Dear friends,
Does any one know cases of schools / teachers who have achieved the performance standards as stated in ‘Advancement
of Educational Performance through Teacher Support’ (ADEPTS?
If yes, please post them in English Corridor with evidences. Perhaps we can bring out an anthology of those success stories.
Performance Standards for
Teachers
BACKGROUND
These performance standards spell out ‘what we want to see teachers
doing’ and ‘how well’. Teachers can use these to reflect on their own teaching
process, while the others working with the supportive systems ( trainers,
Cluster Resource Centre Coordinators (CRCCs), Block Resource Centre
Coordinators (BRCCs), District Institutes of Education and Training (DIETs) and
State Councils for Educational Research and Training (SCERTs) can identify the nature of support they need.
In addition, the performance standards for the support agencies have been
formulated and are included in the sections that follow.
Enabling Conditions
These standards apply
to regular teachers teaching in formal government schools at the primary and
elementary level, covered under the project.
Before these standards presuppose
some enabling conditions; it is only when teachers are operating within these
that they will be able to attain the desired standards. Some of these enabling conditions are:
- A functional building (according to the State norms of space and quality of construction)
- A sufficient number of teachers i.e., whether the pupil teacher ratio (PTR) is at near acceptable or below the desirable level. (Note: in the case of single teacher schools, even if a teacher is handling only 35 children but in four-five classes, these standards would be difficult to implement.)
- Water supply/toilet
- Supply of textbooks
- Teachers’ access to curriculum document
- Availability of a minimum length of teaching time.
Diversity as the Key Context
The standards take into account that schools are very different from each
other, and within each school as well, great diversity prevails in terms of
pupil levels, background, pace of learning, and the way in which different
children learn. It is believed these
standards should and can be applied in a context specific manner.
The ‘Model’ of Pedagogy
The following paragraphs describe the key principles or expectations in
terms of pedagogy, as per ADEPTS on the basis of which the standards have been
evolved. These principles were derived
from the discussions that took place, are in keeping with the
National Curriculum Framework (NCF) 2005, and broadly constitute the
recommended model of pedagogy.
Pedagogy
as Understood in ADEPTS
The overall impact desired is an enhanced children’s agency (i.e. the state of being in action or exerting the power to
do things) in their own learning process as well as in the running of the class
and the school.
To promote learning the teacher
may use a range of methods, the basic objectives being to enable children to:
·
Respond to challenges generated for them in the classroom,
·
Reflect as a result of these different experiences,
·
Correlate and/or apply different aspects of learning, and
·
Think for themselves, on their own or with others, with a view to coming
to their own understanding of what is being taught.
A guided/facilitated process
supported by the teacher and appropriate learning materials would enable such
active learning to take place. It would require generating through various
means a sense of belonging in children and ensuring they feel at home in the
physical as well as the cognitive/social environment.
Where a ‘whole class’ approach is
taken, i.e., where the teacher looks upon children as a homogenous group and
provides the same ‘inputs’ or experience to all, a large number of children
experience ‘waiting time’, or time spent during a lesson when they are not
learning. This is because what is being taught is either too easy, or too
difficult, or not contextual enough for them to relate with. To address this
situation, it is expected that the teacher would move towards recognizing the
diversity among children, adapt the teaching process and contextualize
learning, thereby increasing the student ‘engagement time’, the opposite of
‘waiting time’. Such a ‘classroom for all’ would require giving greater time
and attention to those who need it more, and being sensitive to the
social/cultural barriers to learning.
Such a differentiated teaching
learning process would need to be planned for, managed and be open to
mid-course correction during implementation. It would require advance planning
and preparation, classroom organisation, and using evaluation as an enabling
practice. In this approach, management, whether of the classroom, the
learning process or of the school, emerges as a critical enabler that optimizes
resources and outcomes. Putting into action democratic values and working with
children as team mates would be part of this approach.
