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Self Study Report Sarada Vilas Teachers College

“Quality is the result of high intention, sincere effort, intelligent direction and skilful action.”

SARADA VILAS EDUCATIONAL INSTITUTIONS

SARADA VILAS TEACHERS COLLEGE Krishnamurthypuram, Mysore-570004

Recognised by NCTE and permanently affiliated to University of Mysore Accredited by NAAC with B++ Grade

NAAC Reaccreditation 2015 Track ID: KACOTE13012 E mail: [email protected] Website:www.svtcmysore.org

Landline: 0821-2332137

SELF STUDY REPORT

NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL

P.O.BOX 1075, NAGARBHAVI,

BANGALORE-560072, INDIA



mOTTO

“Vidya viveka janani”

“Education is the Mother of wisdom” Sarada Vilas Teachers College is committed to the cause of Empowerment of Youth through imparting Quality Education thus instilling Serenity and Wisdom to distinguish between the Right and the Wrong. Vision

To be a premier Teacher Education Institute and Centre of Excellence-producing trained graduates who are conscientious teachers and citizens of the world at large.

Mission To contribute to the community—physically and mentally healthy, intellectually refined, socially responsible, morally upright, emotionally poised and spiritually elevated secondary school teachers.

Values To Instil, Nourish & Develop among student teachers ∗ Values: democratic, socialistic, aesthetic and secular ∗ creative thinking ∗ critical thinking ∗ eco-friendly attitude ∗ respect for the rights of people



objectives

Institution aims at the following objectives:

∗ Making pupil teachers proficient to understand the existing educational scenario.

∗ Developing leadership qualities among pupil teachers. ∗ Sensitizing pupil teachers to the subtleties of social changes. ∗ Inculcating democratic human values among the pupil teachers. ∗ Developing skill of appreciation of different art forms. ∗ Enhancing the skill of communication of pupil teachers. ∗ Preparing the pupil teachers for the ICT. ∗ Developing the responsibilities towards maintaining a favourable

environment, eco-friendly values and habits. ∗ To draw out, bring out the hidden talents of pupil teachers through

various curricular, co-curricular activities. ∗ To develop dignity of labour by indulging them in various

activities.



College prayer

Yam shaivassamupasate shiva iti brahmetivedantinaha Bouddhabuddha iti pramanapatavaha kartetinayyayikaha

Arhannityata jainashasanarataha karmeti mimasakaha Soyamvovidhadhatuvanchitaphalam trailokyanathoharihi

Yambrahmavarunendrarudramarutaha stunnvanti divyaistavaihi

Vedaissangapadakramopanishadaihi gayanti yam samagaha Dhyanavasthithatheadgatenamanasa pashyanti yam yogino yasyantam na vidussurasuraganaha devaya tasmainnamaha

Tvamaksharam paramam veditavyam tvamasyavishwasyaparam nidhanam

Vettasivedyancha paranchadhama tvayatatam vishwamanantarupa Vayuryamognihvarunahshashankaha prajapatistvam prapitamahascha

Namonamastestusahasrakrutvaha punaschabhuyopinamonamaste

Pitasilokasyacharacharasya tvamasyapujyaschagururgariyan Natvatstamoastyabhyadhikaha kutonyaha lokatrayepyapratimaprabhava

Tasmatpranamyapranidhayakayam prasadayetvamahamishamidhyam Pitevaputrasya sakhevasakhyuhu priyahpriyayarhasi devasodhum

Guruvandana Student teachers pay obeisance to the teacher who impressed them most in their previous educational career & elaborate on the positive qualities.

Thought for the day Student teachers choose quotations, proverbs and sayings which reflect good, noble thoughts which stimulate thinking.



Table of contents

Sl.No. Title Page. No.

I Section- A

a Motto, Vision, Mission, Objectives, & Values 2-4

b College Prayer, “Guruvandana” and Thought for the Day 4

c List of Table of Contents and Appendices 5-6

d Title Page 7

e Sarada Vilas Educational Institutions – Governing Council 8-10

f Steering Committee & members of Staff 11

g Preamble 12

II Section- B

PART I: INSTITUTIONAL DATA

A(i). PROFILE OF THE INSTITUTION 13-14

Executive Summary 15-18

A(ii). PROFILE OF THE INSTITUTION 19-20

B. CRITERION WISE INPUTS 21-47

1. PART II: EVALUATIVE REPORT

Criterion wise analysis 21-47

Criterion I: Curricular Aspects 48-69

Criterion II: Teaching-Learning & Evaluation 70-100

Criterion III: Research, Consultancy & Extension 101-121

Criterion IV: Infrastructure & Learning Resources 122-134

Criterion V: Student Support & Progression 135-152

Criterion VI: Governance & Leadership 153-172

Criterion VII: Innovative Practices 173-179

2. Mapping of Academic Activities of the Institution 180

3. Declaration by the Head of the Institution 181



III Section C: Appendices

1 Certificate of Accreditation 2 UGC 2f & UGC 12B 3 NCTE certificate of Recognition 4 Affiliation copy 5 Calendar of Events University of Mysore & SVTC 6 Student trainees evaluation of their faculty 7 Format of Mentor profile 8 Feedback format of Heads of high schools 9 Data on SWOT analysis

10 2013– 14 batch result 11 Syllabus copy/ Prospectus 12 Audit Report 13 Inauguration of Student Cultural Committee 14 Community Living Camp 15 Sports/ Cultural Certificate 16 Communication skill time table 17 Teaching practice supervision time table 18 College Annual magazine “Bharathi” 19 Evaluation Criteria of assignments 20 Staff responsibility & duties 21 Format of pre-internship field learning 22 Schedule for observation of lessons 23 Building plan 24 Books written by faculty and staff



Section-A



Sri.B.S.Parthasarathy, President, Sarada Vilas Educational Institutions

Krishnamurthypuram, Mysore



Sri.S.Ravishankar, Hon. Secretary, Sarada Vilas Educational Institutions,

Krishnamurthypuram, Mysore



Sarada vilas educational institutions (r)

Sarada vilas road, krishnamurthypuram, mysore

Governing council

President Sri.B.S.Parthasarathy Hon.Secretary Sri.S.Ravishankar

Members Sri. R. S. Mohanmurthy Sri.R.Narasimha Sri.D.S.Srinivasa Rao Sri.Sundaramurthy Sri.H.K.Srinath Sri.S.Nagaraj Sri.M.B.Dongri Sri.T.R.Harish Sri.P.V.Narahari Sri.S.L.Ramachandra Sri.M.S.Nandakumar Sri.C.R.Krishna Sri.R.V.Nagaraja Rao



Steering Committee

Principal- Dr. P. S. Suresh

Coordinator-Dr. K. S. Leela

Members of staff

Principal Dr. P. S. Suresh Faculty Dr. Leela. K.S Dr. S. Suresh Dr. H. N. Vishwanath Miss. Sumithramma Miss. Zonia Abraham Mr. H. M. Manjunath Miss. Roopa.M Mrs. Vidya.T.R Mr. Veerabhadraiah Mr. Chetan.B.S. Mr.H.Paramesha Mr. Nagaraja. M. Mr. Ramamurthy. P. R. Mr. Rama



preamble

It is a great pleasure to place our Self Study Report reflecting our sustained effort at

enhancing quality since our previous accreditation. Treating the criteria-wise questions

provided by NAAC as a guide, our attempt has been to portray a comprehensive picture of

the overall programmes & activities of the institution in realizing the avowed goals in tune

with our vision and mission and within the framework of the core values enunciated by

NAAC.

True to the integrated quality assurance framework of NAAC, this Self Study Report

seeks to present the inputs, processes, outcomes involved in our quest for quality sustenance

and enhancement. To this effect, we tried to enunciate our efforts at realizing the primary

goals of higher education, namely teaching-learning, research & extension which correspond

with the core values that NAAC considers central, cardinal to higher education.

The Internal Quality Assurance Cell (IQAC) of the college engineered this effort at

mapping the assurance of quality and enhancement process. IQAC tried to bring together the

different stakeholders and make the process highly productive, participatory and interactive.

While the internal contingent comprising the management, staff and students basically

conceived the process the external stakeholders provided the necessary strength and support

for treading into newer horizons of quality initiatives and innovations captured and presented

in this report. This novel exercise, though very laborious and intensive has been a rewarding

and fulfilling experience.

