റൂബ്രിക്സ്

സ്കോറിങ് ഗൈഡുകൾ എന്നാണ് ഇവയെ വിളിക്കുക പഠിതാവിന്റെ ഗ്രഹണ തന്ത്രം അളക്കാനുള്ള ഒരു കൂട്ടം പ്രതീക്ഷിത പ്രതികരണങ്ങൾ നിറഞ്ഞതാണ് ഇത്തരം മൂല്യനിർണയ രീതികൾ. ഓരോ പാഠത്തിൽ നിന്നും പഠിതാവിന്റെ സ്ഥാനത്തുനിന്നും പ്രതീക്ഷിക്കുന്നു വർത്തന വ്യതിയാനത്തെ ഉയർന്ന തരത്തിലുള്ള നൈപുണികൾ സ്വായത്തമാക്കുവാൻ ആയി നടത്തേണ്ട പ്രവർത്തനങ്ങളെക്കുറിച്ചും ഇത് വിശദീകരിക്കുന്നു

Teaching program

Internal Decision-making in the School Our experience in the field reveals that effectiveness of class room management depends heavily on the personal initiative and leadership of the teacher and his or her style of maintaining human relationships with the children and within the school and with the departmental authorities. It is also observed that the school teacher after certain years of service become reluctant to adopt the change. In most of the schools there is no custom for regular staff meetings where they discuss new problems at the class room. In contrast, the private school teacher enjoys much greater freedom in internal management and decision-making at the school level. In many cases, the teachers are very close to the head teacher and senior authority so no system prevails to check his/her inefficiency. The closeness of the relations between the Management Board and the teacher seems to be the determining factor in the effectiveness of the roles and functions performed by the school teacher. Management of Personnel Student management is a critical area in which most government school teachers feel highly constrained. Typically, a government school teacher looks less motivated in the class and to adopt the new changes. Their lesser attentiveness in the class leads to the drop out of the student from the class. Classrooms which consist of different groups with different levels of learning need an efficient manager who can handle such issues. The performance of government schools is completely different in this context. It is hoped that the ongoing decentralization process will change this situation and empower the stakeholder to take action against teachers who are not performing in the class room. This again is an area in which the private school teacher seems to more accountable rather then the government school teacher. Academic Management The core area of school functioning is management of academic activities, including curriculum management and conduct of examinations. In general, there is limited freedom for the school teacher with respect to curriculum and annual examinations, which are centrally controlled by school authorities. However, government school teacher have not taken initiatives so as to improve the teaching learning process. The private school teachers have shown some innovation in terms of experimenting with new learning tools. In the government school structure, there is hardly any evidence of implementing curriculum to introduce flexibility in curriculum implementation, in organization of cocurricular activities, in promotion of innovations in curriculum transaction, and in taking decisions on the nature and periodicity of tests as well as in promotion criteria for students. Private schools also promote the use of alternate and supplementary texts though they generally follow the officially recommended books. What about government schools? The general refrain of government-school teachers is that they enjoy no freedom at all. They are constrained both by resources and pressures from higher authorities. The field reality, however, shows very little signs of enthusiasm in government schools to innovate curriculum transaction processes which are usually obstructed by the authorities. Performance Assessment and Career Development The pivotal role of the teacher in the effective functioning of the class is universally acclaimed. In most of the government set-ups, the standard approach of Annual Confidential Reports form the basis for reviewing the performance of a teacher. These reports are supposed to reflect his or her capability on certain generic parameters, such as: quality of performance, communication skill, sincerity and devotion to duty, initiative, creativity, resourcefulness, willingness to take on responsibility and leadership qualities. No doubt these are very important qualities for a teacher, but they require careful observation and recording for which there is no provision in the framework of their evaluation. The evaluation essentially consists of examining the reports written by other higher authorities within the department, and cursory observations during fleeting visits by the reviewing officer. Consequently, such reviews of teachers by higher authorities remain practically redundant. Also, as can be seen, they do not constitute concrete, objectively assessable criteria of the teacher’s performance. That these are still used for departmental promotions is a contentious issue. 4 Role of Teacher in Enhancing Learning Achievement of Child Career prospects for teachers of primary schools in most of the states are very limited. One often finds teachers aspiring, at best, to retire as head teachers. Madhya Pradesh and Karnataka do provide some opportunities for promotion to block-level positions. Kerala is the only state that allows for career development opportunities that go up to the district-level positions. The situation is significantly better for secondary school teachers. This is particularly true of those who come through direct recruitment at a relatively younger age or through competitive selection processes. (Govinda) Academic Supports and Capacity Building With the fast-changing social order, as also the economic life pattern of individuals and families, expectations from the school have also increased. What kind of support and training do the teachers have, to face the emerging challenges at the school level? Training and capacity building for teachers is the weakest dimension of the school education system in all the states. Many of those who become teachers receive no orientation or training. They are expected to receive support and guidance on the job from the supervisors during their school visits, but with highly infrequent school visits by supervisors, the life of the teacher is a lonely journey with practically no professional support or training. In recent years, through special project initiatives under SSA, the states have begun implementing programmes of capacity building for teachers. The State Institute of Educational Management and Training is also implementing a leadership training programme for teachers. Various NGO also developed training program for the teachers. These are only marginal efforts both in terms of substance and quantitative coverage. In-service professional development programmes have yet to become a standard feature of the system. Similar to the in-service training facilities, creation of decentralized institutions, such as Block Resources Centres and Cluster Resource Centres, may provide useful platforms for collaborative learning and support for school teacher. However, the real change can occur only when a quality parameter is introduced in the teacher training. ICT can play an important role in term of capacity building of the teacher. Here the challenge lies in the institution capacity to deliver training. Under SSA most of the northern state doesn’t have up linking facilities. Pre service teacher training The National Council for Teacher Education (NCTE) was established on 17 August, 1995 by an Act of Parliament (No 73 of 1993) as a statutory body to achieve planned and coordinated development of teacher education system throughout the country, the regulation and proper maintenance of norms and standards in the teacher education system and for matters connected therewith. The mandate given to the NCTE is broad and covers the whole gamut of teacher education programmes including research and training of persons for equipping them to teach at preprimary, primary, upper primary, secondary and senior secondary stages in schools, non-formal education, part time education, adult education and correspondence education courses. Table 1 and 2 provides input on teacher training in India

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