Supportive Conditions
Supportive conditions are steps taken or conditions brought about that
enable the teacher’s performance to be converted into effective outcomes for
children. This includes ensuring the desired achievement by children along with
the achievement of other educational outcomes as envisaged in the state
curriculum framework. The supportive elements include an effective training
programme, regular and timely on-site support that addresses teachers’ needs,
recognition, peer sharing etcetera. Along with implementing the proposed
standards, it would help the State teams to put in place the supportive
conditions that would allow the impact of improved teacher performance to be
visible.
PERFORMANCE STANDARDS FOR TEACHERS
Arranged according to levels of complexity of
implementation
1.
Cognitive Dimension of a School
[what learning consists of and how it is enabled]
1.1. Understands children and relates with
them
Level 1
1.1. 1.1.
Understands the background of children, as well as their different
academic levels.
1.1.1.2.
Appreciates children’s
work (and displays them in the classroom).
1.1.1.3
Knows their family background, socio- economic
conditions, and linguistic background.
Level 2
1.1.2.1.
Understands/identifies children’s individual strengths/weaknesses
and talents (as well as the cultural and social issues emerging from their
backgrounds).
1.1.2.2.
Allows children to ask questions, and
encourages them to be curious.
1.1.2.3.
Does not use discouraging words and negative
comparisons (respects their feelings, relates with them).
Level 3
1.1.3.1.
Understands/ identifies how
different children learn, along with individual differences in learning.
1.1.3.2.
Maintains a profile (health, attendance,
background, baseline) of each and every child.
1.1.3.3.
Interacts affectionately with students as his
or her own children, and does not use rude words.
1.1.3.4.
Acts as a participant
in the learning process in the classroom.
1.2. Understands curriculum, content and prepares accordingly
Level 1
1.2.1. 1.
The teacher possesses a good understanding of the textbook and TLM
and effectively utilizes them.
1.2.1.2.
Adequately understands
the content of TLM and textbook and incorporates them into the teaching
learning process.
Level 2
1.2.2.1.
Is aware of the need to enable children to
construct their knowledge, prepares accordingly, and helps them by using
textbooks and material toward this end.
1.2.2.2.
Possesses a good
understanding of syllabi (is able to differentiate it from the curriculum) and
utilizes it well.
1.2.2.3.
Gives enough reading
and writing practice to children.
1.2.2.4.
Makes effective use of
local context-specific activities during teaching learning processes (draws on
examples from the classroom situation, and materials or examples from the local
environment
1.2.2.5.
Uses children’s/
country’s cultural heritage as a resource.
1.2.2.6.
Prepares for lessons
before conducting/ transacting in the class.
Level 3
1.2.3.1.
Has adequate
understanding of the constructivist approach and is aware of age-appropriate
learning objectives/levels and milestones, textbooks and material, as well as
syllabus, and prepares accordingly.
1.2.3.2.
Possesses a good understanding of the curriculum and utilizes it
well.
1.2.3.3.
Understands the
principles of learning and gives children enough opportunity/ activities to
learn from the environment/ surroundings.
1.2.3.4.
Interprets the curriculum to make it locally relevant and does so, even if the original lesson plan does not
contain any specific hints.
1.2.3.5.
Displays/makes effective use of a thorough command over the
subject/content areas, related areas, and TLM.
1.2.3.6.
Takes responsibility
for students’ performance.
Level 4
1.2.4.1.
Has adequate
understanding of the constructivist approach and is aware of age-appropriate
competencies/levels and milestones, as well as of curricular objectives,
syllabus, textbooks, and material, and prepares accordingly.
1.2.4.2.
Adapts the curriculum
to local situations, and ensures the incorporation of local content.
1.2.4.3.
Teacher/Head Teacher plans for (locally relevant) pedagogical
processes for the school, in tune with the aims of education specified in the
curriculum, and accordingly organizes the classroom processes as well as the
overall school experience of children.
