through which 60% of data entry work was completed. However, taking into consideration the future developments in the information and communication technology field, the institution s management sanctioned the purchase of advanced and comprehensive library management software namely SLIM 21. Slim 21 is a product based on Microsoft Dot-Net Technology with completely web based application. It supports Unicode which is a must for libraries with collection in Indian languages. Basic modules are acquisition, cataloguing, circulation, serial control article Indexing and OPAC. The previous data entry work was completely transferred in the new software which is a plus point in the progress of automation. About 20 sessions of on sight training were organized for the library staff to get conversant with the functioning of the new software. In the coming few months, the data entry and bar-coding work will be completed which is necessary for providing fully / total automated library services 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. The institution library has three computers which are connected through LAN with requisite operating systems and library software. The details are as follows: Server -1 Issuing Counter 1

137 131 OPAC and Internet facility for students 1 Internet facility is made available to students and faculty members. The institution plans to make available two more connections for the readers also. The library staff helps the students in retrieving the information. However, it is also available in the computer laboratory as well as in the office of the institution. The library also makes available reprographic facility to its clientele Does the institution make use of Inflibnet / Delnet IUC facilities? If yes, give details. At present, the facilities such as Inflibnet, Delnet and IUC are not available. However, in the near future the institution will try to make it available Give details on the working days of the Library. (Days the library is open in an academic year, hours the library remain open per day etc.) The library is open from a.m. to 5.00 p.m. for teacher trainees and faculty members on all working days. The timings are extended from 9.00 a.m. to 6.00 p.m. during the examination period. The library is also kept open on Sundays and other holidays whenever there is a demand from the students for studying in the reading hall and for exchange of books How do the staff and students come to know of the new arrivals? The new arrivals are regularly displayed on the book display shelves. The faculty recommends the books for reference to teacher trainees during curricular transaction. The library staff also introduces the new arrival of books to the teacher trainees according to their subject of interest Does the institution s library have a book bank? If yes, is the book bank facility utilized by the students? Yes. The school text books are provided to the D.T.Ed. and B.Ed. students as per their teaching methods at the beginning of the academic sessions which is utilized by the students throughout the year for their practice lessons and content enrichment program (CEP) through the book bank scheme.

138 132 Frequent changes in the syllabus leads to increase in outdated books which make it difficult to enrich the book bank collection. This facility is provided maximum teacher trainees What are the special facilities offered by the library to the visually and physically challenged persons? Most of the visually and challenged teacher trainees get special learning resources through external agencies. The library works as a mediator for them in exchanging the special learning resources like audio aids and Braille books. Special facilities in terms of reference resources have not been developed so far. However, facilities in exchange of books, relaxation in retention of books are also given to them. The JAWS computer software is provided to visually impaired teacher trainees. 4.4 ICT AS A LEARNING RESOURCE 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 institution ensures the optimum use of the facility. The institution has a computer lab with 21 PCs where the teacher trainees conduct TBT practical. It is also utilized for research work. Faculty and students get worldwide knowledge through encyclopedias like Britannica 2000 and Encarta. A set of 5 CDs of Encyclopedia Britannica is available in the reference section. They are as follows: Planet Earth Quiz Master The Universe The Human Body Ready Reference M.Ed. Dissertation CDs (soft copy) The computer laboratory has internet connectivity. It helps the teacher trainees to enrich knowledge and keep pace with academic growth. The multimedia gives audio visual access whenever required. The institution

139 133 has 2 DLP s fixed in the class rooms for displaying power point presentations and for showing educational documentaries to the teacher trainees during curriculum transaction and co curricular activities. The classrooms are also equipped with OHPs. Educational Technology Lab: VCR, OHP, video camera, digital camera, color TV, tape recorder, radio, CD player, DVD player, video cassettes, slide projector, silver screen, public address system and slide show kit are used for day to day to enable effective teaching learning activities. They are also used for administrative work in the administrative office. Computer Lab: The computer laboratory is equipped with 11 computers in the institution. This is used routinely by D.T.Ed, B.Ed, teacher trainees and M.Ed students. Internet Connectivity and Access: The teacher trainees are given the opportunity to access of the internet for lesson planning and research work. Hardware: All machines have installed advanced hardware. Sr.No. Hardware Numbers available 1. 1BMP DLP 2 3. Portable Projectors 4 4. Scanner 1 5. Printers 3 6. Tape Recorders 5 7. DVD 1 8. Television set 1 9. Slide Projector 1 Software: Recorded educational video and audio cassettes, film strips, films, slides and transparencies are available in the institution. Teaching Aids: Teaching aids are either purchased or prepared by teacher trainees. Pictures, charts, portraits, models, outline maps, maps of different countries (political / physical) are of prime importance in the teachinglearning process.

140 134 The hardware, software and teaching aids are utilized by the faculty and teacher trainees for micro lessons, integrated lessons and technology aided lessons. These aids are used for model lessons, for content cum methodology lessons and workshops. Teaching aids are used on a very large scale by the teacher trainees of the B.Ed and D.Ed courses for practice teaching and block teaching Is there a provision in the curriculum for imparting computer skills to all students? If yes, give details on the major skills included. Computer Curriculum The D.Ed and the B.Ed curricula include ICT based courses. The theory and computer skills to be imparted to teacher trainees are given below: B.Ed Teacher Trainees: 1. Theory component: Meaning, Scope and Importance of ICT, Word Processors, Power point, Internet etc. 2. Computer skills to be imparted: Using the computer and accessing the internet. D.T.Ed Teacher Trainees: 1. Theory component: ICT, MS office word, Excel etc. 2. Computer skills to be imparted: Using the computer for educational purpose How and to what extent does the institution incorporate and make use of new technologies / ICT in curriculum transactional process? ICT in Curriculum Transactional Process: The knowledge of ICT is significant but more significant is its use in practical situations in the teaching learning process. Moreover, it is felt that the teacher trainees need to idealize the application of ICT in teaching. The teaching faculty and teacher trainees make use of the internet for advanced knowledge, model lesson plans, survey of related literature for research work to guide their research students. The institution gives utmost priority in the use of new technology and ICT for day to day teaching.

141 What are major areas and initiatives for which student teachers use / adopt technology in practice teaching?(developing lesson plans, classroom transactions, evaluation, preparation of teaching aids) Use of ICT for teacher trainees: The Ph.D., M.Phil research students and M.Ed students use the ICT for power point presentations. The Ph D and M.Phil researchers submit the first draft of their proposals to the research committee of the institution. The M.Ed students and M.Phil researchers use ICT for their final viva voce. The Ph.D research students use ICT power point presentation in proposal presentation and dissertation vivas as a requirement of the university. The B.Ed teacher trainees are required to demonstrate technology based lessons during the internship programme. This provision makes the application and the use of technology a must for every B.Ed teacher trainee. Thus, using technology in the curricular transaction is a prominent aspect. The D.T.Ed teacher trainees are encouraged to use the technology in at least two practice lessons and final lessons. Some of the enthusiastic teacher trainees utilize it for conducting their final lessons also. The internet connectivity has been a real boon for the Ph.D., M.Phil research students as it opens up a vast knowledge treasure. It is well utilized for developing proposals, a resume of the theoretical literature, survey of previous researches and for report writing. 4.5 OTHER FACILITIES How is the instructional infrastructure optimally used? Does the institution share its facilities with others for e.g. serve as information technology resource in education to the institution (beyond the programme) to other institutions and to the community? Instructional infrastructure such as lecture halls and classrooms are made available to NGOs and external education agencies like Zilla Parishad, state level school drama competitions, astrology classes, competitive examinations for banking, UPSC and MPSC, guidance workshops for qualifying examinations like NET / SET are organized in the institution.

142 136 University of Pune sponsored programmes like computer literacy programme for senior citizens and personality development programme for women are organized and conducted jointly in the institution by the Extra mural Department. Extension service department of the institution also organizes a few workshops and seminars for school teachers in the Pune District Region. The multipurpose hall is utilized by government agencies like DIET and SCERT to conduct the D.T.Ed. admission process What are the various audio-visual facilities / materials (CDs, audio and video cassettes and other materials related to the programme) available with institution? Various audio-visual facilities / materials CDs, (as enlisted in section 4.4.1) and the audio and video cassettes are used on a large scale for learning and teaching practice by the B.Ed and D.T.Ed teacher trainees. They are used for the core training programme, practice lessons and block teaching. The science laboratory is used to practice of science experiments before they are demonstrated in the real classroom situation. The video resources prepared by the faculty are useful models of micro lessons and classroom teaching of various school subjects where a variety of teaching methodologies are demonstrated. Tape recorders and audio cassettes based on school texts for English are used by teacher trainees for microteaching to correct the pronunciation, reading and diction. The tape recorder is also used during practice teaching to conduct listening activity What are the various general and methods laboratories available with the institution? How are the student teachers encouraged to optimally use them for learning including practice teaching? Laboratories: Following methods laboratories are available in the institution: Method Labs: Method Lab is a special room in which teaching aids, apparatus and essential material needed for conducting lessons of school subjects are kept. It is made available to the faculty members and students. Teaching aids prepared by the students are also kept in all the labs. Our college has method labs which are useful for all teaching subjects.

143 137 A separate method laboratory wing encompasses the Math, English, Hindi, Science, History laboratories. In addition to these, the Marathi and Geography method laboratories are in the institution s main building. The general laboratories include the following: Psychology Lab is one of the oldest labs which has been a feature from the very beginning of the college. It has a capacity of twenty students for performing psychology experiments at a time. It is ensured that all apparatus is well maintained and in working condition while Psychology experiments are conducted. Education Technology Lab OHP,VCR, video camera, digital camera, photo camera, color TV, tape recorder, radio, audio cassettes, video cassettes, slide projectors, silver screen, public address system, one computer, slide show kits are available in this lab for educational purpose. Computer Lab: Teacher trainees conduct TBT practical in the computer lab. It is also utilized for research work prepared by students and faculty to enrich their knowledge by keeping pace with academic growth. There are 11 computers with one server and networking having all essential software and appropriate peripherals. Maintenance of the equipment and other facilities The responsibility of building maintenance is undertaken by the parent institution S.P.Mandali. The maintenance of computer equipment is done by a local agency on yearly contract basis. The institution makes every attempt to enhance the facilities and maintain the equipment and facilities. For this purpose, proper budget allocations are made and are utilized. Technicians are consulted in case the equipments malfunction. They are promptly repaired. Proper safety measures are installed for electrification of all electronic equipment.

144 Give details on the facilities like multipurpose hall, teaching aids, workshops, music and sports, transports etc. available with the institution. Multipurpose Hall: This is very spacious and can accommodate more than three hundred people at a time. It is used for orientation courses sponsored by the education department and extension service department. It is used for indoor sports like chess, carom and badminton. The annual gathering is held in this hall. Science exhibition and teaching aids exhibition is held here. The annual prize distribution ceremony is also held in this hall. The sister institutions also use the hall for several co curricular activities The Seminar Hall: It is reserved primarily for seminars, workshops and orientation courses which give an opportunity for delegates and teacher educators to participate to enhance their knowledge. On other occasions, it is used as a lecture hall and an examination hall. It is put to a better use when the Ph.D, the M.Phil and the M.Ed teacher trainees utilize it for power point presentations 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. The portable LCD and laptops are used in the smaller classrooms for curricular transaction regularly. The two main lecture halls are well equipped with advanced OHP and DLP. These have been permanently installed in the classrooms. It is supported / well aligned with audio visual peripheral equipments needed like the speakers, cordless mike with proper and safe electrical connections. In the future, the plan is to modernize the classrooms with permanently installed computers and Wi-Fi internet connectivity.

145 BEST PRACTICES IN INFRASTRUCTURE AND LEARNING RESOURCES How does the faculty seek to model and reflect on the best practice in the diversity of instruction, including the use of technology? In the field of education, particularly higher education, notions of skills, vocationalism, transferability of knowledge and skills, competence and learning, experimental learning are gaining more importance than the knowledge competent. For preparing the new learners of the 21 st century, the major responsibility of institutions today is to shift their focus from knowledge intensive curricula to competency building of learners through appropriate learning provisions. The institution focuses on the right priorities and responsibilities especially with reference to teaching and learning as their primary mission. Each general course paper of B. Ed. is divided into four subsections which is being taught by four faculty members. Subject education course is jointly taught by two teacher educators of teaching methodology. The student teachers admitted to B Ed or D. T. Ed courses are from different disciplines i.e. Arts, Science or Commerce. Keeping in mind the diversity of students academic, social and psychological background and their special needs, attempts are made to provide relevant inputs for educational improvements. The teacher educators are aware that some teacher trainees need more efforts, more encouragement and special inputs. They model it through precepts, for it is clear that such modeling would guide the teacher trainees to have proper attitude. Our institution offers two languages - English and Marathi as the medium of instruction. Most of the information available on internet is in English which becomes quite difficult for Marathi medium students to understand. The teacher educators put in a lot of efforts giving instructions simultaneously in both the languages. For this purpose, the faculty uses technology for teaching. Proper training in ICT is also provided to the teacher trainees. Skill of acquiring newer and extensive knowledge needs rigorous training in self- learning. Teacher trainees should go beyond the classrooms to seek knowledge and learn to make use of other learning resources like library,

146 140 self study exercise, and internet facilities. Learning with the help of these supportive learning resources is an advanced skill in today s contemporary society. This is being practiced in the institution during the teaching learning interaction/process List innovative practices related to use of ICT which contributed to quality enhancement. List of Innovative Practices related to ICT: The teacher educators could procure proper references for their teaching and enhance their content knowledge enrichment. As a result of this, they could provide better and latest instructional inputs to teacher trainees. As a result of better teaching, quality of learning by the teacher trainees has improved. All the data related to the teacher trainees could be stored. They included scores of internal evaluation, attendance and the bio-data. These data could be used for remedial teaching and mastery learning of teacher trainees. ICT is used for enhancement of library holdings and services. New publications and references are readily available for updating library resources. Internet facility has promoted research quality. It has helped to improve the quality of education according to state government s policy. Our study centre has provided this benefit to peripheral school which results in positive rapport between the Colleges of Education, Teacher Educator Schools, Headmasters and Supervisors. Conducting action research and report writing of national research school gives an opportunity for the administrators to refresh their research skills in the field of school management. Requisite Resources Multiple copies of the self instructional material books, evaluation sheets, reference books were the essential resources required for this course. Title: Workshop for reviewing the revised B.Ed. curriculum and internal assessment. The Content The B.Ed. curriculum was revised in the year It incorporated some modifications in course content and weight age. Some new optional

147 141 courses were added. There were changes in practical and practice lessons as well. The internship programme was modified. The university has presented certain allotments of schedule for the curriculum transactions, practical, practice lessons and internal and external evaluation process. It was necessary that all the teacher educators know about the modifications and the specifications. Objectives 1. To analyze the modified new B.Ed. Curriculum for identifying details and changes in the internal assessment process. 2. To analyze the course wise syllabus to internal assessment. 3. To suggest suitable measures for internal assessment. The practice In this workshop, lectures of experts were organized on different aspects of curriculum like theory components, practicum component, practice lessons, co-curricular and extracurricular activities and evaluation. Firstly, they highlighted the features of curriculum and analyzed the specific curricular aspects assigned to them and compared it with the previous curriculum. Later, discussions took place among the participants regarding the curriculum aspects. The session was very interactive and all the participants were given an opportunity to express their views and opinions. Suggestions given by experts were enlisted and the report was presented to the faculty in the general meeting. Internal and external assessment in terms of weight age was described to different department heads. Obstacles Since the activity was properly planned, no obstacles or difficulties were encountered. Impact The workshop served as a pre-teaching orientation and preparation for the faculty. They could have a total and comprehensive group of the curriculum and internal assessment. The workshop provided proper guidance to the teacher educators. Details of internal assessment were given.