Coordinator

(Dr. Leela. K.S)



A(i): Profile of the Institution

The history of Sarada Vilas Educational Institutions dates back to 1861, when it had its

glorious beginning with its founder, the illustrious Rao Bahadur Bakshi Narasappa starting

Sarada Vilas “Patha Shala” to teach Sanskrit with the patronage of his Highness, the Late

Maharaja, Sri. Mummadi Krishnaraja Wodeyar. The primary objective was to open up the

doors of education to all those who wanted to study.

Sarada Vilas Educational Institutions has occupied a very significant and place in the

educational map of Karnataka and it is one of the prestigious and oldest educational

institutions in South India. It has made a significant contribution for the development of

education and rendered valuable services to the students in shaping their destinies. Thousands

who have had their education in our institution are occupying prestigious positions and are

serving the society. The institution has a team of well qualified faculty who frame the

backbone of the institution.

The following institutions come under the umbrella of Sarada Vilas Educational

Institutions.

• Sarada Vilas Higher Primary School

• Sarada Vilas Boy’s High School

• Sarada Vilas Girl’s High School

• Sarada Vilas Pre University College

• Sarada Vilas Science College

• Sarada Vilas Law College

• Sarada Vilas Pharmacy College (B. Pharma)

• Sarada Vilas Pharmacy College (D. Pharma)

• SARADA VILAS TEACHERS COLLEGE

Sarada Vilas Teachers College, an off-shoot of Sarada Vilas Educational Institutions,

came to existence in 1963, as a result of the mystical foresight of the managing body of that



time and the creative genius of the then honorable President, Late Rao Bahadur Ramaswamy

and the then Honorary Secretary, Late T.Venkataramanaiah.

The college had a humble beginning with five teachers, about 50 students, two rooms

and scanty furniture. Besides all odds and constraints, the dedicated managing committee and

the faculty carried the college in a progressive path with their untiring and effort and

enthusiasm. The Grant-in-aid was extended to the college from 1967 by the department of

Public Instruction, Government of Karnataka. The grant of permanent affiliation with an

intake of 100 students was granted to the college by the University of Mysore in the year

1972. The college was recognized under 2(f) and 12(b) of the UGC in 1966. Concurrently the

college was shifted to new premises to accommodate 100 students. Library, laboratory and

other essential academic requirements were strengthened to meet the needs of the students.

Both the teaching and the non-teaching staff were fully recruited in accordance with the

norms of University of Mysore and Government of Karnataka. In 1991 the college was

housed in its own separate building with upgraded infrastructural facilities. At present the

college is imparting teacher training to one hundred students every year. The college has

experienced, well trained and efficient staff and also administrative staff in accordance with

the norms University of Mysore and Government of Karnataka as well as NCTE.

Recently the college has celebrated the Golden Jubilee, “Suvarna Sambhrama” after

successful completion of 50 years. All the facets of the Institution are taken care for further

development and extension to become an ideal institution.



1. EXECUTIVE SUMMARY

CRITERION I: CURRICULAR ASPECTS

Sarada Vilas Teachers College was established in1963 by the prestigious Sarada Vilas

Educational Institutions. This is one of the oldest colleges of education in Mysore. The

institution has attained a good name through its sustained efforts towards excellence.

Sarada Vilas Teachers College is affiliated to the University of Mysore. It follows

admission rules, regulations and syllabus framed by University of Mysore. Choice Based

Credit System (CBCS) and Continuous Assessment & Grading Pattern (CAGP) was

introduced during 2010-11. Our faculties were involved in the preparation of curriculum for

different courses in the B.Ed programme. Principal is the member of BOS in Education. A

workshop was held in our college for framing the syllabus of the new pattern. Faculties from

our college were involved in revising the curriculum in various subjects. Faculty have access

to various educational organizations like Karnataka State Open University (KSOU), Indira

Gandhi national Open University (IGNOU), District Institute Education and Training (DIET)

and Department of Public Instruction (DPI).

The academic activities of the college not only reflect on the syllabus but also on the

values essential for both individual and social development which contribute to national

development ultimately. Different courses prescribed and activities organized in the college

are to attain the vision, mission and objectives of the institution.

Since 1992 the college has opened study centre for Karnataka State Open University

(KSOU) previously called by the name Institute for Correspondence Course & Continuing

Education (ICC & CE).

When our institution was planning to have NAAC visit the Principal along with

Coordinator discussed various aspects both academic and non academic, pooled the ideas and

made a collective effort towards excellence.



CRITERION II: TEACHING-LEARNING AND EVALUATION

Admission process is transparent, with announcement in notice board, publicity in

newspaper and also online. The intake capacity being 100, the Government of Karnataka

allots 75 students and the remaining 25 by the college management. Government rules of

selection on merit as well as reservations are strictly adhered to.

There is an induction programme at the beginning of the academic year which

provides information about the nature of the course, term work, internal assessment pattern

and tests.

The Principal and faculty meet to discuss and prepare calendar of events.

Subsequently, the staff meets to discuss the plan of action for office and support staff. The

college encourages teaching and learning with the involvement of faculty and pupil teachers.

The infrastructure in the college is made use of to the maximum extent. The library facility

helps student trainees in the collection of information to write assignments, prepare projects,

present tutorials and for individual learning. There are group activities to encourage co-

operative learning. The OHP and LCD projectors are made use of to transact in the class. The

student evaluation is carried out by providing constructive feedback with the specific criteria

to evaluate.

The institution has recorded noteworthy results at the university level examination

throughout. The management of the college continuously encourages the faculty in pursuing

higher studies and research. Teacher educators have publications in recognized journals.

Active parent teacher association and alumni association provide worthy feedback and help

us to improve in our endeavors.

CRITERION III: RESEARCH, CONSULTANCY AND EXTENSION

The college has enlightened faculty, four of them with doctorate degree and one more

enrolled for Ph.D. They have published books, written articles in the leading magazines and

journals. They have prepared power point presentations by making use of ICT- related

instructional materials. The faculty is keen on extension activities to the benefit of the local

community.

CRITERION IV: INFRASTRUCTURE AND LEARNING RESOURCES

Sarada Vilas Teachers College is situated in Krishnamurthypuram, Mysore along with

other seven sister institutions within a serene campus. The college has all the necessary

infrastructure like Principal’s chamber, office, individual staff rooms, classrooms, seminar

hall, spacious library, computer laboratory and psychology laboratory, ladies rest room,

canteen, sports ground and vehicle parking area.



CRITERION V: STUDENT SUPPORT AND PROGRESSION

The college supports students in all their endeavors- studies as well as sports without

any discrimination of their background, gender or creed. The college prospectus gives them

information about the college and the course. Students are provided with guidance about their

staff, college infrastructure, fellow students, government and other scholarships, different

activities in the college and campus on the first day get together /at home function. They are

treated with care and proper counseling is provided to each student. Mentor system helps

many of them to improve their performance. Campus selection and placements are provided.

Varieties of cultural activities, sports are conducted in the college in addition to

regular assembly and classroom teaching for all-round personality development of students.

The college annual magazine “BHARATHI” provides focus on the literary acumen of students.

Various student committees organize different activities, which include literary,

cultural, sports, magazine SUPW and community living camp committees. Every pupil

teacher gets involved in the activities of the committees. Talents day brings out the talents of

pupil teachers.

CRITERION VI: GOVERNANCE AND LEADERSHIP

The management of Sarada Vilas Educational Institutions joins hands with the

principal and looks into the activities of the institution. Management arranges regular

meetings with the heads of institutions to discuss and decide important issues and this is

made known to the staff.

Staff meetings are held to decide the academic and other activities of the college and

responsibilities are delegated to the members of faculty to enable efficient execution.

CRITERION VII: INNOVATIVE PRACTICES

The college has been practicing many innovative programmes since its inception like

bringing out manuscript magazines, wall papers and annual magazine, “Bharathi.” Many

special lectures and visits are arranged. The day starts with assembly, prayer, guruvandana

and thought for the day. The college keeps striving towards excellence by being open to new

and innovative programmes. It gives sufficient freedom for the heads of institutions and

members of faculty to perform their duties. It involves the faculty and staff in taking

decisions. The institution has a stated purpose, vision, mission and values. Members of

faculty are encouraged to grow professionally by participating in different programmes,

conferences and seminars. The principal plans and prepares the academic activities of the

entire year prior to the opening of classes. Then, based on the calendar of events, principal



delegates and supervises the work of the faculty and staff. There will be exchange of views

and opinion.

