PERFORMANCE INDICATORS FOR TEACHERS

PERFORMANCE INDICATORS FOR TEACHERS Chavan Rajendra L. Junior Research Fellow, Department of Education, Shivaji University, Kolhapur (MS) India. rajendrachavan1@gmail.com +91 9665318867 Abstarct In the 21 st Century, Education plays vital role in society. Teacher Education programmes are most important for providing good and skillful teachers to the schools. These recruited teachers has been essential to shows their great performance for teaching-learning process. For productive teaching-learning processing the teachers have some performance indicators. In the present paper some essential performance indicators of the teachers has been discussed. Key words: Performance Indicators, Teachers Introduction The demand for qualified and quality teachers has been continuously on the increase the world over. There has been an unprecedented expansion of school education especially in the developing countries, which has accentuated such a demand. Quite naturally, the teacher education programmes have acquired renewed significance. It has become imperative that the effort and resources mobilized towards teacher education are effective and field relevant in particular country contexts. A Collaborative Attempt In order to attend to the growing concern of teacher quality and teacher shortage, it is crucial to examine the core of the problem that is, the type of teacher preparation and training being provided. As a first step it is required that the developmental needs of our schools, of our teachers and the teacher educators are identified. Features of a good Quality Indicators It has to be recognized that every QI will have a different role in the overall programme context. In other words, all quality indicators will not be similar in respect of their functional relevance. There is need to view each QI in terms of its appropriate functional feature. Accordingly, some relative weightage can be indicated for each QI so that the practitioners place it appropriately. Thus, while quantifying the QIs and assigning weightage to them the following criteria need to be kept in mind. Impact on students Improving performance Policy importance Susceptibility to being influenced by the school system and other agencies Scientific soundness Face validity - Does the measure make sense logically and in practice? Content validity - Does the measure capture meaningful information on various Special Issue No. 1- Jan. 2014 www.researchfront.in 23

quality aspects of the programme? Feasibility: Facilitate recognition of evidence in operation NAAC has given the seven criterions i.e. Curricular Aspects, Teaching-Learning and Evaluation, Research, Consultancy and Extension, Infrastructure and Learning Resources, Student Support and Progression, Governance and Leadership, Innovative Practices for assessment of teacher education institutions work. But the Teacher is most important factor in teaching learning research- extension work, and his performance should be well in education process Performance indicators are a means to focus on specific expectations of a program. They facilitate the curriculum aspects, teaching learning process and evaluation, students support and extension activities, infrastructure and learning resources, and innovative. Following are the some performance indicators for secondary school teachers: Criteria Quality Aspects Performance Indicators Curriculum Aspects Teaching Learning Process and Evaluation I. Design and Development II. Academic Flexibility III. Feedback and Curricular Updates IV. Innovations / Best Practices I. Student Profile II. Diverse Needs 1. Undertakes task and unit analysis along with subject experts/faculty. 2. Includes thirst areas in curriculum. 3. Participate in curriculum design and development. 1. Includes local culture, knowledge, places etc. in curriculum. 2. Includes locally available resources. 3. Ensures academic flexibility and takes part in value and life skills addition and course enrichment. 4. Text into account children with special needs (CWSN) while designing the curriculum. 5. Implements the continuous comprehensive evaluation. 1. Collects feedback of curriculum from teachers, parents, community etc 2. Analysis feedback and incorporates the outcome suggestions for continuous improvements and communicate to appropriate authorities 3. Take part in curriculum updating as per feedback 4. Take part in curriculum revision exercise 1. Innovation/Best in Curricular Aspects planned/implemented by the school/teachers. 1. Know family background and socio-economic status of each child and keeps data. 2. Keep records of scholastic and co-scholastic achievements. 3. Maintains profile of each students as per records 1. Develop strategies to ensure equity and access to students specially CWSN, spots students, girl child Special Issue No. 1- Jan. 2014 www.researchfront.in 24

III.Teaching Learning Process etc. 2. Evolves strategies to bridge the knowledge gap. 3. Employs strategies to improve the slow learners and fast learners. 4. Monitors the extent of achievements of students, discusses and identifies the weaknesses for remediation. 5. Participates in tutorials/house system for remediation. 1. Prepare the academic calendar reflecting all the activities to be undertaken by the teacher throughout in the teaching learning process. 2. Provides a variety of learning experiences (including individual and collaborative ) and uses flexibility in implementation. 3. Employs ICT extensively in teaching learning process (eg. Digital Assignment, Internet etc.) 4. Take initiative to learn recent pedagogical techniques, visualizes and carries out curricular transaction according to nature of students group. 5. Uses reading corners effectively. 6. Provides comprehensive and varied experiences in teaching learning process. 7. Adopt student centered teaching learning approaches and methodology. 8. Encourages out of box thinking and provides opportunities to students to ask questions during classroom interaction (critical and creative thinking life skill development). IV. Teacher Quality V. Evaluation Process 9. Uses participatory communication skills in the teaching learning process. Thus models for the students. 10. Collects feedback from students, analysis and uses for the further improvement. 11. Uses learning activity for developing sensitivity towards community issues, gender disparities, social inequality and similar issues. 12. Teaching learning material prepared/ daily procured and used. 1. Whether trained and has additional qualifications/research experience. 2. In service training/workshops organized and attend. 3. Any rewards/recognition received. 4. Action research conducted, case studies undertaken and publications made. 1. Uses variety of tools for formative assessment. 2. Uses variety of tools for summative assessment. 3. Integrates evaluation procedure in the regular/daily Special Issue No. 1- Jan. 2014 www.researchfront.in 25