1.2.4.4.
Works as a curriculum designer (and is able to adapt the given
curriculum to create a curriculum suitable to his/her pupils in keeping with
their context and needs).
1.2.4.5.
Displays accountability
in respect of ensuring children’s learning.
1.3. Generates effective learning
experiences (Uses contemporary methods, with a focus on relationships and
diversity)
Level 1
1.3.1.1.
Carries out activities
that are interesting for children and enable them to learn.
1.3.1.2.
Conducts activity with
enthusiasm.
1.3.1.3.
Enables children to
‘construct knowledge’ by using examples given in the textbook (i.e. the teacher
is able to conduct the ‘supplied’ activities).
1.3.1.4.
Has awareness of
different learner-oriented teaching-learning practices (states using this
indicator would need to add examples here)
1.3.1.5.
Involves children in class work both individually and in groups.
1.3.1.6.
Uses morning assembly
for learning purposes.
Level 2
1.3.2.1.
Enables children to
‘construct knowledge’– by asking students simple and appropriate questions.
1.3.3.3.
Has knowledge of
different kinds of activities and how to do them.
1.3.2.3.
Plans and chooses
appropriate activities.
1.3.2.4.
Understands the experience/knowledge/ ability children already
have and utilizes that understanding to build on their ability.
1.3.2.5.
Enables interactive teaching-learning in a planned manner, ensuring the participation / involvement of all
(at least in a broad way).
1.3.2.6.
Functions as a facilitator i.e., leads children into learning
experiences/knowledge.
1.3.2.7.
Creates an opportunity for peer/group learning and self-learning.
1.3.2.8.
Forms groups of children,
understands the need for group learning, and works with them (i.e. groups).
1.3.2.9.
Correlates topics with
daily life, and cites relevant and interesting examples from children’s
experiences/contexts/ immediate environment.
1.3.2.10.
Uses and participates
in different types of activities with a focus on the construction of
knowledge.
Level 3
1.3.3.1.
Uses local
data/information for enriching classroom processes (e.g. in a tribal area,
develops stimulating contextual material).
1.3.3.2.
Sums up at the end of a period/session of teaching.
1.3.3.3.
Enables children to
‘construct knowledge’ by using a range of strategies, including the use of
tasks and activities.
1.3.3.4.
Enables children to do it
for them selves, i.e. helps children acquire skills, not just information.
1.3.3.5.
Enables interactive teaching-learning to give all learners a
chance to deal with the challenges of learning.
1.3.3.6.
Functions as a facilitator i.e., not just ‘tells’ children, but
encourages them to create their own understanding.
1.3.3.7.
Enhances the thinking
ability of children through questioning, extended discussions, or putting open
ended questions.
1.3.3.8.
Has awareness of and
actually uses different learner-oriented teaching-learning practices on the
basis of need; shuns unproductive/counter-productive practices; identifies
student strengths/weaknesses; and gives special attention to those needing it.
1.3.3.9.
Forms groups of
children and works with them to ensure greater participation.
1.3.3.10.
Promotes peer learning
(same level).
1.3.3.11.
Provides references
(relating to the textbook as well as beyond it).
1.3.3.12.
The teacher too, learns
while teaching. That is, when working with children, in accordance with the
demands of the emerging situation, the teacher modifies the teaching learning
process, incorporates new insights or acquires further understanding as needed.
1.3.3.13.
The teacher encourages
Reflective practice and its sustained use.
1.3.3.14.
Uses and participates
in different types of activities (ranging from simple to complex or vice
versa) including projects, surveys etcetera with a focus on the construction
of knowledge
1.3.3.15.
Enables children to
‘construct knowledge’ by using a mix of thought provoking questions and tasks.
1.3.3.16.
Adapts to differences
(is not seen to be teaching all the children the same thing in the same way,
but with differences in accordance with the diversity of learners).
1.3.3.17.