There are regular staffs meeting which promote mutual respect, cooperation and

understanding. Different committees take care of different areas and their activities are

documented. The academic and administrative organizations go hand in hand for the smooth

conduct of the college programmes. The institution collaborates with other department for

efficiency in overall programmes. The departments are DIET,CTE, UOM, UGC, KSOU and

other local agencies. The feedback from various stake holders are analyzed and genuine one

are considered. There is management information system to convey about institutional

activities to the management. The proceedings of meetings are made known to staff.


Many innovative programmes mark the effort of the college towards excellence. SWOT Analysis

Strengths

•Supportive & encouraging management.

•Senior, experienced faculty with PhD degree.

• . Innovative student support activities.

•Healthy, cooperative•work-culture.• Improved placement

services to student trainees.

•50 years of academically & culturally rich tradition of the Institution.

•Granting of UGC funds.•Consistently Commendable

Annual results.•Use of ICT in teaching –

learning & administration process.

•Promotion of values.

Weaknesses

•Retirement of experienced teaching & non-teaching staff.

•Student trainees not being able to communicate fluently in English.

•Lack of synchronization of calendars of schools and our college.

•Need for technician to handle modern gadgets

•-Need for clerical staff.

Opportunities

•Responsibility of being teacher educators.

•Developing organizational ability among pupil teachers.

•Professional growth•Development of human

resources.•Execution of responsible

leadership.•Progressive thinking

coupled with cooperation and an ambition to reach the BEST, HIGHEST level of achievement.

Threats

•Vacant posts.•Arrangement of schools for

practice teaching.•Rapid increase in B.Ed

colleges in Mysore •Creating enlightenment

among pupil teachers.•Changing Rules &

Regulations accompanied by lack of orientation



A(ii). PROFILE OF THE INSTITUTION

1. Name and address of the Institution: Sarada Vilas Teachers College,

Krishnamurthypuram, Mysore- 570004

2. Website URL: www. svtc.mysore.org

3. For communication:

Name Mob.No. Email.id Residence

Dr.P.S.Suresh

Principal-in-charge 9448084556 [email protected] 0821-2361023

Dr.Leela.K.S.

Self-Appraisal Coordinator 9901245028 [email protected] 0821-2489893

4. Location of the Institution: Urban

5. Campus area in acres: 40897.65 mtrs

6. Is it a recognised minority institution?

7. Date of establishment of the institution:

8. University to which the institution is affiliated: University of Mysore.

9. Details of UGC recognition under sections 2(f) and 12(b) of the UGC Act:

10. Type of the institution

a. By funding

i. Government

ii. Grant-in –aid

iii Constituent

iv. Self financed

v. Any other

0 8 1 9 6 3

0 8 1 9 6 5

No

ü



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:

Sl.No. Level Programme Entry Qualification

Nature of award

Duration Medium of Instruction

1 Secondary/Senior Secondary B.Ed B.Sc , B.A. or

B.Com

Bachelor of

education

10 months

English &

Kannada

13. Give details of NCTE recognition (for each programme)

Level Programme Order No. & Date Valid up to Sanctioned intake

Sr. Secondary B.Ed 01-07-96 Renewed annually 100

ü

ü



B. Criterion wise inputs

Criterion I: Curricular Aspects

1. Does the institution have a stated

Vision Yes Yes Mission Yes Values Yes Objectives Yes

2. a] Does the institution offer self-financed programmes? No a] How many programmes b] Fee charged per programme 3. Medium of instruction 4. Are there programmes with semester system? Yes

5. Is the institution representing /participating in the curriculum development /revision processes of

the regulatory body? Yes If yes, how many faculties are on the various curriculum development /vision committees / boards of universities / regulating authority?

6. Number of methods / Elective options (Programme wise) B. Ed Methods Electives

--

ü

ü

ü

ü

ü

Kannada & English

ü

ü

06

08

01

03



7. Are there programmes offered in modular form?

No

8. Are there programmes where assessment of teachers by the students has been introduced? Yes Are there programmes with faculty exchange/ visiting faculty? Yes 9. Is there any mechanism to obtain feedback on the curricular aspects from the

Heads of practice teaching schools? Yes

Academic peers Yes

Alumni Yes

Students Yes

Employers No

10. How long does it take to introduce a new programme within the existing system? 11. Has the institution introduced any new courses in teacher education during the last three years?

No 12. Are there courses in which major syllabus revision was done during the last five years? Yes Number 13. Does the institution develop and deploy action plans for effective implementation of the curriculum?

Yes

ü

ü

ü

ü

ü

ü

ü

ü

3 months

ü

ü

02

ü



14. Does the institution encourage the faculty to prepare course outlines?

Yes

15. Any other (specify)

ü



Criterion II

Teaching-learning and Evaluation

1. How are students selected for admission into various courses?

A. Through an entrance test developed by the institution

B. Common entrance test conducted by university/Government

C. Through an interview

D. Entrance test and interview

E. Merit at the qualifying examination

F. Any other (specify)

(If more than one method is followed, kindly specify the weightages)

2. Furnish the following information (for the previous academic year):

a) Date of start of academic year 27-01-2014 12-01-2015 (present year)

b) Date of last admission 26-02-2014 10-02-2015

c) Date of closing of academic year Nov-2014 Nov-2015 d) Total teaching 42 weeks e) Total working days (210 minimum days)

3. Total numbers of students admitted 94 (2013-14)—99 (2014-15)

Programme- 2013-14 Number of students Reserved Open

M F Total M F Total M F Total

B.Ed 2013-14 27 69 96 01 17 18 26 52 78

Programme -2014-15

B ED

M F Total M F Total M F Total

24 75 99 10 17 22 14 63 77

4. Are there any overseas students? If yes, how many?

Yes No ü

ü



5. What is the ‘unit cost’ of teacher education programme? (Unit cost = total annual recurring expenditure divided by the number of students /trainees enrolled).

a) Unit cost excluding salary component B.Ed

b) Unit cost including salary component B.Ed

(Please provide the unit cost for each of the programme offered by the institution as detailed at item 12 of profile of the institution)

6. Highest and lowest percentage of marks at the qualifying examination considered for admission

during the previous academic session

Programmes Open Reserved

Highest Lowest Highest Lowest

B.Ed No limit Minimum 50% No limit Minimum 45%

7. Is there a provision for assessing students’ knowledge and skills for the programme (after

admission)?

8. Does the institution develop its academic calendar?

9. Time allotted in percentage

11437= 00

11437= 00

Yes ü No

Yes ü No

Programmes Theory Practice teaching Practicum

B.Ed 74% 26%



10. Pre-practice teaching at the institution

a) Number of pre-practice teaching days

Simulated/micro-teaching/ any other

(Demonstration/team teaching)

b) Minimum number of pre-practice teaching

Lessons given by each student

11. Practice teaching at school

a) Number of schools identified for practice teaching

b) Total number of practice teaching days

c) Minimum number of practice teaching lessons given

by each student

12. Is the scheme of evaluation made known to students at the beginning of the academic session?

13. Does the institution provide for continuous evaluation?

Weightage in percentage given to internal and external evaluation

Programmes Internal External B.Ed 40% 60%

14. Examinations

a) Number of sessional tests held for each paper PER SEMESTER

b) Number of assignments for each paper

2 6

1 4

1 4

4 5

2 6

Yes ü No

Yes ü No

0 2

0 2



15. Access to ICT (Information and communication technology) and technology.

ICT &Technology Yes No Computers ü Internet ü Intranet ü Software/Courseware(CDs) ü Audio resources ü Video resources ü Teaching aids and other related materials

ü

Any other ü

16. Are there course with ICT enabled teaching learning Process?

17. Does the institution offer computer science as a subject? If yes, is it offered as a compulsory or optional paper?

18. Any other (specify)

Criterion III

Yes ü No Number 06

Yes ü No

Compulsory Optional ü



Research, consultancy and Extension 1. Number of teachers with Ph. D and their percentage to the total faculty strength