148 142 Thus, it promoted professional development of the faculty. Requisite Resources Multiple copies of revised curriculum Power point presentation Reference books Internet facility These resources were used for the following activities: Peer educational movies are shown to the students. Power point presentations are prepared and projected by the teacher trainees on day celebration, guest lecture series under the guidance of the related faculty. Some faculties have uploaded blogs and wikis on the internet. Video shooting of street play has been done since the last three years. Cooperative learning of guidance lecture series Teaching aids workshop, study group and role play Cell groups display on bulletin board and book show. During annual programme, art gallery, slide show, D.T.Ed / Teaching - aids exhibition and micro teaching workshop What innovations / best practices in infrastructure and learning resources are in vogue or adopted / adapted by the institution? Special Guidance CEP Seminar timetable Social service Flexibility in timetable to adjust lecture series Best Practices: A. Title: Effective use of ICT Context: Advanced ICT resources that promote effective use of technology in teaching and learning process Objectives: 1. To improve quality of instruction in giving technology based learning experiences by making use of DLP Projector. 2. To facilitate effective learning to the teacher trainees by making ICT gazettes available to them.

149 143 Actual Practice: 1. Two main classrooms are equipped with DLP which are frequently used by the faculty to display PPT during the lecture. It helps them to cover considerable portion effectively in the stipulated time period. Copies of power point presentations are saved on the desktop for teacher trainees to have a soft copy and hard copy as per their requirements. 2. Each cell / practice teaching guidance group is equipped with an advanced laptop to prepare teaching aids and supplying references. 3. Some units are discussed among students in the form of group discussion and group activities. 4. OHP is used by teacher educators with text transparency, picture transparency and interactive transparency. Obstacles: 1. In case of electricity load-shedding / power cut use of gazettes get restricted. 2. Non availability of ICT resources in some practicing schools 3. Lack of precautions by teacher trainees while using IT gazette regarding protection against virus 4. Improper use of save option for downloaded files and work done 5. Frequent occurrence of technical faults in laptops and computers Impact: 1. Better communication and interaction skills between teacher trainees and the teaching faculty. student-teachers 2. Technology based learning experiences enhance the quality instructions 3. Saves time with higher efficiency Best Practices: B. Title: Integrated / centralized library resources Context: Facilities that promote effective and interactive access for the use of information resources for internal and external users Objectives: 1. The centralized integrated library facilitates the access to all its information resources to every member of the institution.

150 To ensure the optimum utilization of the library information resources. 3. To extend the facility to outside neighboring institutions on their request. 4. To assist in educational programs of other universities arranged in the premises of the institution as a study center/ an information provider Actual Practice: 1. The integrated library works as a central place for vital educational information for all teacher trainees in various courses. 2. The teaching faculty and teacher trainees of every course are facilitated with a wide range of information resources which include school texts, various course books with concerned reference books, encyclopedia, dictionaries, theses dissertations, journals, periodicals and teaching aids. 3. Regular/present day members avail this facility as per their membership specifications. 4. Newly established educational institutes send their students to our library to avail the facility of reference books and dissertations. 5. Action plan, framework of research proposal, study of related literature are the main interest of reference for M.Ed, M.Phil and Ph.D trainees. 6. In-service teacher training also involves action research as an activity for career advancement and is benefited by our research collection. Obstacle: Limited trained library staff as compared to the daily heavy transactions for many courses is the main obstacle. Impact: 1. For new upcoming institutes, our library offers wide variety of references which is very beneficial to their students. 2. The numbers of school/college teaching faculty who visit the library are the past students of our institution. This in turn strengthens their cordial bonding with the institution. 3. The effective and interactive use of information resources for all groups of users leads to optimal utilization of infrastructure.

151 Availability of internet facility in the library, computer laboratory and in the administrative office provides worldwide information e- resources at one place. Additional information to be provided by the institution for opting for reaccreditation / reassessment. 1. What were the evaluative observations made under infrastructure and learning resources in the previous assessment report and how have they been acted upon? Suggestion No.1: The institution has laboratories for the different method subjects. These could be updated and brought in line with modern technological lines. (Please refer to page 6 of Draft report on Institutional Accreditation of Shikshan Prasarak Mandali s Tilak College of Education) Compliance: Regular use of ICT is made by the faculty for curriculum transaction. LCDs have been installed in the lecture halls permanently for easy use of ICT. Internet facility has been made available round the clock for the faculty and students. It is proposed to provide a PC for every faculty member in the near future. Suggestion No.2: Some revision of time planning could provide opportunity for optimum utilization of library facilities by the students. (Please refer to page 9 of Draft report on Institutional Accreditation of Shikshan Prasarak Mandali s Tilak College of Education) Compliance: The library timings have been revised from 8 to 5.30 pm as against 10 to 5 pm earlier. On Sundays and holidays the library is kept open on demand for the convenience of the working students. 2. What are the other quality sustenance and enhancement measures undertaken by the institution since the previous assessment and accreditation with regard to infrastructure and learning resources? Our college was accredited in January, The Expert Competent Committee suggested that the premises could be used more optimally. Since then to date, we have taken steps to maximize use of premises by: Introducing new courses like D.Ed., M.Ed., M.Phil and D.S.M.

152 146 College surrounding premises utility has been increased by putting cement blocks as flooring. To meet the necessary requirements of drinking water facilities. Some revision in time planning could provide opportunity for optimum utilization of library facilities by the students (Page 9) The college has laboratories for the different method subjects. These could be updated and brought in line with modern technological aids. (Page 6)

153 147 CRITERION V : STUDENT SUPPORT AND PROGRESSION 5.1 STUDENT PROGRESSION How does the institution assess the teacher trainees preparedness for the program and ensure that they receive appropriate academic and professional advice through the commencement of their professional education program (Teacher trainees pre-requisite knowledge and skill to advance) to completion? Preparedness of teacher trainees: The B.Ed teacher trainees are admitted through the centrally administered admission procedure that consists of the Common Entrance Test (CET). The Directorate of Higher Education of Maharashtra State sends the list of admitted teacher trainees to the institution. Thus, there is no way to assess the preparedness of teacher trainees before the commencement of the B.Ed program. Similarly, there is no provision to assess the preparedness of teacher trainees admitted for the D.Ed program. Teacher trainees of M.Ed, M.Phil and Ph.D programs are admitted through proper procedure as laid down by the University of Pune. D.Ed and B.Ed are teacher training programs. Hence, before the commencement of the program, the institute must be aware of the teacher trainees preparedness. Teacher trainees come from various colleges after their graduation or post graduation and it is essential to get them on the same platform for training. Hence, the institution follows the following practice to ensure their preparedness. Orientation Program The B.Ed course of the institution begins with an orientation program where the teacher trainees are given information of the course. It includes orientation regarding teaching learning of course units; completion of course related practical work, internal assessment through tutorials, content enrichment program and examinations. It also includes orientation about development of teaching competency through micro teaching and practice teaching lessons for the development of teaching competency. Orientation regarding the co-curricular and extracurricular activities to be conducted for the development of attitudes and values is also given.

154 148 The institution also makes the teacher trainees aware of the differences of the teacher course from that of general degree courses that they have undertaken prior to the teacher training course. Along with the orientation program, the institution organizes the self introduction program where each student introduces himself / herself. The teacher trainees are asked to tell about their achievements, hobbies, specialties and previous education and qualifications. These programs enable the teacher educators to assess the communication skills, confidence, experience, talents and interests. This information is used for micro teaching and organization of various co-curricular activities. The following procedure ensures the assessment of preparedness and the trainees are counseled accordingly. Commencement of Course Orientation on B.Ed course Self Introduction Orientation of 2 nd method Orientation on Elective subjects Orientation on social choice choice service choice Formative assessment of preparedness and advice During implementation of syllabus Part I Part II Part III Part IV Theory Papers Tests / Tutorials Lessons Staff meeting on Planning and Implementation Written notification for staff and teacher trainees Orientation General and Group wise Implementation Feedback Teacher trainees are given orientation by the faculty before commencing any curricular aspects.

155 149 For the computer practical batches, the teacher trainees who are computer literates are paired with trainees who are not computer savvy. Cell groups are formed for giving educational, vocational and personal guidance. Meetings of cell groups are conducted o once a month. The teacher trainees preparedness is assessed; they are counseled and given guidance. The feedback obtained from these meetings help in planning and execution How does the institution ensure that the campus environment promotes motivation, satisfaction, and development and performance improvement of the teacher trainees? The campus is very clean, environment friendly and spacious. This creates a conducive and peaceful environment for proper curricular transaction. The institution is situated in green and pollution free surroundings. There is adequate space for playground and parking of vehicles. The classrooms are spacious. Benches and furniture in the classroom are comfortable. DLP projectors are installed in classrooms which make teaching learning interesting. Lectures on current educational topics are organized. Experts and resource persons are invited to speak on current trends. Decoration week is conducted to develop the affective domain and inculcate aesthetic sense in the teacher trainees. Each cell group is assigned decoration of the institution s premises for a week. Awards are given to meritorious teacher trainees for motivating them to achieve higher goals. The Earn and Learn Scheme gives an opportunity for the teacher trainees to experience and truly understand the value for dignity of labor. The department of discipline emphasizes on punctuality and proper dress code. All activities are properly planned and those that are of not much educational value are avoided and discouraged. The faculty also follows the academic year plan and time table for curricular and co-curricular activities.

156 150 The faculty gives extra attention and guidance to under achievers. In the formative evaluation, their progress is regularly monitored in cell group and method group. They are motivated for better performance through continuous encouragement. Placement activity also motivates the teacher trainees to improve their performance and enhance their professional skills Give gender wise dropout 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. In the State of Maharashtra, B.Ed admission procedure is centralized. Hence, teacher trainees are sent directly from Directorate of Higher Education for admission. Once they are admitted, very few teacher trainees leave the institution between the academic years. Drop out cases: The dropout rates in the last five years were as follows: Academic Year Programs D.Ed B.Ed M.Ed. D.Ed B.Ed M.Ed. D.Ed B.Ed M.Ed. D.Ed B.Ed M.Ed. D.Ed B.Ed M.Ed. Case of Drop Outs Males Females Total Possible reasons for dropouts could be as follows: Marriage: The female trainees drop out after they get married and / or the family members refuse to let them continue further education. Health problems: Poor health of some teacher trainees interferes with various activities that need to be completed during the training period.

157 151 Unsuitable deputation: The central admission procedure for B.Ed teacher trainees assigns training centers that are far away and unsuitable. The male teacher trainees somehow manage to attend classes. However, the female teacher trainees give up program due to improper and insecure boarding facilities or due to financial crisis. Parents are generally unwilling to let their daughters stay alone. The institution recommends and organizes for hostel facilities. However, the requirements cannot be fulfilled at times due to limited seats. Unforeseen circumstances such as accident, prolonged sickness, low confidence and family problems are also some other reasons for dropouts. Admission to a nearer college: If a teacher trainee gets admission in a college near to his/her native place or even in a non grant college, the student drops out of the course. Employment: If teacher trainees get suitable employment opportunities they drop out of the course before the completion of the academic year. The institution tries to investigate into the causes for quitting the program and tries sincerely to control the drop out. Mechanism for controlling drop outs- The institution tries to avoid drop outs as far as possible by adopting the following strategies- Investigating problems of teacher trainees and by providing counseling service Consultation and cooperation with parents Cell group is very useful to guide teacher trainees personally. The faculty guides teacher trainees from the micro teaching stage to create a positive attitude towards the submission and completion of all curricular activities. Conducting orientation program to prepare for the curricular activities. In case of family problems, the parents, guardians and relatives are called and counseled so that teacher trainees complete the course successfully What additional services are provided to teacher trainees for enabling them to compete for the jobs and progress to higher education? How many teacher trainees appeared / qualified in SET / NET, Central / State Services through competitive examination in the last two years?

158 152 Additional Services provided to the students are as follows: 1. Educational Visits 2. Use of Multimedia 3. Felicitation of meritorious 4. Placement of Teacher trainees 6. Special Lecture Series 7. NET /SET Guidance 8. Free Internet Access 9. AlumniMeet 10. Lectures on interview skills 11. Spoken English Course To compete for the jobs: The placement cell provides information about job opportunities. It provides guidance about giving interviews and skills that need to be mastered to give interviews. The teacher trainees are given guidance when they are required to conduct demonstration lessons in schools and teaching aids are also provided to teacher trainees to prepare for the demonstration lessons. For NET / SET Preparation: Information about NET / SET syllabus and examination is given to the teacher trainees. Guidance is given for selection of optional subjects and course content. References are made available in the library. Question sets of previous examinations are provided for further practice and workshops are held in the institution to give guidance for the NET/SET examination What percentage of teacher trainees on an average go for further studies / choose teaching as a career? Give the details of the last three years. Majority of teacher trainees opt for teaching profession. Few of them continue further studies whereas some of them opt for jobs in professions other than teaching. Details of the teacher trainees who went for further studies:

159 153 Year Number of teacher trainees Percentage Does the institution provide training and access of library and other education related electronic information, audio/video resources, computer hardware and software related and other resources available to the student teachers after graduating from the institution? If yes, give details on the same. The teacher trainees who study in the institution can avail the library and electronic facilities during the given tenure. After completion of the given tenure, teacher trainees can avail the facilities given by the institution by paying a nominal library fee. However, regular teaching programs are not organized for them. Most of teacher trainees come to refer research report and thesis. There is provision of software to teacher trainees which are freely available on the internet. The downloaded tree software in Educational Technology Lab is made available to the teacher trainees. An online community on Face book, has been created through which resources on jobs, skills, current trends are shared with teacher trainees Does the institution provide placement services? If yes, give details on the service provided for the last two years and number of teacher trainees who have been benefitted. The institution provides placement services through its placement cell. The cell has provided the following services in the last two years:

160 154 Online help Interview skills Data of candidates Compliance of mid term Campus interview Display of advertisemen s Online help CV writing Placement services are provided to the teacher trainees through the institution s Placement Cell. Campus interviews are organized for English medium teacher trainees. Guidance is given on interview techniques and communication skills. The details of the number of teacher trainees that appeared for Campus Interview in the last two years is as follows: Course B.Ed What are the difficulties (if any) faced by Placement Cell? How does the institution overcome those difficulties? The placement cell faces the following difficulties: Marathi medium teacher trainees do not get opportunities for teaching jobs. As most of the Marathi medium schools receive grants from the

161 155 government, they need to follow the policy of Maharashtra government for recruiting the teaching staff. Due to the slow growth in the number of Marathi medium schools, there is scarce demand for teachers of Marathi medium. A major difficulty is related with documentation. Calls about leave vacancy and part time vacancy get communicated orally or by phone calls which cannot be responded to on time. The admission procedure is centralized. Teacher trainees from various districts of Maharashtra are admitted in the institution. After they pass out, they move back to their native place. If they are called for jobs that are on the part time or on clock hour basis they are not able to attend the calls due to distance and salary issues. Lady candidates have limitations to join the job due to family responsibilities and transport problem. They appear for the interviews but do not join the duties. To overcome these problems, the placement cell tries its best to give maximum job opportunities to the teacher trainees. The senior authorities of English medium schools are communicated for the appointment of Marathi medium teacher trainees to teach Marathi and Hindi subjects and those who have good communication skills in English for interviews in English medium schools. Thus, this becomes a win-win situation for the teacher trainees and schools as well Does the institution have arrangement with practice teaching schools for placement of the student teachers? Yes. Most of the schools which come for campus interviews are practice teaching schools run by the institution s management. Preference for placement is given to these practice teaching schools. The schools of other educational institutions follow their own recruitment procedures. Hence, the involvement of the institution and the placement cell is very limited. The institution is involved only if the faculty members are invited to conduct interviews and observe demonstration lessons.