Ensures the
participation and involvement of all by taking into account individual
differences (such as learning needs and pace of learning, special needs
etcetera).
1.3.4.1.
Promotes peer learning
(mixed level).
1.3.4.2.
Uses the child’s
context and culture while teaching participation and encouraging participative
learning. 4 Ensures the involvement of all by incorporating an element of
challenge in the learning experiences generated in such a way that all children
are engaged.
1.3.4.3.
Provides references
relating to both the curriculum and the textbook, as well as what is beyond the
textbook.
1.3.4.4.
Ensures that children
too are able to provide references and examples from the local situation, in
different aspects being learnt in class.
4. Uses materials effectively
Level
1
1.4.1.1.
Identifies appropriate TLM (i.e. connected with curricular
objectives) and Displays the initial use of TLM i.e. at least uses it
him/herself, for purposes of demonstration
Level 2
1.4.2.1.
Uses the blackboard
properly.
1.4.2.2.
Uses TLM in a
purposive way and ensures that
students handle it and benefit from it.
1.4.2.3.
Selects and utilises
TLM effectively.
1.4.2.4.
Uses available physical
facilities (such as the floor, wall, blackboard) properly.
1.4.2.5.
Ensures proper
maintenance of the school library; motivates children to read.
1.4.2.6.
Uses library books as
part of the teaching learning process.
Level
3
1.4.3.1.
Uses TLM well;
identifies multiple, simple-to-make TLM from the local environment.
1.4.3.2.
Prepares and utilises
TLM, and selects and uses SLMs (self-learning materials) effectively.
1.4.3.3.
Uses (readily
available) audio-video material/CAL (computer aided learning) material.
1.4.3.4.
Uses TLM well; ensures
it is easily made by all, is practicable, versatile, and challenging.
1.4.3.5.
Prepares/ selects and
utilises TLM/SLMs* effectively [*different states retain different views on
whether TLM is distinct from SLM, and whether it is the job of teachers to
prepare SLM. Since no agreement was reached, this is being retained as it is.]
Level 4
1.4.4.1.
Uses ICT (information
communication technology) to transact curriculum.
1.4.4.2.
Incorporates technology
into teaching-learning processes effectively, including through self created
materials.
5. Ensures learning for ALL/Creates a
classroom for ALL
Level 1
1.5.1.1.
Ensures that each child
gets ample learning opportunities (from her or his immediate environment).
Level 2
1.5.2.1.
Relates with what is
known about the background and levels of children and ensures that each child
gets ample learning opportunities (from her or his immediate environment).
Level 3
1.5.3.1.
Gives attention to
those needing greater/specific support, enables them to optimize /maximize
their learning, helps them achieve desired competencies, and provides
appropriate opportunities to harness the child’s potential.
1.5.3.2.
Involves all students
in the process of learning irrespective of their level, ability, social
background, and gender.
1.5.3.3.
Provides opportunities to all during interaction.
1.5.3.4.
Provides opportunities to children, respecting their internal
directions/capacities.
Level 4
1.5.4.1.
Identifies individual
differences with a view to giving differential opportunity to each child (to
each according to her or his need).
1.5.4.2.
Takes an inclusive
approach and pays non-discriminatory, greater attention to those who need it.
1.5.4.3.
Displays sensitivity to the needs of differently-abled/vulnerable
children, and sensitizes other children towards them.
1.5.4.4.
Creates a democratic classroom. (Some indicators of a democratic
classroom are teacher’s willingness to talk and encourage students to talk, how
the teacher relates to children, elicits their responses and evolves classroom
process/activities along with the seating arrangement to serve those democratic
ends).
1.6. Communicates effectively
Level 1
1.6.1.1.
Communicates in simple
language and in the language of children.
6.1.2.
Smiles/is friendly to
children.
Level 2
1.6.2.1.
Gives prior
information/hints about what is to be learnt next.