2. Does the institution have on-going research projects?

Funding agency Amount Duration(years) Collaboration, if any

----

---NIL---

---

---

3. Number of completed research projects during last three years.

4. How does the institution motivate its teachers to take up research in education?

(Mark for positive response and X for negative response) Ø Teachers are given study leave

Ø Teachers are provided with seed money

Ø Adjustment in teaching schedule

Ø Providing secretarial support and other facilities

Ø Any other specify

5. Does the institution provide financial support to research scholars?

6. Number of research degree awarded during the last 5 years.

a. Ph.d

b. M. Phill Nil

7. Does the institution support student research projects (UG & PG)?

8. Publications (last five years)

Yes No Number

Internationals journals 01

Number 4 8 57%

0

ü

X

ü

ü

Yes No ü

03

Yes ü No



National journals – Referred papers - Non referred papers

Academic articles in reputed magazines/news papers ü 35

Books ü 18

Any other(specify)

9. Are there awards, recognition, patents etc received by the faculty?

10. Number of research paper presented by the faculty and students (during last five years):

Faculty Students Ø National seminars

Ø International seminars

Ø Any other academic forum

11. What type of instructional materials have been developed by the institution? (Mark’ ’ for Yes and ‘X’ for No) Ø Self-instructional materials Ø Print materials Ø Non- print materials (eg: teaching Aids/audio-visual,

Multimedia, etc.) Ø Digitalised(Computer and instruction materials) Ø Question bank Ø Any other

12. Does the institution have a designated person for extension activities?

If yes, indicates the nature of the post.

Full-time Part-time

13. Are there NSS and NCC programme in the institution?

14. Are there any outreach programmes provided by the institution? If yes, give details – 3.5 of part II

15. Number of other curricular/co-curricular meets organized by other academic agencies/NGOs

Yes No ü

16 -

07 -

08 01

ü

ü

ü

ü

ü

Yes No ü

Yes No ü

Yes No

05



on campus

16. Does the institution provide consultancy services? In case of paid consultancy what is the net amount generated during last 3 years. Consultancy is done on an honorary basis.

17. Does the institution have networking/linkage with other institutions/organisational bodies?

Criterion – IV Infrastructure and Learning Resources

Yes ü No

Local level ü

State level ü

National level ü International level -



1. Built-up Area in -1,226 sq. mts.) 2. Are the following laboratories been established as per NCTE Norms?

a)

Methods laboratory

Yes

No -

b)

Psychology laboratory Yes ü No -

c)

Science Laboratory(s) Yes ü No -

d)

Education Technology laboratory Yes ü No -

e)

Computer laboratory Yes ü No -

f)

Workshop for preparing teaching aids Yes No -

3. Has the institution developed computer-aided learning packages? 4. What is the Budget allotted for computers (purchase and maintenance) during the previous

academic year?

5. What is the Amount spent on maintenance of computer facilities during the previous academic

year?

.

6 What is the Amount spent on maintenance and upgrading of laboratory facilities during the

previous academic year?

Yes No ü Year Amount

2013-14 Nil

Year Amount

2013-14 7,748/-

2014-15 12000/-



. 7. What is the Budget allocated for campus expansion (building) and upkeep for the current

academic session/financial year? Budget given for 60 lakhs to UGC (Library and laboratory)

8. Has the institution developed computer-aided learning packages? Yes

9. Total number of posts sanctioned

10 Total number of posts vacant 11. a. Number of regular and permanent teachers

(Gender-wise) Open Reserved

M F M F Lecturers 01 01 01 Associate Professors

02

Professors ---- -- -- --

b. Number of temporary/ad-hoc/part-time teachers (Gender-wise)

(Gender-wise) Open Reserved M F M F

Year Amount

2013-14 23.000/-

2014-15 25000/-

Open Reserved M F M F Teaching 02 01 01 01 Non-teaching 01 - 04 -

Teaching faculty 03

Non teaching 09



Lecturers 01 01 01 Readers - Professors

c. Number of teachers from same state

Teachers from

same state 07 Other states

Nil

12 Teacher student ratio (program-wise) -12:1

13. a. Non-teaching staff

(Gender-wise)

Open Reserved

M F M F Permanent - 05 - Temporary (Management full time staff)

01

b. Technical Assistants

M F M F Permanent - - - - Temporary - - - -

14. Ratio of Teaching – non-teaching staff

15. Amount spent on the salaries of teaching faculty during the previous academic session (%of total expenditure)

16. Is there an advisory committee for the library? Yes.

11:09

44.96%



17. Working hours of the Library -10-5pm

On working days 9.30 A.M.to 5P.M. without lunch break

On holidays 9.30 A.M.to 1.30 P.M.

During examinations 9 A.M.to 5.30 P.M. without lunch break

18. Does the library have an open access facility?

19. Total collection of the following in the library

20. Mention the total carpet area of the Library (in sq. mts.)

Seating capacity of the Reading room.

182sq.mts 55 Students

21. Status of automation of Library

Yet to intimate - Partially automated Yes

Yes ü No -

Books 22088 Textbooks 11942 Reference books 1672 Magazines 04 Journals subscribed 33 Indian journals 18 Foreign journals 01 Peer reviewed journals - Back volumes of journals Yes E-information resources - Online journals/e-journals - CDs/ DVDs 108 Databases - Video Cassettes 59 Audio Cassettes 39 Dissertation -



Fully automated -

22. Which of the following services/facilities are provided in the library?

Circulation ü Clipping ü Bibliographic compilation ü Reference ü Information display and notification ü Book Bank ü Photocopying ü Computer and Printer ü Internet ü Online access facility ü Inter-library borrowing ü Power back up ü User orientation /information literacy ü Any other (please specify and indicate)

1. Reservation of books for needy pupil teachers on a priority basis.

2. Lending reference books to pupil teachers for overnight in case of urgency.

23. Are students allowed to retain books for examinations?

Yes ü No -

24. Furnish information on the following

Average number of books issued/returned per day 60 to 178 Maximum number of days books are

permitted to be retained

by students 15 days

by faculty As per their need Maximum number of books permitted

for issue by students

04

by faculty 25 Average number of users who visited/consulted per month

800 to 1200

Ratio of library books (excluding textbooks and book bank Facility) to the number of students enrolled

110:1

25. What is the percentage of library budget in relation to total budget of the institution?

3%



26. Provide the number of books/ journals/ periodicals that have been added to the library

during the last three years and their cost.

2011-12 2012-13 2013-14

Number Total cost (in Rs.)



Text books 248 42122.00 154 15975.00 83 13731.75 Other books - - - - - -

Journals/ periodical 12 4218.00 14 5864 07 3788.00

Any others specify & indicate.(news paper)

04

5.561-

04 6.139 04 6394



Criterion – V Student Support and Progression

1. Programme wise “dropout rate” for the last three batches

Programmes 2010-11 2011-12 2012-13

B.Ed. 03 02 07

2. Does the Institution have the tutor-ward/or any similar mentoring system?

Yes ü No -

If yes, how many students are under the care of a mentor/ tutor

15

3. Does the institution offer Remedial instruction?

Yes ü No

4. Does the institution offer Bridge courses?

Yes ü No

5. Examination Results during past three years (provide year wise data)

Particulars I yr II yr III yr 2010-11 2011-2012 2012-13 2013-14

Pass percentage 100% 100% 100% Number of first

classes GRADE

SYSTEM GRADE

SYSTEM GRADE

SYSTEM Number of distinctions

Grade system Grade system Grade system

Exemplary performances

(Gold Medal and university ranks)

--

_

_

6. Number of students who have passed competitive examinations during the last three years

(provide year wise data)

Particulars I Year II Year III Year 2011-12 2012-13 2013-14



NET 4 5 7 SLET / SET 4 3 6 Any other specify and indicate TET (Teacher Eligibility Test)

6

7. Mention the number of students who have received financial Aid during the past three

years.

Financial Aid I Year II Year III Year

2010-11 2011-12 2012-13 Merit Scholarship 2 28 30 Merit-cum-means scholarship

32 30 34

Fee concession 64 62 58 Loan facilities 3 2 2

8 . Is there a Health Centre available in the campus of the institution?

Yes ü No

9 . Does the institution provide Residential accommodation for?

