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Performence Indicator for Elementary School Teachers(PINDICS)Context
Performance Indicators (PINDICS) are used to assess the performance and progressof teachers. It consists of performance standards (PS), specific standards andperformance indicators. Performance standards are the areas in which teachersperform their tasks and responsibilities. Under performance standards there are somespecific tasks which are expected to be performed by the teachers. These are termedas specific standards. From specific standards performance indicators have beenderived. PINDICS is based on the provisions in sections 24, 29 and the schedulespecifying norms and standards for schools in the RTE Act 2009, NCF-2005 andSSA Framework-2011. It has been further fine-tuned using the feedback receivedfrom the NCERT Study-‘In-service Education for Teachers (INSET) impact onclassroom transaction’ conducted in 2010-11, try out with primary and upper primaryschool teachers and comments received from state level officers from SCERT andSPO, and teacher education professionals Performance Standards (PS) Performance Standards communicate expectations for each responsibility area ofthe job performance. The following performance standards have been identified • Designing Learning Experiences for Children • Knowledge and Understanding of Subject Matter • Strategies for Facilitating Learning • Interpersonal Relationship • Professional Development • School Developmen • Teacher Attendance Use of PINDICS Pindics can be used by teachers themselves for assessing their own performanceand to make continuous efforts to reach the highest level. These can also be used forteacher appraisal by the supervisory staff/mentor to assess and to provide constructivefeedback for the improvement of teacher performance. Each performance indicatoris rated on four point scale ranging from 1 to 4 indicating the levels of performance.The rating points are: 1. Not meeting the expected standard 2. Approaching the expected standard 3. Approached the expected standard 4. Beyond the expected standard If the teacher performs tasks in an innovative way and makes extra efforts forimproving student performance can be rated as beyond the expected standard. Guidelines for Teachers Self-assessment by the teacher should be done at least twice in a year, one endingfirst quarter and second ending third quarter .• Complete the teacher identification information on page 4. • No item should be left blank • Read each performance indicator carefully and reflect on it in the context ofyour classroom practice and give rating point in appropriate box • Place yourself on a point on the four point scale according to your performanceagainst each indicator • Work out total score on the performance standard (area) by adding scores oneach indicator of the standard • Prepare a descriptive report on the basis of your assessment. The report mayalso include the areas in which help is required. Performence Indicator for Elementary School Teachers(PINDICS) Context Performance Indicators (PINDICS) are used to assess the performance and progressof teachers. It consists of performance standards (PS), specific standards andperformance indicators. Performance standards are the areas in which teachersperform their tasks and responsibilities. Under performance standards there are somespecific tasks which are expected to be performed by the teachers. These are termedas specific standards. From specific standards performance indicators have beenderived. PINDICS is based on the provisions in sections 24, 29 and the schedulespecifying norms and standards for schools in the RTE Act 2009, NCF-2005 andSSA Framework-2011. It has been further fine-tuned using the feedback receivedfrom the NCERT Study-‘In-service Education for Teachers (INSET) impact onclassroom transaction’ conducted in 2010-11, try out with primary and upper primaryschool teachers and comments received from state level officers from SCERT andSPO, and teacher education professionals .Performance Standards (PS) Performance Standards communicate expectations for each responsibility area ofthe job performance. The following performance standards have been identified .• Designing Learning Experiences for Children • Knowledge and Understanding of Subject Matter • Strategies for Facilitating Learning • Interpersonal Relationship • Professional Development • School Developmen t• Teacher Attendance Use of PINDICS Pindics can be used by teachers themselves for assessing their own performanceand to make continuous efforts to reach the highest level. These can also be used forteacher appraisal by the supervisory staff/mentor to assess and to provide constructivefeedback for the improvement of teacher performance. Each performance indicatoris rated on four point scale ranging from 1 to 4 indicating the levels of performance.The rating points are: 1. Not meeting the expected standard 2. Approaching the expected standard 3. Approached the expected standard 4. Beyond the expected standard If the teacher performs tasks in an innovative way and makes extra efforts forimproving student performance can be rated as beyond the expected standard. Guidelines for Teachers Self-assessment by the teacher should be done at least twice in a year, one endingfirst quarter and second ending third quarter .• Complete the teacher identification information on page 4. • No item should be left blank .• Read each performance indicator carefully and reflect on it in the context of your classroom practice and give rating point in appropriate box .• Place yourself on a point on the four point scale according to your performanceagainst each indicator • Work out total score on the performance standard (area) by adding scores oneach indicator of the standard .• Prepare a descriptive report on the basis of your assessment. The report mayalso include the areas in which help is required. Guidelines for Head Teacher/CRCC/Nodal Head Teacher/BRCC Assessment by Head Teacher/CRCC/Nodal Head Teacher/BRCC should be carriedout twice in a year keeping in view following point • Use teacher’s self-assessment record • Observe actual classroom processes • Have dialogue with teachers, students and SMC members to supplementteacher’s rep • Prepare a descriptive report based on self-observation and report collectedfrom the teacher • Discuss the report with the teacher concerned to improve his/her level ofperform • Link information from teacher’s assessment using PINDICS with informationabout student attendance, curriculum coverage and student learning outcomesfrom Quality Monitoring Tools (QMTs) • Complete Teacher Performance Sheet and Consolidation Sheet - CRC levelfor onward transmission to BRC. |
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