162 What are the resources (financial, human and ICT) provided by the institution to the Placement cell? All essential resources are provided by the institution to the placement cell. One teacher educator is in-charge of the placement cell. The institution provides the following resources for the functioning of the placement cell. Infrastructural Resources -This includes rooms, bulletin and display boards Financial Resources All the services are free of cost to the teacher trainees and the schools. All the necessary expenses include Xeroxing, filing, and correspondence for organizing campus interviews are made by the institution. Human Resources One of the faculty members is the in-charge of the placement cell. A student representative from the student council assists the in-charge. The non-teaching staff assists the placement cell in-charge depending on the nature of the work. In this way, the placement activity becomes feasible because of team work. ICT Resources All the ICT resources in the institution are made available as per the requirements. D.L.P. Projector, Laptop, Printer and Internet services are easily accessible for the functioning of the placement cell. 5.2 STUDENT SUPPORT How are the curricular (teaching learning processes), co-curricular and extracurricular programs planned (developing, academic calendar, communication across the institution, feedback) evaluated and revised to achieve the objectives and effective implementation of the curriculum? A term plan for all the activities to be conducted is prepared. In this comprehensive plan, curricular, co-curricular and extracurricular activities are also mentioned. The following procedure is followed to prepare the plan. Feedback from faculty is noted at the end of the academic year meeting. Tentative first term plan discussion is done at the beginning of an academic year taking into consideration the feedback received at the academic year end meeting

163 157 Department wise tentative dates is given to the year s plan department Compilation of year s plan is done through discussion with faculty Finalization of term plan by IQAC Finalization of department wise plan Implementation Revision if required. The prepared plan is displayed on the notice board for teacher trainees and copies are circulated to faculty members. The preparation of academic calendar is as follows: ACADEMIC CALENDER Curricular Co- curricular Extra Curricular Regular time table of lectures GMC Programs Workshops Lessons Day Celebration Earn and Learn Practicals Lectures Nirbhay Kanya Abhiyan Tutorials Orientation Sports Social Service Educational Visits Placement Health Program Magazine Inter Collegiate Art Circle Competitions Curricular Program The time-table department is entrusted with the implementation of curricular activities. This is done by following the regular time-table. For lectures of each course paper: A paper has two sections and the units of every section are taught by two faculty members. A school subject (method) is taught by two faculty members. The professor in charge of the paper distributes the units to be taught. For every curricular head, the in charge professor in collaboration with the faculty develops a plan of evaluation and distributes it to faculty members and orients the teacher trainees. Before beginning any curricular activity, the respective department conducts an orientation lecture for teacher trainees on the activities to be done, the duration and the evaluation scheme. For the activities which are conducted in group, the group in charge gives feedback to the department head. Changes can be made if required regarding the period of conducting the activity.

164 158 Co-curricular Program The planning and implementation of co-curricular activities is done by the professor in-charge of GMC (Gymkhana Managing Committee) and teacher trainees representatives from all diary cell groups. Formation of G.M.C. every year is done in a democratic manner as follows: Selection of G.M.C. Chair Person from the faculty for the academic year Dairy Cell Formation by dividing teacher trainees in cell groups Election of Cell group leader and Selection of Assistant cell group leader in each group Selection of Group Name Group Leaders meeting with G.M.C. Chair Person Orientation about the functions and objectives of G.M.C. and Selection of General Secretary (G.S) from the trainees All group leaders are G.M.C. members Declaration of the G.S. Election From G.M.C. members some candidates stand for the post of G.S. Election on the day declared for election, election is conducted in a democratic manner i.e. confidential voting Counting of votes Declaration of the GS Distribution of various departments to G.M.C members by discussion Inauguration and declaration of G.M.C. thus constituted Co-curricular activities (CCA) are planned in coordination with curricular activities. Saturday afternoon slot in the time table is reserved for the organization of CCA. Every G.M.C. department prepares a plan which is coordinated with term plan and time table. Each department plans, executes and collects feedback of all the activities that have been conducted. The professor-in-charge of the GMC department is assisted by a GMC member to plan and implement the GMC activities.

165 159 Each diary cell is assigned a week called decoration week to decorate the college for a week and help in the planning and implementation of the activities that are to be conducted in that week. Once the dates for the activity are decided, the respective department sends a notice to the teacher trainees for their participation. The student s representative i.e. GMC member of the department works as a coordinator between teacher trainees and teacher for the smooth functioning of the activity The General Secretary (G.S.) is involved in all the co-curricular activities. The institution through the GMC thus provides ample opportunities to the teacher trainees to be involved in organization and participation in CCA. Extra Curricular Activities Extra curricular activities prove to be helpful for teacher trainees to be competent and committed teachers in their profession as teachers. Several activities and programs outlined below have proven to be useful in developing the personality of teacher trainees. The teacher trainees welfare unit executes the Earn and Learn and Nirbhay Kanya Abhiyan which is supported financially by the University of Pune. The institution provides indoor, outdoor sports equipment to teacher trainees for games like badminton, carom, chess, volleyball, cricket and dodge ball. Teacher trainees are motivated to participate in inter collegiate competitions for debates, elocutions, street plays and essay writing. All the curricular, co curricular and extracurricular activities are evaluated in terms of the fulfillment of objectives for which they were planned How is the curricular planning done differently for physically challenged teacher trainees? The institution follows the policy of inclusion. Physically challenged teacher trainees are admitted in the institution. No concessions are given to complete their academic work. Completion of practical and practice teaching lessons have to be fulfilled like that of the general teacher trainees. Extra time is given during examinations as per the University rules and regulations.

166 160 Challenged teacher trainees are encouraged and motivated to participate in co-curricular activities. During practice lessons, they are permitted to take help of other teacher trainees for putting up teaching aids and for taking assistance for writing on the blackboard. Tape recorder, cassettes and Software like Jaws is also provided to visually challenged teacher trainees Does the institution have mentoring arrangements? If yes, how it is organized? The institution has mentoring arrangements. It is organized by Dairy Cell Group. The Cell Diary department plans and implements the mentoring program which is as follows: 160 teacher trainees are divided into 14 to 15 groups called as Dairy Cell Group teacher trainees and a professor in charge constitute a dairy cell group. A dairy has been given to each teacher trainee to keep a daily record of lectures attended, lessons conducted, practical completed, marks obtained in term end examinations and participation in curricular, co curricular and extra curricular activities. The record is checked at the end of every week. The professor-in-charge acts as the mentor for the academic year and discusses with the teacher trainees about their academic performance, personal, educational and vocational problems. The mentor counsels the trainees in the Dairy Cell Group meeting held on the last Saturday of every month and tries to resolve the problems faced by the trainees. If a student is not up to the level; in a particular theory, skill, lesson, tutorial or has low attendance, it is immediately informed to Dairy cell incharge Professor. For taking leave or concession, the teacher trainee is expected to inform the in charge professor through a written application. Thus, the mentoring becomes a formal as well as an informal process.

167 161 Formation of Diary Cell Formation of GMC Cell meetings Discussion of teacher trainees issues guidance and counseling on the issues Prof. in-charge informs issues to the concerned teacher and necessary action is taken What are the various provisions in the institution which support and enhance the effectiveness of the faculty in teaching and mentoring of teacher trainees? The institution has a fully qualified and experienced faculty which is always ready to enhance the effectiveness in teaching, research and extension. Faculty meetings are regularly conducted for planning, implementation and feedback on curriculum transaction. Meetings are also conducted to discuss the changes in the new syllabus or for orienting about a new topic / concept introduced by the university. The faculty contributed immensely in the preparation of evaluation tools for lesson observation which has proved to be very useful. Workshops are organized on new trends, new syllabus not only for the faculty of the institution but also for the faculty affiliated to colleges of education at the University of Pune. The faculty members also attend workshops, seminars and conferences for their professional development. These experiences are shared with other faculty members also. Regular use of power point presentations in the classroom by the faculty members makes the teaching learning process effective. There is provision of unlimited internet access to the faculty members for updating knowledge. The institution s rich library resources are also useful for effective teaching and mentoring. Feedback from teacher trainees is taken at the end of the academic year. Peer evaluation is useful as it assists in getting inputs about the quality

168 162 faculty s teaching and provides an insight to one s own strengths and weaknesses 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 a website. The following information has been posted on the website: Mission and Objectives Management Faculty Profile Features Courses Infrastructure Research Activities Extension Services Savitribai Phule Adhyasan The website is regularly updated Does the institution have a remedial program for academically low achievers? If yes, give details. The institution has a remedial program for academically low achievers. Low achievement in teaching skills Low achievers in teaching skills are first identified through micro teaching. The respective teacher educator of micro teaching group guides the student for the preparation of the lesson plan. A report from the observer after observation lessons is given to the method in charge professor regarding the unsatisfactory performance of a teacher trainee. Thereafter, the method in charge guides the weak teacher trainee and interacts with the observer teacher educator for the further progress of the teacher trainee. Low achievement in theory course Low achievers in tutorials, internal tests and content enrichment program are identified as well. Teacher trainees are encouraged to solve previous exam papers that are checked so as to diagnose their problems. They are given suggestions and guided for further improvement so as to ensure that they achieve the expected levels.

169 What specific teaching strategies are adopted for teaching a) Advanced learners b) Slow learners? Specific teaching strategies have been adopted in the institution. Advanced Learners Theory lectures are conducted through interactive sessions. Co-operative learning plays a significant role in co-curricular activities. Instructional input program strategy is adopted for advanced learners. Slow Learners Orientation, guidance and counseling is given to teacher trainees whose overall performance is below the expected level. Opportunity is given to teacher trainees to improve their performance in the form of more practice in written assignments. Repetition of course contents with slightly limited quantum is the technique adopted in case of slow learners What are the various guidance and counseling services available to the teacher trainees? Give details. The institution provides guidance and counseling services to teacher trainees. In guidance services, educational and career development and vocational opportunities are the two major areas available to the teacher trainees. Teacher trainees are guided to be self independent. Information is given to the teacher trainees regarding the need and benefits of further education. The institution also informs the teacher trainees about various competitive examinations conducted by the state government for filling in various teaching and administrative posts in the state education departments. Guidance is given about job opportunities, application procedures, and interview preparation to the teacher trainees. The counseling service is useful to those teacher trainees who need inputs for psychological adjustments and improvements in self image. Personal interviews help the faculty to find out the causes of maladjustment in some teacher trainees. The faculty is able to provide the right kind of counseling and feedback to these teacher trainees.

170 164 Teacher trainees are constantly motivated to focus in their studies What is the Grievance Redressal Mechanism adopted by the institution for teacher trainees? What are the major grievances redressed in the last two years? The mechanism of G.M.C and Cell group for personal and common grievances has been set up in the institution. In the last two years, the institution has redressed the grievance related to internet accessibility. The institution has provided internet access to the teacher trainees in the library and E.T laboratory How is the progress of the candidates at different stages of program monitored and advised? Monitoring Teacher Trainees Progress As per the University of Pune s requirements, the institution is required to conduct internal assessments during the program period. Formative evaluation for theory learning is done through tutorials, internal tests, term end and preliminary examinations. Teaching competency is a vital aspect of the teacher training program. To achieve this, micro lessons, integrated lessons, school lessons are conducted during the internship and block teaching sessions where the progress of the teacher trainees is minutely and carefully monitored. Unsatisfactory progress and achievement of teacher trainees is seriously looked into by the faculty. Intensive practice, orientation, feedback and guidance is given to low achievers for them to achieve the required level of competency How does the institution ensure the teacher trainees competency to begin practice teaching (Pre practice preparation details) and what is the follow up support in the field (practice teaching) provided to the teacher trainees during practice teaching in schools? Pre-practice teaching For each micro lesson, intensive orientation is provided about the micro skills, their component sub skills, the need and significance of each skill. Use of audio visual aids and proper guidance for developing lesson plans is given to the teacher trainees.

171 165 Lesson plans are carefully corrected and suitable modifications are suggested. Micro lessons are observed using rating scale. Feedback is provided by the faculty and peers. After the teach lessons, re-teach sessions are conducted. Only after the reteach lessons indicate desirable improvement, the next skill is introduced. Thereafter, four bridge lessons that integrate the sub skills of microteaching are conducted and evaluated. These serve as a link between micro lessons and classroom practice lessons. Practice teaching The teacher trainees are provided with follow up support during the practice teaching program which includes guidance and feedback from the guide and observers. Quality of lesson plans Planning of different stages in the lesson Proper use of micro skills Teaching learning of core elements and values Teacher preparation, confidence and delivery of content knowledge Teacher effectiveness Unanimity in planning and actual performance 5.3 STUDENT ACTIVITIES: Does the institution have an Alumni Association? If yes, i) List the current office bearers ii) Give the year of last election. iii) List Alumni Association activities of last two years. iv) Give details of the top ten alumni occupying prominent position. v) Give details on the contribution of Alumni to the growth and development of the institution.

172 166 List of the current office bearers Designation Name President Prin. Dr. Nandini Patil Vice President Dr. Radhika Inamdar Secretary Dr. Bhushan Patil Member Prof. Dr. Smita Phatak Member Prof. Dr. D.K.Chavan Members Prof. Dr. V.F.Dhamane Member Prof. Vasudha Jawale Member Prof. Ajay Funde Member Prof. Sandeep Tilekar Member Prof. Hemant Patil Treasurer Prof. S.G. Isave Year of Last Election The last election of alumni was held in the year As per the constitution of the alumni, the institution appointed the above mentioned office bearers by common consent and nomination. The president of the alumni association has the authority to appoint other office bearers. The objectives of the association are as follows To function as the facilitator for the institution. To encourage the members to undertake action research projects. To consult, to plan and to organize various innovative activities for enhancing cultural, educational atmosphere and functions of the institution. To provide feedback to the institution. To resolve issues related to the practicing schools. To motivate the well deserved members, teacher trainees and faculty by felicitating them for their notable contribution in the field of education. The contributions of the alumni association to the institution are as follows: It has provided suggestions for academic growth It has played a significant role in the development of the infrastructure of the institution It has given assistance in solving difficulties regarding practicing schools.