Faculty Yes - No ü Non Teaching Staff

Yes - No ü

10. Does the institution provide Hostel facility for its students?

Yes - No ü

11. Does the institution provide indoor and outdoor sports facilities?

Sports Fields

Yes No ü

Indoor Sports Facilities

Yes No ü

Gymnasium Yes - No ü



Sports fields Yes ü No

Indoor sports

facilities Yes ü No

Gymnasium Yes No ü

12. Availability of rest rooms for Women

Yes ü No -

13. Availability of rest rooms for men

Yes No ü

14. Is there transport facility available?

15. Does the Institution obtain feedback from students on their campus experience?

Yes ü No -

16. 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 ü - 1 ü - 4 Inter-university - - - - - - National - - - - - -

17. Give details of the participation of students during the past year at the university, state,

regional, national and international sports meets.

Yes No ü

Particulars Participation of students (Numbers)

Outcome (Medal achievers)

State - - Regional - - National - - International - -



18. Does the institution have an active Alumni Association?

Yes ü No -

If yes, give the year of establishment

19. Does the institution have a Student Association/Council?

Yes ü No -

20. Does the institution regularly publish a college magazine?

Yes ü No -

21. Does the institution publish its updated prospectus annually?

Yes ü No -

22. Give the details on the progression of the students to employment / further study (Give percentage) for last three years?

Programme 2010-11 2011-12 2012-13 Higher Studies 46 30 15 Employment (Total) 20 24 32 Teaching 16 20 25 Non-Teaching 4 4 7

23. Is there a placement cell in the institution?

If yes, how many students were employed through placement cell during the past three years?

2010-11 2011-12 2012-13 2013-14

15 12 18 40

24. Does the institution provide the following guidance and counseling services to students?

Academic Guidance and Counselling Yes ü No -

Personal Counselling Yes ü No -

Career Counselling Yes ü No -

2005

Yes ü No -



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 meeting of Academic and administrative bodies: (last year)

Governing Body / Management 02

Staff council 10

IQAC / or any other similar body / committee 4 Internal Administrative bodies contributing to quality improvement of the institutional processes. (mention only for three most important bodies) IQAC Planning committee Purchase committee

4 2 2

3. What are the welfare schemes available for the teaching and non-teaching staff of the institution?

a. Loan facility Yes ü No - b. Medical assistance Yes No üc. Insurance Yes - No üd. Other (specify and indicate) FBF, EPF Yes ü No -

4. Number of career development programmes made available for non-teaching staff during the last three years.

2010-11 2011-12 2012-13 00 01 01

5. Furnish the following details for the past three years

a. Number of teachers who have availed the faculty improvement program of the

UGC/NCTE or any other recognized organization.

Orientation =1, Refresher = 1

b. Number of teachers who were sponsored for professional development programmes

by the institution

c. Number of faculty development programmes organized by the Institution:

National - - - International - - -



2010-11 2011-12 2012-13 - - -

d. Number of seminars/workshops/symposia on curricular development, teaching – learning, Assessment, etc. organized by the institution

2010-11 2011-12 2012-13 - - 01

e. Research development programmes attended by the faculty

2010-11 2011-12 2012-13 - - 01 YES

f. Invited/endowment lectures at the institution

2010-11 2011-12 2012-13 02 02 02

Any other areas (specify the programme and indicate)

2010-11 2011-12 2012-13 2013-14

- -

Add on programme in Sanskrit , Bridge course

in English

Add on programme in Sanskrit & Bridge course in

English& Teacher Eligibility Test

6. How does the institution monitor the performance of the teaching and non-teaching staff?

a. Self-appraisal Yes No ü

b. Student assessment of faculty performance Yes ü No -

c. Expert assessment of faculty performance Yes - No ü

d. Combination of one or more of the above Yes ü No

e. Any other (specify and indicate) Yes - No -

7. Are the faculty assigned additional administrative work?

Yes ü No -

If yes, given the number of hours spent by the faculty per week

2 hours



8. Provide the income received under various heads of the account by the institution for previous academic session

Year 2013-14 2014-15

Grant-in-aid 77,37,757

fees 4,62,127 2,66,544

donation _ _

Self_funded cources

Any other(specify and indicate) _ _

Management contribution _ _

UGC grant 7,82,767 8,11,501

9 Expenditure statement (for last two years)

Year 2013-2014 2014-15 Total Sanction Budget 7,49,868 6,74,999 % spent on the salary of faculty 6,13,929 5,56,629 % spent on the salary of non-teaching employees

1,35,939 1,18,370

%spent on the books and journals 24,193 % spent on developmental activities (expansion of building)

% spent on telephone, electricity and water 33,827 % spent on maintenance of building, sports facilities, hostels, residential complex and student amenities, etc.

7,200

% spent on maintenance of equipment, teaching aids, contingency etc.

23,000

% spent on travel Any other (specify and indicate) Total expenditure incurred

10. Specify the institutions surplus/deficit budget during the last three years?

(Specify the amount in the applicable boxes given below)

Surplus in Rs. Deficit in Rs. 2010-11 - - 2011-12 - - 2012-13 - -

11. Is there an internal financial audit mechanism?

Yes ü No -



12 Is there an external financial audit mechanism?

Yes ü No -

13 ICT/Technology supported activities/units of the institution:

Administration Yes ü No - Finance Yes ü No - Student Records Yes ü - No - Career Counseling

Yes - No -

Aptitude testing Yes - No - Examinations/Evaluation/Assessment

Yes ü No -

Library Yes - No - Any other (specify and indicate)

- - - -

14 Does the institution have an efficient internal Co-coordinating and monitoring mechanism?

Yes ü √ No -

15 Does the institution have an inbuilt mechanism to check the work efficiency of the non-teaching staff?

Yes ü No -

16 Are all the decisions taken by the institution during the last three years approved by a

competent authority?

Yes ü No -

17. Does the institution have the freedom and resources to appoint and pay temporary/ad hoc/guest

teaching staff??

Yes ü No -

18. Is a grievance redressal mechanism in vogue in the institution?

a. For teachers No

b. For students Yes

c. For non-teaching No



19. Are there any ongoing legal disputes pertaining to the institution?

Yes - No ü

20. Has the institution adopted any mechanism /process for internal academic audit/quality checks?

Yes ü No

20. Has the institution adopted any mechanism /process for internal academic audit/quality checks?

Yes ü No -



Criterion – VII Innovative Practices

1. Does the institution has an established Internal Quality Assurance Mechanisms?

Yes ü No -

2. Do students participate in the Quality Enhancement of the Institution?

Yes ü No -

3. What is the percentage of the following student categories in the institution?

Category Men % Women % a SC 09 9.27 09 9.27 b ST 01 1.03 00 0 c OBC 07 7.21 34 35.05

d Physically challenged

00 00 00 00

e General Category

09 9.27 25 25.77

f Rural 26 26.80 45 46.39 g Urban 02 2.06 24 24.74

Any other ( specify)

4. What is the percentage of the staff in the following category?

Category Teaching staff

% Non-teaching staff

%

a SC 02 28.57 03 57.14 b ST 00 00 01 14,28 c OBC 00 00 01 14.28 d Women 00 00 00 00

e Physically challenged 00

00 00

00

f General Category

03 57.14 00 00

g Any other ( specify) 00 00 00 00



5. What is the percentage incremental academic growth of the students for the last two batches?

YEAR 2012-13 2013-14 Category At Admission On completion of the course Batch I Batch II Batch I Batch II SC 13 15 ST 08 03 OBC 52 50 Physically challenged

General Category

21 28

Rural Urban Any other ( specify)



Criterion I:

CRITERION I:

CURRICULAR ASPECTS



CURRICULAR ASPECTS

1.1 Curricular Design and Development

1.1.1 State the objectives of the institution and the 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.) “Vidya Viveka Janani” (Education is the mother of Wisdom) is the motto of Sarada Vilas

Educational Institutions. Institution is committed to the cause of empowerment of youth

through imparting quality education which instils serenity- the wisdom to distinguish

between the right and wrong. Throughout its history of five decades, it has always tried to

instil enlightenment among students.

Our mission and goal is to ensure total quality and suitable personality development

and to meet the challenges in the field of education. Our mission is to bring out teachers who

are socially sensitive and those who reciprocate to issues in the society and have a

humanitarian consideration for their fellow human beings.