1.6.2.2.
Shares experience/
views with children/ teachers/parents about what is happening at various levels
of learning.
1.6.2.3.
Uses humour.
Level 3
1.6.3.1.
Links current teaching
with what is learnt next
7.
Collaborates with children
Level 1
1.7.1.1.
Works with children as teacher’s team mates: activities require
the teacher and children to work together.
1.7.1.2.
Works with children as teacher’s team mates: activities require
children to help each other learn (teacher is not the sole source of
knowledge).
Level 2
1.7.1.1.
Views and presents teaching as a two-way process (it is not as if
children have to only give the answer that is in the teacher’s mind). Accepts
the child’s response, builds on it according to the situation and the learning
objective.
1.7.1.2.
Uses talents of children to support the learning process.
Level 3
1.7.3.1.
Works with children as teacher’s team mates, and is able to
establish common goals with children. (The teacher has teaching objectives, and
students have learning objectives, which makes them a team).
8. Creates a conducive learning
environment/relates with children
Level 1
1.8.1.1.
Recognizes children,
calls them by name.
1.8.1.2.
Encourages children to
ask questions and clear doubts/answer each other.
1.8.1.3.
Displays positive attitude towards children.
1.8.1.4.
Ensures cleanliness and
personal hygiene of children.
Level
2
1.8.2.1.
Establishes a rapport with children to create a cordial
environment. (Makes all children
feel welcome).
1.8.2.2.
Enables children to both ask and answer questions (uses open ended
questions) in a non-threatening environment where asking questions is viewed as
‘safe’ and there is full recognition that children have a right to ask any kind
of question. [Should this be Level 3 ?]
1.8.2.3.
Encourages children to
directly ask/answer and address each other’s doubts.
1.8.2.4.
Gets children to work
in groups (i.e. think together, rather than just sit together)
Level
3
1.8.3.1.
Creates encouraging
conditions and space for all children to express themselves.
8.3.2.
Keenly observes and motivates children (encourages participation
and asking of questions, appropriately appreciates and commends them, and enables all to experience success).
1.8.3.3.
Empathizes with
children, and sees their world view.
1.8.3.4.
Uses humour in teaching, contextually and appropriately.
1.8.3.5.
Displays innovation in
classroom and outside.
1.9.
Manages/organizes the classroom to optimize learning
Level 1
1.9.1.1.
Teacher moves around in
the class, understanding children and their work, uses effective
verbal/nonverbal cues [smiles a lot].
1.9.1.2.
Organizes class sitting
arrangement according to the need of the activity/ learning technique.
Level 2
1.9.2.1.
Provides equal
opportunity to all children to play their roles and undertake responsibilities.
1.9.2.2.
Maximizes learning time
for children (not merely through punctuality, but also through genuinely
ensuring that children get as much learning time as is possible and needed).
1.9.2.3.
Manages time to
consolidate the period’s learning.
1.9.2.4.
Shares responsibilities
of running the class or school activities with children.
1.9.2.5.
Organizes the
classroom, including the seating arrangement, according to the needs of
learners and the lesson.
1.9.2.6.
Rotates sitting
arrangement so that no group of children continues to get the advantage of
being close to the front (unless they need it for a specific reason).
1.9.2.7.
Organizes different
learning corners/clubs.
Level 3
1.9.3.1.
Creates a congenial
teaching learning environment with the participation of all (focusing on such
key aspects as cleanliness, availability and use of material).
1.9.3.2.
Ensures better
management: acts affectionately, counsels, recognizes effort, agrees with
children on ground rules (and agrees on what is to be done if these are
broken), interacts with parents to apprise them about student activities/
progress /relations.
1.9.3.3.
Attends to every child,
and supports different groups in the class, (continuously and purposefully)
moving around as and when necessary.
Level 4
1.9.4.1.
Promotes self-learning.
1.10.
Plans for enabling learning
Level 1
1.10.1.1.