173 167 Name Prof. W.N. Dandekar Dr. V.Z. Sali Dr. N.M. Joshi Shri. Bedge Dr. Bhushan Patil Dr. Madhuri Ludbe Details of Prominent Alumni Position Ex Principal, Ex Director of Education, Goa and Daman Division and an eminent educationist Research Officer Well-known writer and researcher Director, MSCERT, Pune Principal Azam College of Education, Pune Principal Sinhagad Women s College of Education, Pune Dr. Lalita Vartak Principal Adarsha College of Education, Pune Dr. K.S. Chavan Editor Shikshan Tarang and Marmadrushti Dr. Prashant Pagare Shri. Rahul Makhnikar Head Dept. of Education Aurangabad Dy. Superintendent of Police. Parabhani, Maharshtra Contribution of Alumni to the Growth and Development of the Institution: The alumni have evaluated the functions of teaching learning and practice teaching in the institution. This evaluation has made it possible to estimate the proficiency, teaching skills and dedication of the teacher educators. Some of the alumni have suggested new areas for programs to be conducted outside the institution in the form of social work. They have provided relevant information regarding the strengths, weaknesses, opportunities and threats to internal assessments of the teacher trainees. Thus, the alumni have provided the required educational feedback from time to time that is useful for management of quality control How does the institution encourage teacher trainees to participate in extracurricular activities including sports and games? Give details on the achievements of teacher trainees during the last two years. The institution considers it essential to provide opportunities and nurture other talents in teacher trainees along with the training for teaching profession. Teacher trainees are encouraged to participate in extracurricular activities.

174 168 Prior to the organization of extracurricular activities by the Gymkhana Managing Committee, the faculty identifies the talents of teacher trainees when the groups for micro teaching are formed. Competitions like debates, essay writing, elocution, poetry, drama, skit, art and sports are organized. Emphasis is laid on activities related mostly to educational based topics. Ample amount of time is given for practice. The faculty encourages and guides the teacher trainees to perform suitable entertaining programs of music and dance during the annual gathering of the institution. Certificates and awards are presented to the winners and are felicitated by the guest or the head of the institution How does the institution involve and encourage teacher trainees to publish materials like catalogues, wall magazines, college magazine and other material. List out the major publication(s) / materials brought out by the teacher trainees during the previous academic session. Every year the institution s annual magazine Fulora meaning Blossom is published towards the end of the academic year. Teacher trainees are motivated and encouraged to publish their written material in the annual magazine, online publications and newsletters in Marathi, Hindi and English language of their choice. The major publication(s) / materials brought out by the teacher trainees during the previous academic session are as follows:

175 169 Decoration Week On Line Publications Annual Magazine Conferences Theme Based News Letter Hastalikhit Teacher trainees are encouraged to write inspiring thoughts for the day on the board daily. They also are encouraged to write articles related to current, global as well as educational issues as wallpapers. Teacher trainees are given an opportunity to present and publish papers in conferences. Their sincere efforts are appreciated and the institution felicitates them as well during the annual prize distribution ceremony Does the institution have teacher trainees council or any other similar body? Give details on constitution, major activities and funding. The institution has Teacher trainees Council known as the Gymkhana Management Committee. (GMC)

176 170 Constitution of G.M.C Flow Chart Selection of G.M.C. Chairperson Diary Cell Formation Election of cell leader in a group by democratic way Cell leader is a member of GMC automatically Meeting of all cell leaders with GMC Chairperson and Principal Orientation about the functions and objectives of GMC and General Secretary s (GS) election Declaration of G.S Counting of votes and declaration of result in G.M.C Distribution of departments to cell leaders by discussion Inauguration and declaration of the formation of G.M.C Departments of GMC Publication Educational Visits and Excursions Debates and Elocutions Intercollegiate Competitions Sports Day Celebration Educational Technology Art Circle Guest Lectures Each department is allotted to a professor in charge and a student representative to form the GMC committee. Major Activities Day Celebration Important days are celebrated by the department. All teacher trainees are encouraged to participate and conduct the program.

177 171 Blood Donation Camps A sense of humanness is created through the blood donation camps organized in the institution. Publication of Annual Magazine Articles written by teacher trainees in Marathi, Hindi and English are published in the magazine. The faculty also writes articles on educational issues. Educational Visits The department organizes educational visits to innovative schools and organizations in and around Pune city. Competitions Essay writing, debate and elocution competitions are organized on different educational issues. Teacher trainees are encouraged to participate in intercollegiate competitions as well. Sports Sport activities and competitions are organized by the committee. Recreational Activities Cultural activities are conducted by the committee. Guest Lectures Guest lecturers of prominent educationists, administrative officers, educational thinkers and experts are organized for the teacher trainees to enhance their knowledge in the field of education. Annual Gathering The annual gathering is organized for teacher trainees. Different entertainment programs, competitions and prize distribution ceremony are well planned and implemented. Funding The institution provides the financial support for all the above mentioned activities Give details of various bodies and their activities (academic and administrative) which have student representation on it. Optimum opportunities are given to teacher trainees for their representation in academic and administrative bodies.

178 172 Types Academic Administrative Bodies Social Service Health Proramme Study Groups Internship Group leader Anti Ragging Grievance Redressal All Dept. of GMC Placement Extra mural Anti Ragging Cell Alumni Student Welfare We give maximum opportunities to the teacher trainees to represent the academic and administrative bodies. GMC or student s council is made up of teacher trainee representatives. GMC is involved in the planning, organization and publication of cocurricular and extracurricular activities. All the departments of G.M.C. have a teacher trainee representative. The Diary Cell group is a medium for teacher trainees to give suggestions for betterment of administration. The functioning of the Extra-mural department and Earn and Learn Scheme also involves the representation of teacher trainees in collaboration with the professor in charge. In the social service, health program, CCM, psychological experiments, micro teaching, and internship program groups the group leader assists the professor in charge. The annual gathering includes the annual prize distribution ceremony, competitions, variety entertainment, games and lunch. These programs are undertaken with the formation of committees for stage decoration, seating arrangement, Sneh Bhojan, sports, anchoring, Swagat, and for various competitions like cooking, flower decoration, Mehendi

179 173 and Rangoli. The annual gathering is a good platform for active participation and representation of teacher trainees 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 program and the growth and development of the institution? Informal feedback and data is collected by the institution from the teacher trainees at the end of the academic year for future curricular planning, implementation, growth and development. Issues related to the above are discussed with the faculty to improve the implementation of the program. The management supports the faculty as well as the non teaching faculty regarding administrative issues and gives feedback from time to time for proper planning and implementation, growth and development of the institution. 5.4 BEST PRACTICES FOR STUDENT SUPPORT AND PROGRESSION Give details of institutional best practices in student support and progression. A. Title Provision for better opportunities in professional career The Context The teacher education course is a professional course. Teacher trainees seek jobs as soon as they finish the degree course like D.T.Ed, B.Ed, and M.Ed. Objectives 1. To develop a database of teacher trainees for placement. 2. To orient teacher trainees to write applications, preparation of resume and interview techniques and skills. 3. To disseminate information about job opportunities. 4. To organize campus interviews. 5. To create awareness about the rules and regulations for teachers and ethics of the teaching profession.

180 174 The Practice The institution provides information about teacher trainees academic achievement to the schools for available job vacancies. Workshops and expert lectures are organized for teacher trainees to enhance professional skills required for obtaining a job. Campus interviews are organized by the institution and the authorities of the respective school conduct the interviews. Short listed teacher trainees are given an opportunity to conduct demonstration lessons in the respective school. Obstacles: As per rules and regulations, Marathi medium schools that receive government grants are not permitted to conduct campus interviews. Teacher trainees return to their native places after the completion of the course and are not reachable for further communication. Impact: Teacher trainees become more professional and career oriented. An awareness of professional skills and ethics required to make their teaching career successful and accountable is created in the teacher trainees. Requisite resources: Placement Department has been established. A professor in-charge is appointed. A student s representative is given. All type of administrative help is provided by the office. Financial support is provided by the college. B. Title: Women Empowerment The Context: Majority of the teacher trainees in the institution are female teacher trainees. Empowering them about their needs, rights and freedom is essential for them to become competent and confident teachers. Objectives: To create an awareness of human rights in female teacher trainees To provide financial support through the UGC, University of Pune and other social and non government organizations.

181 175 To develop the personality and ensure sound physical and mental health of female teacher trainees The Practice: Expert lectures are organized for female teacher trainees to make them aware of the importance of sound physical and mental health. Workshops are conducted to make them fearless. Drills and demonstrations are conducted to orient them on the importance of physical fitness and well being. Financial assistance in the form of scholarships are given to deserving female teacher trainees. Obstacles: Financial support from the University and government authorities is limited. The institution has a heterogonous group of female teacher trainees with varied educational and financial background. Limitations to look into the personal details and family problems of married female teacher trainees are one of the major hurdles in the practice. Impact Teacher trainees become self independent, confident and make an appreciable progress in developing their own personality by giving the first priority to their education and well being. Requisite Resources Financial provision from the university to support women empowerment, human resources and clerical assistance are provided by the institution. C. Title: Development of techno savvy culture in the institution The Context: Technology is an essential feature for successful curriculum transaction in India in the new millennium. In the present technology era, it is a need to be techno savvy for the professional teacher. There are various devices and gadgets that can be used for effective teaching learning process. It has been realized that this can be achieved by providing opportunities to use the available technology effectively.

182 176 Objectives: To orient teacher trainees about the different technological tools and techniques that is useful in the educational process. To enable and encourage teacher trainees to make judicious use of technology. To provide online-offline resources useful in curriculum transaction. To collect computer data and resources needed in curriculum transaction To create awareness about safe and secured measures for browsing the internet and websites. The Practice: The B.Ed program begins with the orientation of teacher trainees about the effective use of computer resources in education by giving a demonstration for the same. The institution provides a modern computer laboratory and free internet access in its campus for all the teacher trainees. Provision of laptops and DLP projector is made to the teacher trainees for conducting lessons and practical in the campus. Obstacles: The main technical difficulty encountered is the computer virus which freezes the data on the computers / laptops because teacher trainees fail to scan their pen drives and CDs. As a result of which they become non functional. Mishandling of laptops also causes immense interruptions and external damages. Impact: Teacher trainees get an opportunity to learn and handle technological devices. This gives them confidence in using computers for day to day teaching. They also learn the importance of online resources which are useful for effective in curriculum transaction. It also ensures development of positive attitude in teacher trainees while making use of technology in the teaching learning process. Requisite Resources Software related to education has been installed in the computers which is very useful for the teacher trainees.

183 177 D. Title: All round development of the teacher trainees The Context: Various schemes are provided by the University of Pune and the Government of Maharashtra to ensure the all round development of the teacher trainees. The institution has availed these schemes in the best possible manner to bring out the all round development of teacher trainees Objectives: To develop dignity of labor and proper work culture amongst the teacher trainees. To provide financial support to teacher trainees. To provide special academic guidance to teacher trainees. To organize programs in order to sensitize the teacher trainees about various social issues. The Practice: The institution organizes programs for teacher trainees through the Student Welfare Board. The University of Pune provides financial assistance to the institution for the same. The following activities are carried out under the scheme: Karmaveer Bhaurao Patil Earn and Learn Scheme Special Guidance Scheme Personality Development Scholarships General Insurance Vermin-Compost Project Training in Disaster Management The aim of this practice is to provide free-ships and scholarships to the teacher trainees as per the rules of state and central governments. Lectures of experts are organized for teacher trainees so as to make them aware of the existing social and educational issues. Obstacles: All teacher trainees cannot avail the various financial schemes due to strict government policies.

184 178 Impact: Teacher trainees become confident, motivated and conscious about their potential. They also become aware of their hidden talents and skills. Deserving candidates are awarded prizes and certificates. Teacher trainees acquire knowledge and skills to be competent and well trained teachers. All round development of teacher trainees is achieved. Requisite Resources: The Teacher trainees Welfare Board through its financial assistance takes care of the provision of the requisite resources in a very efficient manner. The institution supplements this by provision of other resources like stationary and clerical assistance. Additional Information 1. What were the evaluative observations made under Student Support and Progression in the previous assessment report and how have they been acted? We did not receive any evaluative suggestions under Student Support and Progression in the previous assessment report. 2. What are the other quality sustenance and enhancement measures undertaken by the institution since the previous assessment and accreditation with regard to student support and progression? Quality Sustenance and Enhancement Measures Internet facility is made available for teacher trainees in ET lab and library free of charge. The institution has purchased 5 more laptops and 6 DLP Projectors for the use of faculty and teacher trainees to enhance learning and teaching process. Presently, there are a total of 7 laptops and 6 DLP projectors. Four computers have been provided for teacher trainees for their work on the campus. Free educational software and presentations have been kept in ET lab for teacher trainees. Several schemes in collaboration with the University of Pune have been made available for teacher trainees. Examples Earn and Learn, Nirbhay Kanya Abhiyaan, Personality Development of female teacher trainees and Savitribai Phule Scholarship for female teacher trainees.

185 179 CRITERION VI : GOVERNANCE AND LEADERSHIP 6.1 INSTITUTIONAL VISION AND LEADERSHIP What is the institution s stated purpose, vision, mission and values? How are they made known to the various stakeholders? Motto The motto of the institution is Pursuit of Excellence. In keeping with this motto the Institution s Purpose, Vision, Mission and Values is as follows: Purpose The purpose of the institution has already been stated in Criterion 1, (Please refer to the same) Vision To pursue excellence in teacher education by opening global avenues in education and research for the all round development of competent and committed professionals to meet the challenges of 21 st century Mission 1. To prepare efficient, competent, committed teacher educators, administrators and researchers. 2. To provide opportunities and facilities for the all round development of teacher trainees. 3. To develop, sensitivity towards emerging issues in the changing society 4. To create awareness in teacher trainees about the modern trends in education. 5. To undertake quality research studies, consultancy and training programs 6. To make quest for excellence an inherent aspect for all curricular and co-curricular transactions Values The institution tries to inculcate and promote the following values amongst its stakeholders. 1. Modesty, sensitivity, punctuality and neatness. 2. Patriotism, national integration and tolerance towards all religions. 3. Gender equality, dignity of labor and scientific attitude.