Institution believes that the three domains- cognitive, affective and psychomotor or

conative of the teacher have to be developed. Generally, the cognitive and conative domains

are taken care of during the usual training. Hence our institution has considered the

development of affective domain as its central vision. For that it has given more prominence

to cultural education and human engineering.

The Institution’s purpose, vision, mission and values are made known to the different

stakeholders by various means. Some of them are:

• Logo of the institution is printed on all the published materials of the institution like

invitations, booklets etc.

• Pupil teachers are briefed about the history and goals of the institution during the ‘warm

welcome session’ on the first day in the beginning of the new academic year.

Sarada Vilas Teachers College targets at attaining the following aims in the duration of B. Ed course.

The intellectual aims:

• To promote logical thinking and positive attitude.



• To foster creative thinking.

• To develop critical thinking.

• To develop organizational ability.

The academic aims:

• To enable pupil teachers to be well-versed in skills necessary for teaching.

• To make pupil teachers realize their hidden talents and utilize them in

curricular and co-curricular activities.

Objectives of Training:

• . To provide firsthand experience of teaching to pupil teachers.

• To develop essential competencies required for a teacher.

Objective of Access to the Disadvantaged:

• To create an impartial, unbiased outlook towards the disadvantaged by

treating pupil teachers without any preconceived notion.

Objective of Equity:

• To provide equal opportunities to pupil teachers irrespective of their gender

and physical, economic, racial and educational considerations.

Objective of Self development:

• To make them realize the need for self development by assessing their

performance in activities and offering constructive criticism to them.

• Developing leadership qualities among teacher trainees.

• Enhancing the skill of communication of teacher trainee.

Community and National Development:

• To enable them to develop the ability to adjust themselves to different type of

environment and cooperate with community

• To them participate in social service activities.

• To promote National Integration and International understanding.

Objective of Issue of ecology and environment:

§ To develop among the student teachers an awareness ecological conservation.

Objective of Value Orientation:



• To lay the foundation for basic and professional values through curricular

and co-curricular activities.

Objective of Employment:

• To equip pupil teachers with essential teaching competencies and thus

preparing them for suitable employment

Objective of Global trends and demands:

• To produce would-be teachers with updated knowledge and enhanced level

of training of essential skills.

• Sensitizing teacher trainees to the subtleties of social changes.

1.1.2 Specify the various steps in the curricular development processes. (Need

assessment, development of information database pertaining to the feedback

from faculty, students, alumni, employers and academic experts, and

formalizing the decisions in statutory academic bodies).

• The college is affiliated to University of Mysore.

• At present Choice Based Credit System (CBCS) & Continuous assessment

& Grading Pattern (CAGP) with two semesters is being followed.

• The restructured curriculum is finalized in the Board Of Studies with a

panel of experts.

• University of Mysore seeks the approval of BOS in Education for the

finalization of curriculum.

• Finalized curriculum is followed by the teacher training institutions which

come under the purview of Mysore University.

• Many of our senior teaching faculties are involved in framing the curriculum

of the recently introduced CBCS & CAGP curriculum

A workshop was organised in our institution for the reframing of the syllabus in

collaboration of university of Mysore and all the faculty were involved in the restructuring of

the curriculum in 2011.Our previous principal was the resource person and also a member of

syndicate.



Institution has an elaborate system of getting feedback from different

stakeholders. The feedback is used for need assessment and to develop information database.

But this data is mainly used to bring in changes in the academic programmes of the institution

with its limitations and freedom. However, this information is carried to the appropriate

statutory bodies whenever our teaching staff is member to such bodies. Our institution is

proud about in proclaiming that it headed the revision of curriculum of the present academic

session of the B.Ed. course.

Sources of Feedback: Regular feedback is obtained from different sources to bring about

qualitative improvement in our Institutional programmes. The feedback is obtained mainly

from five sources-

A. Schools

Practicing Schools: Feedback from the heads of the practicing schools is undertaken in the

following manner.

i. Before the actual Practice Teaching begins, a meeting of all the Head masters of all the practicing

Schools involved in the present year’s Practice Teaching programme is called. In this meeting,

Discussion is generated regarding Practice Teaching programme in their schools and the problems

encountered by them in this regard and their requirements like

∗ The maximum number of trainees can accommodate, (method and wisdom

wise)

∗ The general expectations from the college and trainees.

∗ About their specific requirements as far as the number of particular subject

Teacher Trainee they require.

∗ Arrangement of Demonstration Lessons in their schools.

∗ The facilities for Practice Teaching they can provide.

Based on this discussion, the general format and guiding principles of Practice

Teaching is drawn.

ii. During the Teaching Programme the feedback obtained at the school premises are

taken in following manner.



The Practice-in-teaching programme goes on for a period of 2 months. The teacher trainees are

grouped and attached to the chosen Practicing school for this period. Different lecturers are sent to

these schools to supervise their lessons. They get feedback in the following manner, through informal

meeting and supervisory talks with the Head Masters and teacher trainees, their subject competency,

regularity, preparation etc.

The registers maintained by the teacher trainees also give feedback to the college regarding the

process of practice teaching in each school. It also gives information regarding the various programs

conducted by the teacher trainees in the practicing schools.

The practice teaching in the school ends with a ‘valedictory function of teaching practice

session’. In this function the Headmaster and the senior teachers of the school give their impression.

This too acts as a feedback of improvement and assists in maintaining the rapport with the school

authorities..

After the Practice-in-teaching and Terminal Lessons are completed, all the Headmasters of

Practicing schools are called for the final meeting in the institution. In this meeting, the Headmasters

are requested to give concrete suggestions for the improvement of Practice Teaching program.

iii. Feedback through ‘ Feedback Format’

The Institution has devised a Feedback Format to obtain feedback from the Headmasters. The

Headmasters in consultation with senior teachers have to note down the appropriate

comments for each question given in the format.

Other Schools: Schools other than Practicing Schools are also a source of feedback for the

Institution.

a) Institution has links with many other schools of the area. This link has been established by

involving teachers of such schools in extension activities of the college. Their feedback is procured

through informal meetings. And also the feedback of teachers of a particular extensional activity

throws light on the general standard of the Institution.

b) Some of the Schools seek the assistance of our Institution for conducting Workshops,

Seminars, Enrichment program and Guidance etc. for the benefit of their teachers. Our teaching staff

participates in them as resource persons. On such occasions informal feedback opens up for us to

know our strengths and weakness.

c) Many schools have contact with us for procuring learning aids for their use. At the time of

mustering of these aids the possibility of informal feedback opens for us.

d) As the Institution has Placement Service, many schools avail the opportunity to recruit teachers.



B. Academic peers

Academic Peers (Education discipline): Regular feedback is obtained from Academic Peers

who are in close contact with the Institution. Academic peers who participate in different programs

conducted by the Institution have sufficient opportunities to know how the college is functioning.

Their opinions help us in viewing our Institution from the eyes of professionals.

Academic peers (Other disciplines): College has the rich tradition of inviting resource

persons and experts of other allied fields to expose students to varied experiences. They may belong

to the field of communication, literature, social work, creative art and any other basic subjects. Their

impression of working with our teaching staff and students is recorded in the visitor’s book, which

mirrors the quality of our efforts.

C. Teacher Trainees

Teacher Trainees of present batch: Students of present batch have ample occasions to

express their academic and administrative needs and problems to the respective teachers and

administrators for getting them fulfilled. Number of committees and associations in the college to

carry out different activities provides such opportunities for the students. One of the striking features

of the college is a free wallboard named ‘ Chitta Chittara’ which provides open and liberal space for

the students to air out their feelings about the proceedings of the college.

At the end of the course, teacher trainees evaluate the teaching staff on a ‘Lecturer Evaluation

Proforma’ and rank them in accordance to different criteria. The analysis of their teacher evaluation

helps to rectify the mistakes and to strengthen the effective ones.

Alumni: Alumni Association is trying to bring the old students of the college in contact with the

present students through various activities. Such interactive sessions also operate as the pointers to the

quality check of the institution.

D. Parents

Parent Teacher Association has been initiated in the college to strengthen the bond between

the community and the Institution. One of the objectives of this association is to procure the opinion

of the parents about the quality and to raise the level of the institution to that expectation.