VI. Innovation/Best teaching learning process. 4. Uses ICT in assessment and evaluation activities. 5. Analyzes student s progress records, monitors and takes remedial measures. 6. Employs mechanism to disseminate the evaluation data reflecting fairness and transparency. 1. Innovation/Best in Curricular Aspects planned/implemented by the school/teachers. Students Support and Extension Activities I. Curricular Support II. Co- Curricular Support III. Extension Services 1. Provides references relating to both curriculum and textbooks as well as beyond these. 2. Prefers e-learning resources and websites etc. 3. Involves students in preparing audio visual aids and integrates audio visual aids in teaching learning process. 4. Motivate students to use classroom library for inculcating reading habit. 5. Organizes class sitting arrangement according to the need of activity/learning technique. 6. Corrects the class work and home work regularly. 7. Reinforces the desirable behavior by recognition, rewards, praise and motivation etc. 8. Shows concern, care of each child (models emotional skills development) 9. Identifies reason for dropout and shows concern for students progression to the next class. 1. Organizes and assigns duties to the students and ensures the proper functioning of clubs and societies/houses/tutorial groups. 2. Organizes, conducts and participate in sports games, cultural activities and other competitions. 3. Organizes field trips and excursions to provide direct experience to the students. 4. Ensures the health check-up of every students and undertakes follow up measures. 5. Promotes the active participation of student in social, cultural and leisure activities. 1. Establishes links with the subject faculties and institutions outside the school to increase the incidence of extending service. 2. Participates in the social work in community/society through NCC/NSS/Scout and Guides. 3. Provides guidance and counseling services contributing to the holistic development of the students. 4. Undertakes awareness drives (Health and Hygiene, environmental and social issues). Special Issue No. 1- Jan. 2014 www.researchfront.in 26

IV. Incentive Scheme V. Innovation/Best Practices. 5. Collaborates with GOs, NGOs and other external agencies for research projects and students support. 1. Participation in distribution of mid-day meal, uniform, books, Scholarship etc. 1. Innovation/Best in Students support and extension activities planned/implemented by the school/teacher. Infrastructure and learning Resources I. Optimum utilization of Existing resources II. Mobilization of Resources III. Innovation/Best 1. Uses library and laboratories as a part of regular practice. 2. Utilizes teaching learning materials, ICT facilities, laboratories and learning resources available on regular basis. 3. Uses community resources (gardens, path and play grounds etc.) to link classroom teaching to outdoor environment. 4. Makes efforts to upgrade professional competence. 1. Uses neighborhood material resources and human resources in teaching learning process. 2. Involves parents as a resource persons and monitoring agents. Evolves the mechanism for ensuring optimization of efficient use of available resources and regular monitoring of the activities at different level. 1. Innovation/Best in infrastructure and learning resources planned/implemented by the school/teachers. Innovative I. Inclusive II. Innovative Teaching Learning Strategies III. Value Based Education IV. Internal Quality checks 1. Sensitizes peer group to needs of CWSN. 2. Encourages peer group to support CWSN. 3. Prepare plan to cater diverse needs of the students. 1. Employs strategies such as group learning/team teaching to enhance performance. 2. Has the access to technologies and retrieves information on current and relevant issues. 3. Undertakes multi-leveled classroom teaching. 4. Undertakes sponsored research projects relevant in international and national context. 1. Involves parents in class PTM as resource persons. 2. Takes active part in organizing morning assemblies and celebrating national days and festival. 3. Involves community as guest lectures and in value education demonstration etc. 4. Undertakes to inculcate civic sense. 1. Value feedback from fellow teachers and students and ease responsive to it. 2. Portfolio presentation of the teacher. Special Issue No. 1- Jan. 2014 www.researchfront.in 27

3. Maintains three years achievement graph (curricular as well as Co-curricular). V. Stakeholders Relationships 1. Builds up relationships with external stakeholders (parents and community) responsive to their feedback. (Curtsy: Table- State Project Director, CUM-DPI (s) Sarva Shiksha Abhiyan Society/Mission UT Chandigarh) Conclusion: Sarva Shiksha Abhiyan Mission, Chandigarh has been given some performance indicators for teachers related to three criteria s- Curriculum aspects, teaching learning process, student support and extension activities, Infrastructure &learning resources And Innovative. Under these criteria s given some quality aspects and under quality aspects distributed some performance indicators for teachers in school. There are many performance indicators for teachers but above performance indicators are essential for secondary teachers. References 1. Best, J.W.,& Kahn, J.V.(2008). Research in Education (10 th Ed.). New Delhi: Prentice Hall of India. 2. Buch, M.B.(1988-92).Fifth Survey of Research in Education & Training, New Delhi: NCERT. 3. SSA.(2011). State Project Director, CUM-DPI (s), Chandigarh :Sarva Shixa Abhiyan Society / Mission UT 4. Barrie, S. & Ginns,P.(2007). The Linking of National Teaching Performance Indicators to Improvements in Teaching and Learning in Classrooms AUL GINNS. Quality in Higher Education, Vol. 13, No. 3, University of Sydney. Retrived, Dec 25,2013. From http://www.itl.usyd.edu.au/projects/resources/the%20linking%20of%20national%2 0Teaching%20Performance%20Indicators%20to%20Improvements%20in%20Teachin g%20and%20learning%20in%20classrooms.pdf 5. Menon M. (2007).Quality Indicators for Teacher Education, NAAC. 6. Retrived, Dec 25,2013. From http://www.col.org/sitecollectiondocuments/pub_qite.pdf Special Issue No. 1- Jan. 2014 www.researchfront.in 28