186 180 The institution works on the following goals and objectives for achieving the mission. To impart value based education To prepare competent and committed teachers To prepare teacher educators To prepare efficient administrators To prepare researchers To ensure the all round development of teacher trainees To develop sensitivity towards emerging issues like environment, population, education, gender equality and legal literacy To promote inclusive education. To develop awareness and attitude towards global trends in education To develop soft skills and life skills To develop culture in teachers trainees and enable them to become I.T. savvy These are made known to the stakeholders by: Prominently displaying on the entrance of college building and in the library Introduced by the Principal in the address at the beginning of every new academic year Flash boards in the institution campus Printing them in students daily diary and other informative academic material Does the mission include the institutional goals and objectives in terms of addressing the needs of the society, the students it seeks to serve the school sector, educational institution s traditions and values? Yes, the institution s mission includes: Its goals and objectives Needs of global / modern teacher trainees Tradition of the institution Value orientation Needs of the society

187 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 institution was established by the Shikshan Prasarak Mandali Trust on June 21, The Shikshan Prasarak Mandali Trust functions as the parent institution. It works for the spread of education among the downtrodden. The motto of the trust is Nirvaha Pratipanna Vastushu meaning Always complete the work you have undertaken. This is inherent in the purpose, vision and mission of the institution. The parent institution fulfills its educational commitments with the help of the executive council. Following are the office bearers of the institution Executive Council: President: Shri. Bal Jagannath M. Pandit Vice president: Shri. Sushilkumar Ruia Chairman of Managing Council: Shri. Abhay Dadhe Vice-Chairman Managing Council: Shri. A.N. Mate Secretary Managing Council: Smt. Nanda Mane The Executive Committee monitors and supervises the overall quality and functioning of the institution. The institution s Local Managing Committee (LMC) has six representatives of the parent institution. These representatives also act as the links between the parent institution and the institution. Through the L.M.C, management always accepts the suggestions for the excellence given by all the representative of teaching and non-teaching staff of the institution. Management always provides sufficient and good infrastructure, qualitative human resources and funds for the development of the institution. The management regularly conducts meetings and monitors the functioning of the institution. The Managing Council Secretary is regularly in contact with the Principal for procuring information about teaching competence of the faculty. The management works in a democratic manner, decision making is transparent and participatory. The dedication and commitment of the management indeed contributes to the efficiency and excellence of the institution.

188 How does the Management and Head of the institution ensure the responsibilities are defined and communicated to the staff of the institution? The management and the institution define the responsibilities of the faculty and other staff. The responsibilities have been defined by the University as well. These are communicated and defined by the Principal at the time of new appointment. The academic responsibilities are defined by the Principal in the beginning of the new academic year to the faculty How does the Management / Head of the institution ensure that valid information (form feedback and personal contacts etc.) is available for the management to review the activities of the institution? The principal regularly conducts the feedback session for various academic activities with staff and students. With regard to teaching, feedback is obtained from the teacher trainees. The principal also conducts the end of term and annual meetings, reviews meetings and opinions of peer faculty are obtained through discussion. Self appraisal report of the faculty is collected towards the end of the academic year. At the end of every academic year, teacher trainees also fill the feedback sheets that includes all aspects of the institution. This collected feedback is reflected upon and used for the quality enhancement How does the institution identify and address the barriers (if any) in the achieving the vision / mission and goals? The institution has had no barriers in achieving the vision, mission and goals How does the management encourage and support involvement of the staff for improvement of the effectiveness and efficiency of the institutional processes? The management promotes and encourages the staff for their professional growth. It permits all staff to participate and attend the various orientation and refresher courses, seminars and workshops. It also appreciates achievement in the form of felicitation through the Local Management Committee. The faculty is also felicitated in the annual program for their achievement and contribution in the field of education.

189 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 leadership role of the head of the institution in governance and management is as follows: Curriculum: Whenever the curriculum is modified or revised, an orientation program is conducted to identify the changes and to spell out the details of the courses. The principal initially prepares an annual plan of the academic activities and accordingly the plan of the work is distributed to the faculty. Administration: The principal distributes various duties regarding academic program among the teacher educators and administrative staff. To organize various academic programs, different committees are formed and monitored by the principal. This type of administrative planning helps in the smooth functioning of the institution. Allocation and Utilization of Resources: The principal makes the technological aids available in the institution. The library facility is made available for longer duration during the examinations. The principal always encourages faculty members for optimum utilization of modern technology and resources in the teaching learning process. 6.2 ORGANIZATIONAL ARRANGEMENTS List the different committees constituted by the institution for management of different activities and give details of the meetings held and the decision made regarding academic management, finance, infrastructure, faculty, research, extension and linkages and examinations during the last year. For the management of different activities, various committees have been formed which that work with clear and definite objectives and functions. Steering Committee Purchase Committee Finance Infrastructure Faculty

190 184 Research Extension and Research Quality Improving Cell Student Welfare General Guidance and Counseling Library Alumni Association Grievance and Redressal The following tables give a detailed account of the meetings held and the decisions taken in the same for the various committees. COMMITTEE : LIBRARY IN CHARGE PROFESSOR : MRS. MEENA V. APTE, LIBRARIAN YEAR: Name of the Committee Number of Meetings held in the year LIBRARY Decisions taken in the meeting 1. Books on changed syllabus to be purchased on priority. Copies of most demanded books to be increased. 2. National level periodicals are to be newly subscribed. 3. Follow up for the purchase of software with parent organization. 1. Decision regarding purchase of library software should be taken at the earliest. 2. Follow up regarding decisions taken in last meeting regarding purchase of books/periodicals. 3. Decisions regarding administrative issues like library timings, discipline of students, repair work in the library. 1. Review of Library purchases and the budget allocation. 2. Review of working of the newly purchased Library Software. 3. Review regarding students, demands / problems made in all meetings and its solutions.

191 185 COMMITTEE : PRACTICAL IN CHARGE PROFESSOR : RAJENDRA THIGALE Name of the Committee COURSE RELATED PRACTICAL Number of Meetings held in the year 2 YEAR: Decisions taken in the meeting 1. To plan the orientation program to conduct the course related practical. 2. To develop the evaluation tools for course related practical. COMMITTEE : EXTENSION IN CHARGE PROFESSOR : VIJAY DHAMANE Name of the Committee Number of Meetings held in the year EXTENSION 2 YEAR: Decisions taken in the meeting 1. To conduct the orientation program, for primary school teachers of PCMC area about the revised syllabus of primary scholarship. 2. To organize one day seminar on Indian Education and facts. 3. To organize innovative practice completion for primary, secondary and higher secondary teachers at district level. COMMITTEE : INTERNSHIP PROGRAM INCHARGE PROFESSOR : VIJAY DHAMANE Name of the Committee SPECIAL PROGRAM INTERNSHIP PROGRAM Number of Meetings held in the year 04 YEAR: Decisions taken in the meeting 1. Internship program to be planned in decentralized manner. 2. One group of 10 students to be allotted to two faculty members for internship. 3. Students for guidance to be distributed equally to the concerned professor. 4. Course related practical to be completed during internship program.

192 186 COMMITTEE : EDUCATIONAL VISITS AND EXCURSIONS IN CHARGE PROFESSORS: 1) JAGTAP P.A. 2) DURGADE D.G. Name of the Committee EDUCATIONAL VISITS AND EXCURSIONS Number of Meetings held in the year 04 YEAR: Decisions taken in the meeting 1. There should be at least one educational tour and one educational visit. Educational tour should be for B.Ed. and M.Ed students. Educational visit for only B.Ed. students. 2. Educational tour will go to Surya Shibir, Mulshi. Educational visits will be at various places / schools in Pune. 3. To discuss on micro planning for Educational Trip was prepared in this meeting for Surya Shibir and other school visits. 4. Feedback was taken from students and teachers. It will be helpful for future planning. COMMITTEE : ALUMNI ASSOCIATION INCHARGE PROFESSOR : DR. MRS. R.N. INAMDAR YEAR: Name of the Committee ALUMNI ASSOCIATION Number of Meetings held in the year 02 Decisions taken in the meeting 1. Makar Sankranti Program was finalized in first meeting of alumni association. 2. Constitution of alumni association was framed. 3. Members of executive board were appointed for Alumni Association.

193 187 COMMITTEE : ALUMNI ASSOCIATION 1. YEAR PLAN 2. CORE TRAINING 3. SPECIAL TRAINING IN CHARGE PROFESSOR : DR. MRS. R.N. INAMDAR Name of the Committee Number of Meetings held in the year YEAR PLAN 04 CORE TRAINING PROGRAM SPECIAL TRAINING PROGRAM YEAR: COMMITTEE : FINANCE CONVENER : S.G. ISAVE YEAR: Name of the Committee Number of Meetings held in the year Decisions taken in the meeting 1. Discussion regarding year s plan. 2. Finalization of year s plan 3. Feedback regarding execution of year s plan. 1. Groups (Micro) were distributed according to the methods. 2. Planning was communicated to all professors. 3.Feedback regarding the execution of micro teaching program 1. Decentralization of special training program. 2. According to decentralization planning was to be done and communicated to faculty. 3. Feedback regarding the execution of special training program. Decisions taken in the meeting FINANCE District level workshop should be organized with 60,000 financial assistance of University of Pune. Rest of finance will be provided by management. 2. Donation received by Shri.W.N.Dandekar, Rs.1, 00,000/- to be kept as deposit for prizes for meritorious students. 3. Budget to be prepared and presented in L.M.C. meeting for sanction. 4. Three DLP projectors to be purchased with 60% financial assistant from University of Pune. 5. Recommendation to be made for painting of the building. 6. The 6 th pay fixation procedure to be done and implemented as per directives of State Governments of Maharashtra. CRITERION 6: GOVERNANCE AND LEADERSHIP

194 188 COMMITTEE : PURCHASE CONVENER : S.G. ISAVE Name of the Committee Number of Meetings held in the year PURCHASE 04 YEAR: Decisions taken in the meeting 1. As per 60% financial assistance received from University of Pune, three DLP projectors to be purchased. 2. Library software to be purchased. 3. Books and teaching aids about Rs. 70,000/- should be purchased. 4. Curtains and Sofa Cover for Principal s room to be purchased. 5. Gardening material including soil, plants, fertilizers to be purchased.. COMMITTEE : INFRASTRUCTURE CONVENER : MEENA V. APTE, LIBRARIAN Name of the Committee Number of Meetings held in the year INFRASTRUCTURE YEAR: Decisions taken in the meeting Increase in budget or special financial provision should be recommended to the parent institution for the purchase of various items and repairs in the overall infrastructure. 1. Library Software SLIM 21 should be purchased. 2. Furniture for M.Ed. classroom to be purchased. 3. Painting work should be started at the earliest with the approved painting contractor. 4. Computers and other ICT devices to be purchased as per approved budget. 1. Follow up meeting about the working of various decisions taken in the previous meetings. 2. Solutions for the problems faced are discussed.

195 189 COMMITTEE : EXAMINATION COMMITTEE MEMBERS : 1. PROF. DR. SM.T N.B.PATIL 2. PROF. R.S. RATOD 3. PROF. N.S. SAHARE IN CHARGE PROFESSOR : PROF. R.S. RATHOD Name of the Committee PLANNING AND CONDUCT OF EXAMINATION CEP & CET YEAR: : I and II INTERNAL EXAMINATIONS Number of Meetings held in the year 02 Decisions taken in the meeting regarding Planning of the Examination of the following issues 1. Provisions in the time table for special guidance session for preparing students for complete syllabus based examination. 2. Preparation and display of time table for first / second internal examination Supervision time table for first / second internal examination Planning for seating arrangement, placing roll numbers on desks and writing roll numbers. on the boards. 5. Instructions to the students regarding maintaining discipline during examination hours. 6. Meeting of peons to assign duties related to examination. 1. Instructions to the students regarding preparation of content enrichment program in second term. 2. Instructions to the students regarding preparation of content enrichment test and its weight age and importance in internal assessment that is Part II. 3. Preparation and display of CEP seminar and its supervision by professor. in charge. 4. Preparation of display and CET test time tables and its supervision along with first / second internal examination time table.

196 190 COMMITTEE : SOCIAL SERVICE COMMITTEE : 1. PROF. DR. SMT. N.B.PATIL 2. PROF. R.S. RATOD 3. PROF. P.A. JAGTAP IN CHARGE PROFESSOR : PROF. R.S. RATHOD YEAR: Name of the Committee SOCIAL SERVICE Number of Meetings held in the year 01 Decisions taken in the meeting 1. Students will be divided into seven groups. 2. Decision was taken regarding instructions to be given to the students. 3. Equal distribution of the students in each group. 4. Professors will help the students in preparation of street play. 5. Professors will guide the students for preparation of questionnaires related to social service subjects. COMMITTEE : EXTRA MURAL ACTIVITY COMMITTEE : 1. PROF. DR. SMT. N.B.PATIL 2. PROF. DR. SMT. R.N. INAMDAR 3. PROF. R.S. RATOD INCHARGE PROFESSOR : PROF. R.S. RATHOD Name of the Committee EXTRA MURAL ACTIVITY Number of Meetings held in the year 01 YEAR: Decisions taken in the meeting 1. Meetings of extra mural activities was held on 16 th September, Dates were fixed for Dr. Babasaheb Ambedkar Jaikar Lecture Series. 3. Speakers were also decided. 4. Lecture on Swine Flu to be organized on 20 th Sept. 5. Date of one day workshop on Indian Constitution was decided. 6. Names of the speakers were also decided.

197 191 COMMITTEE : INTERNAL EVALUATION COMMITTEE : 1. PROF. DR. SMT. N.B.PATIL 2. PROF. DR. SMT. R.N. INAMDAR 3. PROF. S.G. ISAVE IN CHARGE PROFESSOR : Name of the Committee INTERNAL EVALUATION Number of Meetings held in the year 02 PROF. R.S. RATHOD YEAR: Decisions taken in the meeting Meeting for Second Internal Examination 1. To give opportunity to the failures to write the answer papers again and give them minimum passing marks. 2. To make the students realize the importance of the second chance given to them. 3. To consider the progress throughout the year and give 1-3 grace marks for the maintenance of the grades within the authority of the Principal. 4. A discussion was held regarding the students for the following reasons: Roll numbers 70, 53, 160 remained on long absenteeismlow attendances of placement roll number 109. Failed students of the previous year ( ). CRITERION 6 : GOVERNANCE & LEADERSHIP COMMITTEE : INTERNAL EVALUATION COMMITTEE : 1.PROF. R.S.RATHOD 2. PROF. DR. SMT. R.N. INAMDAR 3. PROF. DR. SMT. N.B. PATIL IN CHARGE PROFESSOR : Name of the Committee Number of Meetings held in the year INTERNAL EVALUATION 02 CONTENT ENRICHMENT PROGRAM AND CONTENT ENRICHMENT TEST (CEP & CET) PROF. R.S. RATHOD YEAR: Decisions taken in the meeting Meeting for First Internal Examination 1. To give opportunity to the failed students to rewrite papers of respective subjects again and give them minimum passing marks. 2. To give an opportunity to the absent students to appear for the examination give them minimum passing marks 3. All professors will give guidance to the 10 merit students and 10 weak students. Meeting for CEP and CET 1. Instructions given to the failed students regarding the CET papers of their subject education and to give them minimum passing of marks. 2. To give an opportunity to absent students for CET to rewrite papers and give them minimum passing of marks.