E. Management

The management of Sarada Vilas Educational Institutions (SVEI) has a deep concern about

the qualitative improvement of the institution. Periodic informal meetings are held to assess and

guide the course of action taken by the college. The beginning and the end of each academic session

invariably have such meetings with the management in which the principal and other staff members

participate.



The analysis of all these feedbacks and the impressions obtained during interaction helps the

institution in identifying the needs of different stakeholders. This forms the basis for visualizing the

curricular changes which will be aired in the appropriate statutory academic bodies.

1.1.3 How are the global trends in teacher education reflected in the curriculum and existing courses modified to meet the emerging needs?

Common thrusts of the nation are included in the teacher education for understanding and

analysis. The renewed Choice Based Credit System [CBCS] & Continuous Assessment & Grading

Pattern [CAGP] prescribed University of Mysore has introduced many innovative topics in the

curriculum. The syllabus has introduced Computer Education, On-line Education and International

understanding and National concerns. Education and global trends is one of the major units of a

core paper ‘Education and national concerns.

GLOBAL TRENDS

Pupil teachers & teacher educators are encouraged to use

ICT.

An impartial,healthy,cosmopolitan atmosphere instils

confidence and motivation among pupil

teachers.

Special lectures, programmes are organised to create awareness about

the global community among pupil teachers.

College is following CBCS&CAGP pattern in

accordance with regulations of University of Mysore

CBCS & CAGP system is highly flexible to cater to the needs of

the growing demands of the recent times..

Global trends is reflected in subjects like Computer

Education,Multimedia & e-learning,Inclusive Education & International understanding.



1.1.4 How does the institution ensure that the curriculum bears some thrust on national issues like environment, value education and ICT?

1.1.5 How does the institution ensure that the curriculum bears some thrust on national issues like environment, value education and ICT? Yes, the institution uses ICT for transaction of curriculum.

Environment

•Pupil teachers plant saplings in practicing schools.

•Pupil teachers take care of the college garden.

•Vanamahotsava is conducted in institution.

•Useful plants like teak are planted in places where CLC is conducted.

•Eco -friendly attitude is developed through celebration of environment day.

•Some members of staff are involved in "Grahakara parishat.

Value Education

•College prayer & uniform develop the value of unison or integrity.

•Guruvandana instils the value of reverence appreciating positive aspects of teacher.

•Pupil teachers clean the college campus - this builds up a civic responsibility among them.

•Celebration of Teachers Day and National festivals creates a sense of respecting their elders.

Information andCommunication Technology

•Pupil teachers are made to use internet

•Teacher educators use ICT for transaction of curriculum.

•Pupil teachers are tuaght communication skills and sre given practicie.

•REcent,needed information about appointments,hostel facility and "earn while learn" opportunities are displayed on"Chittachittara" the college bulletin board.



1.1.6 Does the institution make use of ICT for curricular planning? If yes, give details. Yes, ICT is used to teach different curricular courses. Students use them for

planning their academic and co-curricular activities

Hard Core Paper I Power point presentation on topics like Meaning, definition of Education. Education as teaching, training, instruction, indoctrination. Education as initiation, self actualization, self realization. Social change and Modernization.

Hard Core Paper II and Hard Core Paper VI

Power point presentation on topics like Factors influencing Learning and Educational Statistics

Hard Core Paper III Power point presentation on topics like Micro teaching, School Management and Administration, School Records, Head Master and Teacher Function, Supervision and Time Table.

Soft Core Paper II Content cum Methodology of teaching English – Power point presentation on topics like Meaning and Nature of English, Importance of language, Objectives of teaching English, methods of teaching English, Content Analysis, Approaches of teaching English & Planning for teaching English and resources to teach English

1.2 Academic Flexibility

1.2.1 How does the institution attempt to provide experiences to the students so that teaching becomes a reflective practice?

The institution attempts to provide experiences to the students so that teaching

becomes a reflective practice by a variety of activities.

• Practice of verbal and non-verbal skills of communication, micro-teaching

skills, mini lessons, taking an active part in the different activities of college.



• Visiting schools and collecting information of the daily routine activities of

school and observing the classes of regular teachers lends them an insight into

the teacher behaviour and competencies

• Pupil teachers learn the art of reading, explaining, justifying their stand versus

criticism and many other skills when they get involved in seminars, tutorials.

• They get a firsthand experience of doing things and hands on experience in

practical sessions

1.2.2 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?

The institution provides 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 by the following:

• Pupil teachers are allowed to do take up responsibilities under different

committees and execute them. This makes them learn cooperation, sense of

duty and organisational skill and managerial skills.

• They take part in different indoor and outdoor games-this provides relaxation.

• Their inquisitive spirit is satisfied in the library and they enhance their level of

knowledge.

• They visit schools and learn and prepare themselves for the teaching

profession.

• Their creative acumen finds an expression in “Chittachittara”, manuscript

magazines, annual “college magazine “Bharathi”, and wall papers.

• They devlop the value of remembering the positive qualities of their previous

teachers in “Guruvandana”

• They take part in cleaning the campus in “”Swacchata””programme.



1.2.3 What value added courses have been introduced by the institution during the last three years which would for example: Develop communication skills (verbal & written), ICT skills, Life skills, Community orientation, Social responsibility etc?

• The value added courses have been introduced by the institution during the last

three years are

• Communication skills-both verbal & non verbal & their practice.

• Microteaching skills and their practice.

• Integration of micro skills and giving mini lessons.

• Practice of mini lessons which enhances their teaching ability.

• Mentor sessions where pupil teachers and teacher educators meet on a regular

basis and the rapport between them is strengthened.

• Visit to special schools and other teacher education institutions to bring out a

comparison thus creating a scope for improvement.

• Organising programmes on eye donation & blood donation and creating

awareness on environmental issues.

• Participation in the rallies e.g. Aids Day, Procession on “Vivekananda Jayanti” to

instil a sense on social responsibility.

• ICT skills: Using LCD projector, OHP, Power point presentation and the college

provides hands on experience in computers for each and every pupil teacher.

1.2.4 How does the institution ensure the inclusion of the following aspects in the

curriculum? i. Interdisciplinary/Multidisciplinary ii. Multi-skill development iii. Inclusive education iv. Practice teaching v. School experience / internship vi. Work experience /SUPW vii. Any other (specify and give details



•Pupil tachers are taught hard core & soft core subjects along with content

•Tutorials & Practicals are arranged.

•Tutorials & Practicals are arranged.

Interdisciplinary/Multidisciplinary

•Use of ICT.•Use of communication skill.

•Use of simple & correct language.•Development of social skills

•Skill of living together.

Multi skill develpoment.

•Visit to AIISH,special schools like school for retarded,deaf & dumb,school for the blind .

•Practicing the art of integration in scholls & catering to their needs.

Inclusive education

Practice teaching

School experience/Internship

The skills learnt,the art of speking,teaching learnt is in perfect coordination with the practice in teaching in the high schools.

Puil teachers learn while teacheing their students ,they lean how to organise functions ,how to cooperate with each other

and the way of seeing, observing and offerring healthy criticism.

Work experiencePupil teachers are taught to create ""useful from

waste","covers,baskets,flowers,dusters,files,book binding & such other arts.



1.3 Feedback on curriculum 1.3.1 How does the institution encourage feedback and communication from the Students, Alumni, Employers, Community, Academic peers and other stakeholders with reference to the curriculum?

Feedback and communication from Students, Alumni, Employers, Community,

Academic peers and other stakeholders with reference to the curriculum is received and

discussed with the staff and necessary corrections are made.

• Feedback is obtained through the Mentor System. Every Saturday when a Mentor meets their

group, she/he talks to students regarding their problem and difficulties and provides

appropriate guidance and counseling.

• Further at the end of the year Teacher Appraisal/Evaluation is conducted where students have

to evaluate the performance of the teaching staff on a ‘Teacher Evaluation Proforma’. The

observations recorded by the Teacher Trainees are analyzed and this acts as an effective

feedback for the lecturers to appraise and upgrade themselves.

• A general Suggestion box was maintained last year where in many students came forward to

drop suggestions to upgrade ourselves and the institution. Since it was found to be very

useful, this year it is being extended in all the departments.

• Alumni are either invited or are taken to class whenever they come to the institution to narrate

their experience and give valuable suggestions to the present batch of Teacher Trainees to

achieve better.