Teacher undertakes some
preparation (e.g. gets material or space ready) before commencing to teach.
1.10.1.2.
Makes a short-term plan on the basis of an initial understanding
of the textbook and TLM (or curriculum where there are no given textbooks)
Level 2
1.10.2.1.
Profiles each child
according to the child’s background and learning levels.
1.10.2.2.
Plans, designs and
implements the lesson according to clear goals/objectives, and the teaching
method used reflects these goals clearly.
1.10.2.3.
In specific lessons, especially those involving fundamental
concepts, diagnoses children’s needs to ensure that the lesson is organically
linked to the previous knowledge level of children.
1.10.2.4.
Makes long-term plans (weekly, monthly and annual) based on an
emerging understanding of the curriculum and syllabus.
1.10.2.5.
Is aware of the need for flexibility. Updates plans according to
context.
Level 3
1.10.3.1.
Plans and teaches
according to the student profiles developed by her/him and ensures a visibly
differentiated approach to teaching-learning.
1.10.3.2.
Prepares and implements
a plan that includes activities/ learning experiences which are according to
the levels, interests and learning paces of children.
1.10.3.3.
Plans for children
falling below their optimal level of learning or tending to fall behind others.
1.10.3.4.
Plans for and addresses
the needs of children who are unable to attend school regularly, and bring in
those children who are at risk of dropping out.
1.10.3.5.
Incorporates sufficient flexibility as needed.
1.10.3.6.
Plans and prepares for class, based on an understanding of
children’s background, levels, experiences and needs; decides upon the methods,
teaching material, and assessment tools to be used.
Level 4
1.10.4.1.
The teacher’s plan
incorporates other aspects such as health improvement.
1.10.4.2.
Takes into account the emerging issues in the classroom, prepares
accordingly to facilitate learning of all children in the class through
direct experience, exposure to sites, and use of resource materials.
1.11. Undertakes assessment and
evaluation, and uses outcomes to improve learning
Level 1
1.11.1.1.
Teacher integrates
evaluation in the regular/daily teaching learning process - uses simple recall
questions.
1.11.1.2.
Keeps records to monitor progress in each key area.
Level 2
1.11.2.1.
Integrates evaluation
in the daily teaching learning process, and uses complex/higher order
questions. While teaching, is alert to whether students are understanding,
and modifies the teaching strategy if needed.
1.11.2.2.
Corrects students’ work
regularly.
1.11.2.3.
Gives regular and
constructive individual feedback to children and parents about student
attainment, behaviour, and other information as relevant.
1.11.2.4.
Makes an extra effort for those falling behind.
1.11.2.5.
Partners with parents to make assessment more effective
[communicates, shares with and involves parents before and after
assessment].(Transfer to Level 3?)
1.11.2.6.
Teacher maintains the child’s records, and routinely analyses,
monitors and evaluates them to ensure the child’s progress.
Level
3
1.11.3.1.
Assesses the teaching process and learning as it is happening, and
modifies further work/interaction as needed. (This indicator assumes that the
teacher has the skill to analyse and interpret data).
1.11.3.2.
Prepares and uses competency-based
test items (in a non-threatening way).
11.3.4.
Does follow up of
evaluation, and keeps a record of progress.
1.11.3.5.
Takes further follow up
action emerging from student evaluation, to address different learning needs of
children.
1.11.3.6.
Maintains records of
child-wise progress, analyses them, monitors and evaluates the child’s progress, and
plans accordingly.
Level 4
1.11.4.1.
Enables the child to
evaluate her/himself.
1.11.4.2.
Promotes the peer
evaluation process.
1.11.4.3.
Makes the child
responsible for her or his own learning (i.e. the child knows what she or he is
supposed to learn, is aware of lag, and able to make up).
1.11.4.4.
Organises public
demonstration of children’s performance.
(To be continued)
Dr. K.N. Anandan