198 192 COMMITTEE : TUTORIAL AND HEALTH PROGRAM INCHARGE PROFESSOR : WARE R.S. YEAR: Name of the Committee Number of Meetings held in the year TUTORIAL 04 HEALTH PROGRAM (HP) Name of the Committee 03 COMMITTEE : T.B.T. IN CHARGE PROFESSOR : S.G.ISAVE YEAR: Number of Meetings held in the year T.B.T. 04 Decisions taken in the meeting 1. It was decided to plan the tutorial program for (12 tutorials as per theory course). 2. The schedule to be provided to the teacher trainees and teacher educators. 3. Reschedule to be arranged for absent students. 4. The follow up to be taken for the whole program. 1. One hour per week to be assigned in time table for health program. 2. In this period, some physical exercises, yoga and surya namaskar to be practiced by the teacher trainees. 3. On the basis of above activities, the evaluation to be done. Decisions taken in the meeting 1. 8 batches and 20 students in each batch pattern to be carried forward. 2. Medium wise and method wise pairs to be done in a batch. 3. As per 10.1 Internal Program PBA approach to be adopted. 4. Extra time from 5.00 pm to 6.00 pm and Sundays to be given as per the students demand. 5. Marks to be given as per working scheme. 6. Students T.B.T projects to be saved in a CD. 7. Internet to be disconnected after T.B.T. practical is over. COMMITTEE : CONTENT CUM METHODOLOGY IN CHARGE PROFESSOR : KAMBLE J.M. YEAR: Number of Name of the Meetings held in Committee the year CONTENT CUM METHODOLOGY (CCM) 04 COMMITTEE : CELL DIARY INCHARGE PROFESSOR : KAMBLE J.M. Decisions taken in the meeting 1. To form the group for CCM workshop. 2. Two phases to be included as follows: I phase to be conducted for theory / practical work. (First four activities.) II Phase to be based on presentation of lessons. 3. Presentation of 5 th activity for one method. 4. Presentation of 6 th activity for other method. 5. Feedback from teacher trainees.

199 193 Name of the Committee Number of Meetings held in the year CELL DIARY 04 YEAR: COMMITTEE : STUDY GROUP INCHARGE PROFESSOR : KAMBLE J.M. YEAR: Number of Name of the Meetings held in Committee the year STUDY GROUP 02 Decisions taken in the meeting 1. Decision taken to purchase the water tank. 2. To organize T.B.T. practical period everyday from 5 p.m. to 6p.m. as well as Sunday on students demand. 3. To give practical assignments before Diwali vacations. Decisions taken in the meeting 1. The following programs related to study group to be organized: Day Celebration Exhibition of T.A. (Teaching Aids) Tree Plantation Lectures 2. To receive feedback from teacher trainees and faculty. COMMITTEE : PLACEMENT IN CHARGE PROFESSOR : S.G. ISAVE YEAR: Number of Name of the Meetings held in Committee the year Decisions taken in the meeting PLACEMENT Students method wise data base to be prepared. 2. Lectures on writing C.V. and interview skills / techniques to be organized. 3. Students representative from GMC to be included in placement cell. 4. Campus interview to be organized in the month of January / February. 5. Photocopies of appointment letters of teacher trainees placed through the cell to be collected for record. 6. Online placement opportunities to be tapped.

200 Give the organizational structure and the details of the academic and administrative departments of the institution. Organizational Structure Principal Academic Administration Coordinator Office Administration Office in charge Finance Maintenance of building Core Internal Tutorial Practicals Other activities Specialization Exam Working GMC With Extension Community Activities Section Paper Day Micro In charge I to III Social Student Celebration Teaching Dept and V Service Welfare Dept Annual Practice TBT Health Gathering Lesson Dept Practical Practices Extra Mural Activities Internship CCM Co-curricular Activities Dept Workshop Psychology Experiments Educational Visits In the organizational structure of the institution, the Principal is the educational and administrative leader. To bring about efficiency in academic and administrative work, various committees have been formed to decentralize the administration to some extent. The Local Managing Committee (LMC) works as the apex administrative body. The functioning of all bodies / departments is given in To what extent is the administration is decentralized? Give the structure and details of its functioning. Various committees and bodies constituted for smooth educational and administration work have been mentioned in and Each committee comprises of the head/convener and assistant. They design and work out the academic programs. They keep a record of the activities undertaken by the department and finally submit it to the Principal. Due to

201 195 this decentralization procedure, academic work is distributed equally and effectively completed. The flow chart shows the decentralization of the administration. Basically, administration is of two types that is Academic Administration and Office Administration. For smooth, efficient and effective work, the principal has appointed a coordinator to coordinate between the staff and principal. The office in charge / coordinator, co-ordinates the office work. For academic work, all the responsibilities are decentralized as it ensures equal distribution of work. The departments function in the following manner: For core training and special training programs, three departments are formed i.e. Micro Teaching Department, Practice Teaching Department and Internship Department. The department head allots a group of students equally to all faculty members by effective planning to complete the Core training and Special Training Programs. Internal Examination Department In charge and the Assistant conduct two internal examinations with the help of all faculty members. Each course section in charge conducts tutorials and the report is submitted to the tutorial department. Course related practicals are decentralized and the responsibilities are given to all the faculty members. The practicals of Paper I, II, III and IV are conducted by the concerned teacher in charge and the report submitted to the head of that practical department. For TBT practicals, 8 groups of 20 students are formed and the responsibility is given to eight teachers. For C.C.M. workshops, method wise groups are formed by the department and a workshop is conducted as per guidelines given by University of Pune. The psychology experiments are also conducted similarly. Working with community: There are three departments i.e. Social Service, Health Practices and Co-curricular Activities. These three departments have three in charge teachers who plan and organize the activities under these heads.

202 196 Besides, these activities, Extension Activities, Activities for Students Welfare and Extra Mural Activities are organized by the concerned departments. Several co curricular activities are undertaken by the Gymkhana Managing Committee (GMC).One faculty member is the in charge for the department and is assisted by the teacher trainee representative who assists the Committees under the GMC department. The office superintendant distributes the duties like financial work and day to day office work to the non teaching staff and the peons How does the institution collaborate with other sections / departments and school personnel to improve and plan the quality of educational provisions? To improve and plan the quality of educational provisions, the institution collaborates with the Education Department, University of Pune, YCMOU, Nasik, SCERT and DIET departments. The institution organizes the orientation programs for school teachers to introduce new methodologies and techniques for evaluation. For better organisation of practice lessons and internship program, the concerned department conducts meetings with school principals and teachers. The suggestions are noted for successful organization of the practice teaching and internship program. In addition to the B.Ed program, the institution also conducts the D.T.Ed. and M.Ed. programs. For infrastructural and educational provisions, common meetings are held with the course coordinators and faculty. To further linkages and co-ordination, the institution organizes orientation programs, seminars and annual gathering. The institution publishes FULORA, the annual magazine that is circulated to the above departments and schools to disseminate information regarding the academic activities.

203 Does the institution use the various data and information obtained from the feedback in decision-making and performance improvement? If yes, give details. The institution uses the data and information obtained from the feedback in decision making and performance improvement. For academic improvement, the institution has the following feedback mechanism: Permanent suggestion box for teacher trainees feedback. Diary Cell Meet: Through diary cell meetings, teacher trainees give feedback about activities conducted, infrastructural facilities and about the availability and utility of learning resources. The Principal and IQAC then decide on the action to be taken. Evaluation of the institution and faculty by teacher trainees: At the end of the academic year, the institution takes the written feedback from the teacher trainees. This is used to improve the quality of the academic programs. Feedback from the faculty: All the suggestions and feedback are discussed in the faculty meetings. The problems are discussed and the solutions are drawn out for smooth and better academic work. The feedback is also used for the appointments of the faculty on different committees and bodies constituted in the institution. Feedback from the LMC: It is used for improving the teaching-learning facilities provided by the institution. Feedback from Practicing Schools: The institution conducts meeting with the head and the teachers of the concerned schools for smooth implementation and execution thereby enhancing the quality of special training programs. Through these meetings an idea about the expectations of the school is obtained. The institution tries to fulfill these to the maximum in the best possible way. Thus, the institution conducts feedback sessions at various levels and works with a democratic outlook.

204 What are the institution s initiatives in promoting co-operation, sharing of knowledge, innovations and empowerment of the faculty? (Still sharing across departments creating / providing conducive environment) The institution takes initiatives in promoting co-operation, sharing of knowledge, innovations and empowerment of the faculty by following ways: Equal work distribution policy. Organization of seminars, workshops and conferences for sharing of knowledge and innovations. Participation in National and International Seminars and Conferences. Participation in Orientation and Refresher programs organized by university for empowerment and also for placement. Appreciation of faculty members for paper presentations, article writing, for minor and major research projects. Sharing of experiences and special contribution through staff meetings. The faculty guides give honorary consultancy services to the faculty of newly established B.Ed and D.Ed. colleges regarding curricular transaction and NAAC accreditation. 6.3 STRATEGY DEVELOPMENT AND DEPLOYMENT Has the institution an MIS in place to select, collect align and integrate data and information on academic and administrative aspects of the institution? The IQAC utilizes the MIS. It collects data and information about administration, curriculum transaction, internal and external assessment, extension activities, and welfare services to teacher trainees. This data is used for strategy development and deployment.

205 How does the institution allocate resources (human and financial) for accomplishment and sustaining the changes resulting from the action plans? Soon after the action plans are prepared, due attention is given to all requirements and resources to execute the action plans. Accordingly, proper arrangements for physical and human resources are made. The institution makes financial provisions in annual budget regarding resource development. When D.T.Ed. and M.Ed. Courses were introduced; the institution took permission to appoint the qualified staff for sufficient financial provisions to run these courses. There is special financial provision in the budget for library resources every year How are the resources need (human and financial) to support the implementation of the mission and goals, planned and obtained? The institution has its mission and goals. To support the implementation of the mission and goals, qualified and sufficient human resources are made available with the help of the parent institution. Necessary financial provision is also made available through L.M.C Describe the procedure of developing academic plan. How are the practice teaching school teachers, faculty and administrators involved in the planning process? Academic Plan Development In the beginning of every academic year, the principal distributes the responsibilities of academic programs to all the faculty members. As per the guidelines from the principal, the coordinator calls for the plan of every department from all the faculty members. They conduct separate meetings of their departments and prepare tentative plan for the concerned department. This plan is then submitted to the co-coordinator. The practice lesson and internship department organize the meetings of headmaster and teachers of the concerned school where the convenient dates for lessons are finalized. This plan is submitted to the coordinator for further procedure. In the Annual Plan meeting with the faculty and principal, the coordinator integrates all the given plans. One reading of the annual plan is done by the coordinator and if there are any suggestions, they are

206 200 discussed for further consideration and finalized. The principal in coordination with the IQAC finally approves this annual plan which is then ready for implementation. The annual plan is thus developed in a democratic and decentralized manner How are the objectives communicated and deployed at all levels to assure individual employee s contribution for institutional development? The objectives are communicated in the following manner: Oral communication through faculty and staff meetings. Written notices displayed in the library and main building. Printed in the daily diary of teacher trainees. Through the Principal s address Organization of workshops / seminars / conferences with the initiatives of staff members and participation in extension programs are some ways in which individual employee s contribute to the institutional development How and with what frequency are the visions, mission and implementation plans monitored, evaluated and revised? The institution monitors and evaluates its implementation plan at different stages. The principal conducts term end meetings. The plan which was discussed in the beginning of the academic year is evaluated in this meeting and finalized by the IQAC. The principal takes feedback about the academic plans from the students as well.the faculty does the needful for revision and adopts measures that are required at a specific stage. The vision and mission of the institution are monitored and evaluated after each year and revisions are made whenever necessities are felt. Revised curriculum of NCTE, NCFTE 2010 and the revised curriculum of University of Pune might demand some changes and revision of mission and goals How does the institution plan and deploy the new technology? The institution has O.H.P., LCD, desktop, laptops, Xerox machine and digital video camera that is used for curricular transaction and office related work. The institution always tries for the optimum utilization of this technology in teaching, learning and research process.

207 201 The institution has a well equipped computer laboratory for developing computer skills and for conducting computer technology based practicals. In today s age of technology, the institution has been trying to inculcate proper attitude for using it for teacher trainee s professional and personal development. Internet facility is provided in the computer lab, library, and office and in the technology room. Teachers, trainees and office staff use this facility in their day to day work. After the purchase of new advanced gadgets, a demonstration session is organized by the technology department. Teachers use laptops and projectors for presentations while conducting lectures. The teacher trainees use laptops during internship program to conduct technology based lessons and practical. 6.4 HUMAN RESOURCE MANAGEMENT How do you identify the faculty development needs and career progression of the staff? The institution is concerned about the academic needs and progression of its faculty members. These needs generally include the changes in the syllabus, technological needs, guidance and observation of new types of lessons like team teaching and models of teaching lessons. An orientation program to familiarize the faculty on the new trends, content or practicum based on the new trends, content or practicum is organized. For technological competencies, the institution organizes demonstration programs and need based orientation What are the mechanisms in place for performance assessment (teaching, research, service) of faculty and staff? (Self appraisal method, comprehensive evaluation by students and peers)? Does the institution use the evaluation to improve teaching, research and service of the faculty and other staff? Mechanisms for Performance Assessment For performance assessment of faculty, at the end of academic year, comprehensive evaluation by teacher trainees is taken in the written form. It includes performance in

208 202 teaching learning, interaction; update knowledge, guidance work, assessment work and personality. Teacher trainees also give informal feedback about the efficiency and performance of non teaching staff. After the analysis of the feedback and interpretation, it is conveyed to the faculty members in private by the principal. The institution uses the evaluation to improve teaching, research and service of the faculty and other staff What are the welfare measures for the staff and faculty? (Mention only those which affect and improve staff well being, satisfaction and motivation) Welfare measures for the staff and faculty includes: Financial assistance to the faculty for paper presentation and participation in conferences abroad. For research activities, seed-money/financial grants are made available by the institution. The faculty member, who contributes towards research activities, paper presentation, research awards or for participation in conference, orientation or refresher courses are felicitated in LMC meetings, staff meetings and in the annual gathering. The pension and gratuity provisions are made available as per rules and regulations of the Maharashtra State Government Has the institution conducted any staff development program for skill up gradation and training of the teaching and non-teaching staff? If yes, give details. Since the B.Ed. course is basically a program of development of teaching skills, the newly recruited teacher trainees are guided by the senior faculty before they precede to school practice lessons. The guidance strategy is discussed and finalized method wise. For upgrading skills in various types of lesson observations, a common staff meeting is conducted and observation strategy is decided. Demonstration programs are also organized by the institution to upgrade the technological skills. For non teaching staff, orientation and demonstration programs to familiarize the use of software is organized by the parent institution.

209 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 B. Ed. and M. Ed. Courses, the institution is required to recruit the faculty and other staff as per the norms, rules and regulations of NCTE, UGC, University of Pune and Government of Maharashtra. For the D.T.Ed. course, the institution follows the rules and regulations of NCTE, SCERT and Government of Maharashtra. The staffing pattern for the courses conducted in the institution is as follows: B.Ed Faculty: Open - 06 S.C S.T N.T. 02 O.B.C. 02 S.B.C. 01 Non-Teaching Staff: Open - 05 S.C S.T V J N.T M.Ed. Faculty: Open - 01 Non-Teaching Staff: Open - 01 D.T.Ed Faculty: Open 04 S.C. 01 N.T. 03 O.B.C. - 02

210 204 Non-Teaching Staff: Open 03 O.B.C 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, specializations) For D.Ed., B.Ed. and M.Ed. courses, the part time and Ad hoc Faculty is appointed as per the requirements and vacancies. Following criteria are followed for the recruitment: According to the rules, regulations, norms and the reservation policy decided by the Govt. of Maharashtra. Experience and qualifications requirements for the teacher educators. Regular and Ad hoc Faculty: The part time and ad hoc faculty is given consolidated salary decided by the institution and the regular faculty draws salary according to the structure fixed by Maharashtra State Government. The workload for regular and ad hoc faculty includes teaching, guidance, observation and evaluation. Only the total number of working hours varies for part-time and regular faculty 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 always encourages all the faculty members for their professional development. It has framed the following policies for deputation for professional development courses like the orientation and refresher courses: Necessity of professional development course to the faculty member at a particular stage. Number of faculty members participating in a professional development program. Duration of the faculty development program.

211 205 Paper presentation in conferences, participation in seminars as experts and resource persons is always encouraged. In fact, the institution s experienced and well qualified faculty is always invited by other educational institutions to orient and guide them on several topics related to the syllabus and other contemporary issues. Resources The following resources are made available by the institution for the professional development of the faculty: Provision of rich library resources with internet facility for academic enrichment. Provision of seed money to encourage research work. Technological gadgets like laptops, video camera are made available for preparation and presentation of lectures. Group seminars are conducted on the emerging issues which prepares the faculty members for participation in the development programs. The financial grants from the institution and from University of Pune are made available for the research work and participation in the conference / seminars or for the paper presentation. Practices The faculty is encouraged to teach various courses at different levels like M.Ed, M.Phil courses of YCMOU, D.S.M course, conduct lectures and guide experienced D.Ed teacher educators for career advancement courses. Thus senior, qualified and experienced faculty members are not only research guides for Ph.D, M.Phil and M.Ed courses but they share their expertise to conduct D.Ed and DSM courses as well. The institution gives opportunity to participate and represent in various workshops, seminars and conferences at local, state, national and international levels. The institution recommends faculty for UGC research fellowship. It encourages faculty for advanced study leading to M.Phil. and Ph.D. The institution also supports faculty for active membership of professional associations like PUTA (Pune University Teachers Association), MFUCTO and Council of Teacher Education(CTE)

212 What are the physical facilities provided to faculty? (Well maintained and functional office, instructional and other space to carry out their work effectively). The institution provides sufficient physical facility to each faculty member to carry out the academic and instructional work effectively. Separate method labs are provided to all method in charge and separate rooms are provided to other faculty. In the method labs, the resource material (teaching aid, models) are made available for teacher trainees. In the Method Labs and other rooms, the following facilities are provided: Sufficient seating arrangement for teacher trainees and guests Cupboards with proper safety facility Proper ventilation Separate cupboard for teaching aids/models Laptops are made available to the faculty as per their demand. In the technology laboratory, the computers are made available with internet facility. Thus, all these facilities lead to a conducive environment required for teaching and learning activities What are the major mechanisms in place for faculty and other stakeholders top seek information and / or make complaints. Mechanism for Information Seeking For seeking information from the authority, the institution has developed a specific system. There are separate channels for faculty members and other stakeholders which is shown below:

213 207 Mechanism for Information Seeking Faculty Other Stakeholders O.S. Coordinator Teacher Trainees Others Principal Principal Academic Administrative O.S Library Concerned Clerk Diary Cell in Charge Principal Method in Charge Coordinator O.S Principal Principal The faculty can seek the information about academic planning and day to day planning from the coordinator. For procuring information about administration, the faculty members can contact the office superintendent. The teacher trainees can access the academic and statutory information from the library, professor in charge of diary cell, method in charge, coordinator and from the principal as well. For office information, they can contact to the office superintendent. Mechanism for launching complaints The faculty members can launch their complaints to the coordinator and then to the principal. For teacher-trainees, a suggestion (complaint) box has been maintained in the main building of the institution. For counseling and solving the academic personal, vocational and other problems, there is the provision of the diary cell. For faculty members and teacher trainees, there is provision of Grievance Redressal Cell to register their complaints.

214 Detail on workload policies and practices that encourage faculty to be engaged in a wide range of professional and administrative activities including teaching, research, assessment, monitoring, working with schools and community engagement. The institution follows the workload policies of UGC (University of Pune) and NCTE for the B.Ed, M.Ed, M.Phil and Ph.D courses as well as of the Department of Education and SCERT for the D.T.Ed course. The ratio of teacher to teacher trainee (1:10) is adhered to for course transaction. The workload for the curricular activities like teaching guidance, coretraining and special training, and observation of lessons, practical work and internal assessment is equally distributed among all the faculty members. In the beginning of the academic year, the annual plan of all the academic and extra curricular activities is prepared. The co-curricular activities and extra curricular activities are implemented by the various committees. All the faculty members plan their activities individually and put in their best. Due to equal distribution of workload, teacher educators can devote adequate time for preparation and reflection on teaching. They are engaged in research, publication, school and community work and other professional development programs. The faculty is not given any administrative duties of the office related to admissions, fee collection or form filling. Duty leave is granted to faculty to attend seminars, conferences, Ph.D, M.Phil, M.Ed vivas, Local Inspection Committee (LIC), Selection Committees and University of Pune s Board of Studies (BOS) and Faculty meetings with the understanding that the given workload is completed after attending the meetings Does the institution have any mechanism to reward and motivate staff members? If yes, given details. Reward and Motivation Mechanism Felicitation in the faculty and staff meeting, LMC and annual gathering is done in recognition of the faculty s achievements in different areas.

215 209 The institution encourages and felicitates the teacher educators for the awarding of M. Phil., Ph.D. presentation of research papers, presentation or participation in state, national and international conferences. The achievements and noteworthy performance of teacher educators are displayed on the notice-board. The institution forwards congratulatory letters to the concerned faculty for special achievement and contribution in the field of education. The photos and special news is highlighted in the institutional magazine - Fulora. The special achievers are also felicitated in LMC and annual gathering in the presence of secretary and other honorable members of the parent institution. The institution congratulates and felicitates Board of Studies (BOS) faculty members. It also felicitates faculty for their appointments on professional associations like PUTA and MFUCTO. 6.5 FINANCIAL MANAGEMENT AND RESOURCE MOBILIZATION 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 generation. The institution gets financial support from the Government of Maharashtra and UGC. The details of the grants received in the last three years under different heads are given below: Financial Year Govt. Grant- Salary(Rs) U.G.C. Grant(Rs) University Grants for Furniture(Rs) Total Grant received(rs) ,75,028 2, ,000 58,60, ,38, ,000 56,98, ,66,973 4, ,000 90,18, What is the quantum of resources mobilized through donations? Give information for the last three years. The institution does not mobilize financial resources through donations.

216 Is the operational budget of the institution adequate to cover day to day expenses? If no, how is the deficit met? The operational budget is adequate for the institution to cover day to day expenses. At times, when the budget shows deficit due to some major incidental expenditure, the parent institution helps the institution to meet the deficit What are the budgetary resources to fulfill the mission and offer quality programs? (Budget allocations over the past five years, depicted through income expenditure statements, future planning, and resource allocated during the current year and excess/deficit. Description Library 77,500 77,500 1,27,000 1, ,27,000 Research Extension 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 pares, objectives raised and dropped) The accounts of the institutions are audited regularly. There is internal and external audit system of the account. Role of Accountant The accountant keeps the records of all the receipts and payments daily. By checking receipts and payments cent percent, monthly trial balance is checked. After completion of the financial year, he prepares receipt and payments, income and expenditure and balance sheet with bank reconciliation statement. Internal Audit The institution has appointed a Chartered Accountancy firm as the internal auditor. All heads are checked and verified by the firm. The financial documents and receipts are produced for scrutiny and all that is needful regarding the maintenance of accounts is completed within the stipulated period of time.

217 211 External Audit The institution accounts are audited by the Senior Accounts Officer of Government of Maharashtra (Higher Education) as the external audit. After submission of Receipts and Payments and grant-in-aid statement, government auditors do the sample checking. The queries are resolved and these also serve as guidelines for further audits Has the institution computerized its finance management system? If yes, give details. The institution has computerized its finance management system partially. All the financial budget allocations are made with the help of computers. All details of income and expenditure are stored with the help of tally software. All the financial statements and pay sheets are prepared using the computer. All the necessary financial information demanded by the Joint Director, Director of Higher Education or any other authority is prepared using the Computer. 6.6 BEST PRACTICES IN GOVERNANCE AND LEADERSHIP What are the significant best practices in Governance and Leadership carried out by the institution? Title: Decentralization for Democratic Administration The Context: In the teacher education colleges, commonly the academic activities are carried out by centralized administration. Due to this common practice, the contribution of all faculty members is not equal in manner and the innovative ideas are not shared. In our institution the teacher educators are seasoned with their academic work. So to contribute for the academic excellence as well as for effective and smooth academic work, our institution practices Decentralized Administration for democratic governance. It creates the democratic culture in the institution.

218 212 Objectives: 1. To inculcate democratic values among teacher-educators and student teachers; 2. To develop leadership among the faculty members and student teachers; 3. To work as a educational managers; 4. To give an equal opportunity to administer the academic activities; 5. To enhance the quality of academic activities working through small groups; 6. To inspire the student teachers for academic excellence; 7. To take care of student-teachers and maintain the discipline and follow-up. The Practice: The democratic governance practice is carried out in our institution. Priority is given where the academic activities are planned and worked out by decentralized manner. In the decentralized mode of administration, the various committees and bodies are constituted. It indicates that the institutional academic administration is decentralized to a great extent. Each faculty member has been assigned with specific functions and responsibilities. They are delegated with proper rights and duties. This practice is carried out in the following phases: Work distribution : Equal distribution; Planning of the activity : At individual level Discussion about planning: A meeting is conducted. Finalization of the plan: The suggestions are considered. Involvement of faculty members and student representatives in administration. Execution of the activity / program Feedback In this practice, an integral effort is taken to work out the plan. This results in the academic excellence. In decentralized practice of administration, all faculty members are involved, so the ideas are shared and an ideal plan is

219 213 worked out. This practice creates very positive environment of administration. Obstacles: Sometimes, there is unnecessary comparison within the groups. In some critical situation, it is difficult to take a decision to sort out the problem. In such a case, the decision is taken by the Principal. Impact: The democratic environment of administration supports to all faculty members for effective administration. In this practice, due to equal opportunity, all the faculty members and student representatives are involved in all the academic activities. This practice develops the leadership among the faculty as well as good qualities for educational managers. Due to this practice, the Principal has sufficient time for general administration. The overall impact of this practice is very positive. Requisite Resources: B.Ed. Syllabus Annual Plan Library ICT facility Additional Information: 1. What were the evaluative observations made under the Governance and Leadership in the previous assessment and how have they been acted upon? Evaluative Observations and Suggestions: Under Criterion VI Organization and Management, the peer team report gave the following remarks: Shikshan Prasarak Mandali as a long standing academic society should be able to convince the authorities who matter to confer autonomy on the institution. (Please refer to page 9 of draft report on Institutional Accreditation of Shikshan Prasarak Mandali s Tilak College of Education) The curriculum needs to be updated from time to time, which is possible with the reasonable academic freedom and financial sufficiency. In this college despite the constraints, experience of teachers for want of

220 214 autonomy they can strive for value added programs for obvious advantages. (page 9) Compliance: Autonomy is conferred to the institutions that are awarded the A grade in the accreditation process. The institution is hopeful that it will be awarded the A grade after which it will make sincere efforts to make the institution autonomous. 2. What are the other quality sustenance and enhancement measures undertaken by the institution since the previous assessment and accreditation? Quality sustenance and enhancement measures: All the academic and administrative activities conducted in the institution are goal based and transparent. There is decentralization in the academic and administrative functioning leading to a democratic culture. The financial resources are efficiently and properly utilized. Excellent co ordination amongst the various departments.

221 215 CRITERION VII : INNOVATIVE PRACTICES 7.1 INTERNAL QUALITY ASSURANCE SYSTEM Has the institution established Internal Quality Assurance Cell (IQAC)? If yes, give its year of establishment, composition and major activities undertaken. Establishment and Composition of IQAC The institution established the Internal Quality Assurance Cell (IQAC) on 28 th August The present composition of IQAC is given below: Chairman : Principal. Dr. Nandini Patil Senior Administrative Officers: 1. Prof. Dr. Radhika Inamdar 2. Shri. S.V. Agashe Teachers : 1. Prof. S.G. Isave 2. Prof. Dr. D.K. Chavan 3. Prof. Dr.V.F. Dhamne 4. Prof. D.G. Durgade Members of Management : 1. Shri. A.N. Mate 2. Smt. Nanda P. Mane Nominees of the Society : Prof. S.A. Patankar Coordinator : Prof. Dr. Smita Phatak Several activities undertaken under the guidance of IQAC are outlined as follows: Our institution is a teacher training institute affiliated to University of Pune and we follow the syllabus framed by University of Pune. In the beginning of the academic year, all the curricular and co-curricular activities are planned according to the syllabus In the first faculty meeting, the work load is distributed; departments assigned; the faculty informed about the courses to be taught and the respective department activities to be undertaken. Each department in charge plans the activities under the guidance of I.Q.A.C. Micro teaching, all types of practice teaching planning and internship program is properly planned and effectively executed by the faculty. All other activities such as internal examinations, Content Enrichment Program (CEP), Content cum Methodology Program (C.C.M), Social

222 216 Service (SS) Psychology Experiments, and T.B.T. Practical are also effectively planned and executed under the guidance of I.Q.A.C Describe the mechanism used by the institutions to evaluate the achievement of goals and objectives. The institution is a teacher training institute conducting courses leading to Ph.D., M.Ed., B.Ed. and D.T.Ed. Therefore, it is felt that curricular objectives and goals of these programs need to be achieved. For this, the institution is required to direct its efforts in that direction. The evaluation mechanism of the institution for evaluation of the goals and the objectives is as follows: 1. The summative evaluation outcomes are taken into consideration and the final results are scrutinized. For this purpose, grade wise analysis is undertaken. The number of successful candidates and failures, division wise and course wise with the highest and the lowest scores are considered. 2. The performance of teacher trainees in subsequent examinations and the research dissertations of M.Ed are evaluated. 3. The opinion and feedback regarding the teaching and administration of courses is collected from the teacher trainees at the end of the year Based on these suggestions for improvement and enhancement of quality are given by the principal from time to time. This, thus, becomes an effective mechanism to evaluate the achievement of the goals and objectives How does the institution ensure the quality of its academic programs? Quality of Academic Programs The institution ensures the quality of its academic programs through the faculty in the IQAC meetings, Gymkhana Managing Committee (G.M.C.) meetings and cell diary meetings. In addition to this, positive suggestions given by the students are reflected upon by the faculty and necessary changes are made in the curricular transaction. In this way, the institution ensures the quality of academic programs.

223 How does the institution ensure the quality of its administration and financial management processes? Quality of Administration and Financial Management The institution ensures the quality of its administration in the following manner: The institutional administration has been decentralized. Various committees have been constituted to do the needful in specific aspects. The function and the responsibilities of all the committees have been clearly specified. All the committees plan their activities in detail and an overall plan of all the activities is developed. The teacher trainees are provided with proper information throughout the academic year. The IQAC supervises the entire administrative processes. In the administrative section, each non teaching member has specific responsibilities and functions. The teacher trainees are informed in general and if necessary, individually, about forms, fee and documents to be submitted well in advance by the administrative section. The administrative set up; its functions, limitations and changes if any to be implemented are discussed in the faculty meetings. The quality of financial management processes is maintained as follows: All the financial planning and budgets are prepared meticulously. All the dealings are kept in accordance with the budgetary allocations. All the financial dealings such as deposits into the banks, withdrawals, payments, recoveries etc. are done promptly and recorded. The day-to-day financial dealings are checked and signed on daily basis. Proper internal and external audits are conducted from time to time. In all financial dealings, the norms, rules and regulations of the governing authorities are strictly adhered to. The financial management processes and dealings are made and kept transparent.

224 How does the institution identify and share good practices with various constituents of the institution? Sharing Good Practices The committees that have been constituted for the smooth functioning of the institution submit the reports of the activities conducted to the Principal. The reports submitted are scrutinized. The teacher educators and the teacher trainees who witness the activities are consulted with a view to get their feedback and finally the IQAC also assesses the activities undertaken and provides suggestions if necessary. These are some of the informal ways for identifying the good practices. The good practices are brought to the notice of the faculty members and are discussed in the faculty meetings. These are communicated to the non teaching staff as well. The report of all the good practices is sent to the parent institution. The governing body also appreciates these by communicating them in the administrative board meetings of the governing body. 7.2 INCLUSIVE EDUCATION How does the institution sensitize teachers to issues of inclusion and the focus given to these in the national policies of the school curriculum? It is the need of the hour that the teacher educators are sensitized to the philosophy of Inclusive Education. This is done as follows: The topic of Inclusive Education has been included in the revised curriculum of B.Ed. (2008) in Paper II: Psychology of Development and Learning. Section I Unit 4 Psychology of Inclusion. 1. Identification of children with special needs. 2. Need of Special Education 3. Catering Special Education Needs 4. Concept of Integrated and Inclusive Education

225 Adjustment causes of maladjustment dealing with child abuse and child exploitation 6. Developing attitudes and competences for inclusion. The teacher educator who teaches the above topics ensures that student teachers are sensitized to inclusive practices through discussions of the basic topics. In addition to this, the institution had organized a one day workshop on Inclusive Education for teacher educators affiliated to University of Pune. While following the admission procedure for management quota, justice is done to physically challenged and female students. Academically weak students: Extra coaching, counseling and guidance is given in carrying out various academic activities. Use of co-operative learning technique to boost student confidence is the various measures put to use for catering to the needs of the academically weak students. Gifted students: Students who demonstrate high achievement are encouraged to participate in various competitions such as Avishakar, elocution competitions and essay competitions. With the assistance of gifted students, the co-operative learning technique is implemented. Gifted students are encouraged to present papers in conferences and seminars and are included in the planning of various curricular and cocurricular activities. Equality of gender: Equality of gender is observed as this is a coeducational institution. Equal opportunity is given to the students of both the sexes to participate in the college activities according to their abilities. Students who are economically and socially deprived are allowed to pay fees in installments in case they are not eligible for any scholarships. Earn and Learn scheme of the University of Pune has been introduced for the students from weaker sections. The faculty members help the students who are from rural and tribal areas, to get adjusted with college atmosphere. Spoken English classes organized in the institution have proved to be beneficial in improving English language skills for the students from Marathi medium.

226 220 Every year, the institution organizes educational visits to special schools. This experience helps the students to know and get firsthand experience of the differently able and challenged students. Out station students are given preference for provision of hostel facility. Similarly, students with physical disabilities are also given preference for provision of hostel facility 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? The year plan of the institution includes organization of orientation lectures, and workshops on several topics like inclusion, empowerment and equality of gender throughout the academic year. Through these lectures the teacher trainees are made aware about inclusion of exceptional students, gender differences and their impact on learning. Some units in the Ist paper of the B.Ed. Course- Education for New Times are useful for teacher trainees to learn about inclusion, exceptionalities, gender differences and their impact on learning. These units are in the context of social aspects of education. They are as follows: Women s Education Education for deprived people Education for minority Education for sustainable development. The second year of D.T.Ed. Course also includes the following units in Course I : Education of the deprived : Problems and Causes Education of girls Education of tribals Education of nomadic tribes Education of slum area pupils Education of migratory pupils Education of the physically challenged pupils. Through these units awareness is created about the diversity in the Indian society and students.

227 221 The teacher trainees have further opportunities when they conduct practice lessons. During the internship program, they have better opportunities for longer duration to sensitize them about inclusive education. Visits to special schools in Pune, is a regular feature to familiarize the teacher trainees with the challenged students Detail on the various activities envisioned in the curriculum to create learning environments that foster positive social interactions, active engagement in learning and self motivation The institution has proper infrastructure and a conducive learning environment. Every teacher trainee has several opportunities for social interaction. They come into contact with various personalities from all walks of life while completing the practice lessons and internship program. These programs provide them a real picture of their future responsibilities as a teacher. There are a number of activities, practical, tests, co-curricular and extra curricular activities undertaken which lead to positive social interaction, active engagement in learning and self motivation. The institution has adequate library facility, Internet facility and various laboratories that promote active learning and self learning. The institution provides a good scope for academic competition, cooperation and adjustment. High achievers, meritorious students and prize winners are felicitated. This creates self motivation and an urge for excellence How does the institution ensure that student teachers develop proficiency for working with children from diverse backgrounds and exceptionalities? The student community consists of pupils from diverse backgrounds and they possess exceptionalities due to their environment and individual differences. The institution provides maximum opportunities to its teacher trainees to have exposure to these diversities. The practice lessons are assigned in different schools having different social strata. Some schools are located in slum areas as well. When the teacher trainees conduct their lessons in such schools, they get exposure to the student s background, learning motivation, educational facilities and

228 222 achievement levels of the learners. They can compare the pupils from different background. The lessons are organized in aided as well as unaided schools and the strata of students enrolled in these schools are also different. Thus, the trainees develop a reasonable proficiency to deal with students from diverse background How does the institution address to the special needs of the physically challenged and differently able students enrolled in the institution? Every academic year, only two to three physically challenged and differently able teacher trainees are assigned and admitted to the institution. They generally include students who are blind, physically and orthopedically challenged and hearing impaired. For such teacher trainees, the institution provides the following facilities: All the stakeholders including the non-teaching staff assist the physically challenged and differently able teacher trainees in the best possible way. Their lessons are assigned in schools that are suitable to them. Generally the blind teacher trainees are provided with teacher trainee companions. There is provision of special room for internal tests and examinations. As per the university rules, writers are provided to the blind teacher trainees in all internal and external assessment programs. If necessary, prompt medical services are provided. Extra time is allotted during the examination for completion of papers. After the university examinations, the placement department communicates job opportunities to them. Practice lessons are organized in the schools that are located in the campus or near the campus. Special software Jaws is provided to the visually impaired students 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 Sensitive Issues The institution makes provisions for handling and responding to the gender sensitive issues by organizing one day workshops and lectures on several

229 223 issues related to women empowerment and gender equality. In addition to this, the institution organizes a program on 3 rd Jan. on the occasion of Savitribai Phule Jayanti. Personality development program for girls.(vidyarthini Vyaktimatwa Vikas Yojana in collaboration with University of Pune) One day workshop on women empowerment. (Mahila Sabalikaran Shibir) Workshop to sensitize girl students to become fearless and bold under the Nirbhay Kanya Abhiyan Scheme in collaboration with the University of Pune. Adjustment in the schedule of internal assessments is made during the confinement periods of female trainees. They are made to complete the assignments and practical after the confinement period in due course. In case of physiological problems, a lady doctor is called for medical counseling and advice and their relatives are intimated. Guest lecturers are invited to inform the female teacher trainees about their legal rights and special concessions made available to them by the government. 7.3 STAKEHOLDER RELATIONSHIP How does the institution ensure the access to the information on organizational performance (Academic and Administrative) to the stakeholders? The institution ensures the access to the information on organizational performance to stakeholders in the following ways: In the Annual Prize Distribution Program, the faculty and non teaching staff is felicitated by the Chief Guest. The institution s illustrious faculty is given due recognition for their academic and cultural achievements by felicitating them in faculty meetings and through the medium of the institute s annual magazine Fulora. The information regarding faculty achievements and awards are displayed on the institution s notice board from time to time. The faculty is felicitated in Local Managing Committee meetings and governing body meetings.

230 224 The college magazine Fulora includes all the information about faculty s academic achievements, students achievements and the result of B.Ed., D.Ed. and M.Ed. It also incorporates photographs of prize winners M.Phil and Ph.D recipients and scholarship holders 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 uses the information about the organizational performance that is the academic and administrative successes and failures as feedback for qualitative improvements. It helps in the improvement of faculty s curricular transaction. The principal also has oral discussions with the faculty member who needs to improve. After every activity, there is oral feedback form for the students in the G.M.C. meetings and diary cell meetings. Towards the end of the academic year written feedback from teacher trainees is collected for assessing the teaching competency of teacher educators. The teacher trainees also express their feelings, opinions and expectations on the farewell function organized at the end of the academic year. Additional Information 1. How are the core values of NAAC reflected in the various functions of the institution? The NAAC endeavors to include and promote the following five core values among the institutions of higher education in India. Contributing to the National Development. Fostering Global competencies among students. Inculcating a value system among students. Promoting the use technology and Quest for excellence. Since these are high priority core values in the present situation of globalization and in transition from local to global culture, they need to reflect themselves in the functions of the institution. The institution has done the needful through its sincere efforts as follows:

231 225 National Development NAAC has given topmost priority to this value. The institution contributes to the national development in an indirect manner that is through the contribution of its committed faculty in teaching, research and extension services. However, some considerations need to be mentioned. The University of Pune has revised the B.Ed. curriculum and tried to attune to the social needs and aspirations of emerging India. Courses such as ICT, Guidance and Counseling have been introduced and various types of practice lessons such as technology based lessons, team teaching and lessons based on models of teaching have been prescribed. The institution s faculty had taken a lead role in suggesting these changes in the syllabus. In this way, the institution has kept pace with the development of the nation and the globalization scenario. Contribution to educational research is another important aspect of teacher education. The B.Ed. and D.S.M curricula include action research in the course. The institution s faculty does the needful by providing guidance to D.S.M. (Diploma in School Management) teachers and school teachers. The M.Ed. and the M.Phil and Ph.D programs demand research activities. The research department promotes research activities of the faculty and Ph.D. students. Fostering Global Competencies The teacher trainees are guided to be reflective teachers and citizens. It is believed that they should be competent to undertake reflective thinking about teaching profession. Since the world is shrinking in size and is a Global Village, everyone is a world citizen. Such a citizen needs to be aware of diversity, socio-economic, gender, linguistic and regional diversities and exceptionalities. She / He should be aware of inclusive education. This is possible for the teacher trainees as they learn in diverse groups and practice their teaching on diverse students. Inclusive education also demands flexible teaching so that they cope up with unavoidable and unpredictable circumstances in teaching. English is an international language and its importance is unquestionable. The institution undertakes Spoken English classes so that the teacher trainees

232 226 become more conversant and comfortable with the language thereby fostering competencies. Inculcation of Value System The B.Ed. curriculum includes teaching, learning of core elements and values. The vision, mission and the values of the institutions are the focused on these core elements and values. Mission 1. To prepare efficient, competent, committed teacher educators, administrators and researchers. 2. To provide opportunities and facilities for the all round development of teacher trainees. 3. To develop, sensitivity towards emerging issues in the changing society 4. To create awareness in teacher trainees about the modern trends in education. 5. To undertake quality research studies, consultancy and training programs. 6. To make quest for excellence an inherent aspect for all curricular and cocurricular transactions. Values The institution tries to inculcate and promote the following values amongst its stakeholders. Modesty, sensitivity, punctuality and neatness. Patriotism, national integration and tolerance towards all religions. Gender equality, dignity of labor and scientific attitude. Vision To pursue excellence in teacher education by opening global avenues in education and research for the all round development of competent and committed professionals to meet the challenges of 21st century The ultimate mission of our institution is best described as Pursuit of excellence. This is reflected in its objectives as follows: To impart value based education To prepare competent and committed teachers To prepare teacher educators To prepare efficient administrators To prepare researchers

233 227 To ensure all round development of teacher trainees To develop sensitivity towards the emerging issues: environment, population gender equity and legal literacy. To promote inclusive education. To develop awareness and attitude towards global trends in education To develop soft skills and life skills To develop culture in teachers trainees and enable them to become I.T. Savvy The major considerations addressed from these objectives include the following: Value based education Competent and committed teacher educators, researchers and administrators Educational administration Educational research All round development of student teachers Awareness about contemporary issues Concern for the deprived and challenged students Global trends and demands Skill development Educational Technology and ICT Pursuing excellence. Use of Technology In this age of information and communication technology, the traditional teaching is also going through an important change and to some extent the computer is being used by the teacher very effectively for curriculum transaction. Use of technology in daily teaching and administrative work has become the normal mode of life. In accordance to this situation, the revised B.Ed curriculum has undergone changes. The revised syllabus includes coursework and practical work related to ICT to make the teacher educators and teacher trainees competent in the use of modern technology and e- education for the future. The institution has a well equipped computer laboratory for developing computer skills of the faculty and teacher trainees. In addition to this, various models of teaching are discussed in curriculum transaction.

234 228 In order to apply these theoretical components in concrete school situations, the teacher trainees are guided for technology based practice lessons and the lessons based on models of teaching. The institution has an internet facility which is utilized for research work by the faculty and the research students. The institution s website gives information regarding the courses available at the click of a button. Technology is also used for administrative purpose. The office and the library are computerized. All the documents are preserved with the help of computers and photocopy machines. The faculty enriches their teaching methodology by making use of power point presentations, films and slide shows. Pursuit of excellence The institution has a well defined IQAC. It monitors and controls quality of all the institutional aspects like infrastructure, curriculum transaction, practice teaching, curricular and co-curricular activities, student support and placement and governance. Maximum utilization of the infrastructural facilities by the institution s committed, well qualified and progressive faculty has led to the continuous qualitative development and progress. The excellent university results are the indicators of quality management. It is the culture of quality that has inspired the institution to reach the limitless sky in Pursuit of Excellence.

235 229 PART III: MAPPING OF ACADEMIC ACTIVITIES OF THE INSTITUTION

236 230 PART IV: DECLARATION BY THE HEAD OF THE INSTITUTION I certify that the data included in this Self Appraisal Report (SAR) is true to the best of my knowledge. This SAR has been prepared by the institution after internal discussions with the faculty 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. Principal (Tilak College of Education) Place: Pune Date: 8 th February, 2013