1.3.2: 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.

Mechanism for analysis

Data’s in the Students expectation and Teacher evaluation proforma are analyzed and the

possible changes will be brought to the notice of the relevant authorities.

Changes in the Curriculum

Mysore University has revised the B.Ed syllabus and has changed the regulations. The

regulations called University of Mysore regulations for Choice Based Credit System



[CBCS] and Continuous Assessment & Grading pattern[CAGP] for Bachelor Degree in

Education programme.

Measures for Quality sustenance and enhancement.

The proforma ‘Staff evaluation proforma’ developed by the institution is revised this

year. This has helped the students to assess their teachers in the mid course. This would

help the teachers to adapt to the immediate need of the trainees regarding curricular

transactions. Internal Quality Cell of the college sees to the enhancement of quality by

editing the question papers and making them error-free, prepares criteria for evaluation of

different assignments and test booklets.

1.3.3 What are the contributions of the institution to curriculum development? (Member of BoS/ sending timely suggestions, feedback, etc.)

Dr.P.S.Suresh

Member of Board Of Studies in Education.

Member in framing syllabus for Content Course in Geography.

Resource person for framing the model lesson plan using cognitive mapping.

Member of Board of Examination, KSOU

Dr,Leela.K.S.

Member in framing syllabus for Content Course in English.

Resource person for framing the model lesson plan using cognitive mapping in English.

Member in framing syllabus for Content Course in English.

Resource person for framing the model lesson plan using cognitive mapping in English.



1.4 Curriculum Update 1.4.1 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)

B.Ed course has undergone a major change in the curriculum since last five years. Mysore

University has revised the B.Ed syllabus and has changed the regulations. The regulations called

University of Mysore regulations for Choice Based Credit System [CBCS] and Continuous

Assessment & Grading pattern [CAGP] for Bachelor Degree in Education programme.

Courses Course Credit

Hard Core Course 20

Soft Core Course 10

Term work 08

Elective 02

Open Self Study 02 (extra Credits)

Hard Core Course 40 Credits

Table showing Semester wise distribution of credits & marks: I Semester

Sl.No. Course Title Credits Mid Semester Assessment

Semester/ Year end examination

Total marks

1 Hard Core I 4 50 50 100 2 Hard Core II 4 50 50 100 3 Hard Core III 4 50 50 100 4 Soft Core I 3 50 50 100 5 Soft Core II 3 50 50 100 6 Term work

(Pre Internship) 2 100 - 100

20 350 250 600



Table showing Semester wise distribution of credits & marks: Semester II

Sl.N

o.

Course Title Credits Mid Semester

Assessment

Semester/ Year end

examination

Total

marks

1 Hard Core IV 2 50 50 100

2 Hard Core V 3 50 50 100

3 Hard Core VI 3 50 50 100

4 Soft Core III 2 50 50 100

5 Soft Core IV 2 50 50 100

6 Elective 2 50 50 100

7 Term Work

(Internship in teaching I)

3 100 - 100

8 Term Work

(Internship in teaching II)

3 100 - 100

20 500 300 800

1.4.2 What are the strategies adopted by the institution for curriculum revision and update? (Need assessment, student input, feedback from practicing schools etc.)

Our college follows the regulations stipulated by University of Mysore.

- Institution follows the curriculum which framed by the university experts.

- At the institution level we make it relevant and appealing for the students.

- Institution contextualizes the curriculum.



1.5 Best Practices in curricular Aspects

1.5.1 What are the quality sustenance and quality enhancement measures undertaken

by the institution during the last five years in curricular aspects?

• Though the college follows the regulations of University of Mysore it tries its level best to enhance the quality by open minded endeavours.

• Interactive sessions are held in classroom while teaching. • In Tutorials pupil teachers are made to discuss and reflect upon some of the not-easy

to understand concepts. • Paper presentations are arranged on some chosen topics. • Special lectures, guest lectures are arranged on topics which are not easy to

understand. • Special visits are arranged so that pupil teachers feel the need of developing and

enlarging their outlook towards teaching. • Dramas are enacted involving maximum number of pupil teachers to make them

internalise the variety of feelings.

1.5.2 What innovations / best practices in ‘Curricular Aspects” have been planned/ implemented by the institution?

The innovations/best practice in ‘Curricular Aspects” have been planned/

implemented by the institution are as below:

Best Practice 1: Talk Fest

A series of special lectures by experts in the field are arranged about topics, issues

concerning teaching profession and the different subjects prescribed in the course.

Context: An examination oriented approach may not bring out the required level of

interest among the pupil teachers. This may create monotony and a lowered level of

motivation to understand the concepts or the spirit behind the concept.

Objectives:

• To provide an opportunity for learning beyond the syllabus.

• To enable them to develop open mindedness.

• To make them understand the concept in depth.

Obstacles:

• Shortage of time.

• Approach of Semester end examination.

• Difficulty in providing a slot in the course schedule.



Benefits:

• Pupil teachers learn a great deal more when the listen to a person who has a deviant approach to the topic.

• A widened outlook, anew frame of mind provides them a novel experience which remains fresh in their memory.

Best Practice 2:

Title of the practice: Unitization of syllabus

Context:

• The curriculum of B. Ed course is multi-disciplinary in approach-various Hard Core

and Soft Core subjects are introduced.

• Pupil teachers who have joined B.Ed course both graduates and postgraduates are not

able to clearly understand the nature of B.Ed course.

• The National Policy on Education 1986 and Programme of Action 1992 emphasise

bringing quality improvement in the institutions.

• Hence, there is need to maintain quality in the institution. A variety of activities are

the indicators of quality in an institution.

Objectives:

• To provide learning beyond the syllabus.

• To bring various potentialities.

• To provide concreteness in comprehension.

The Practice:

In order to provide variety of experiences following activities were in the institutions.

• The members of faculty handle different Hard Core and Soft Core subjects.

• There are three Hard Core subjects and eight Soft core subjects.

• Each member of faculty analyzed the entire syllabus as a whole and converted it into

meaningful, simple easy to understand concepts or units.



• The single unit was explained very briefly such that the pupil teacher finds it easy to

understand.

• The essence or crux of the entire syllabus thus is analysed into meaningful, point

blank units.

• A systematic, meaningful order of these concepts framed by teacher educators make

the pupil teacher understand quickly and also effectively.

Obstacles:

• Time constraint.

• Student participation.

Impact:

• The programme made effort to enhance to fund of information in student trainees.

• It encouraged student trainees develop better understanding of concepts as a

meaningful whole.

• Pupil teachers thus understand that the syllabus constitutes systematic integration of

many meaningful concepts

Resources:

• All the resource persons who have a fund of information.

Contact person: Dr.S.Suresh

Best Practice 3:

Title of the practice: Implementation of ICT

Context:

• The curriculum of B. Ed course involves many situations wherein pupil teachers have

to use ICT.

• Many pupil teachers are not conversant with the use of computers.

Objectives:

• To provide learning beyond the syllabus.

• To develop the potentiality of using ICT.

• To be able to develop computer generated lessons and lesson plans. .



The Practice:

In order to provide variety of experiences following activities were in the institutions.

• The members of faculty dealing with different Hard Core and Soft Core subjects use

ICT.

• The single unit was explained very briefly in power point presentation such that the

pupil teacher finds it easy to understand.

Obstacles:


• Student participation.

Impact:

• The presentations made effort to enhance to fund of information among pupil

teachers.

• It encouraged student trainees develop better and easy understanding of concepts as a

meaningful whole.

Resources:

• All the resource persons who develop presentations.

Contact person: Dr. H. N. Vishwanath.



Additional information

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?

Sl.

No.

Observations made by NAAC Action taken by the college

1. Faculty should obtain PhD degree

Three more members of faculty have

obtained Ph.D Degree after the previous

NAAC visit. One more has enrolled for

research in Education.

2 College may start M.Ed , M.Phil

and PhD programs.

The management of Sarada Vilas

Educational Institutions has taken

permission from University for M.Ed

programme. University of Mysore will grant

permission for Ph.D programme if post

graduate programme in education is

conducted in the college.

3 College prospectus should be

updated

College prospectus is updated with

information about the newly introduced

CBCS & CAGP pattern prescribed by

University of Mysore.



CRITERION II:

TEACHING, LEARNING AND

EVALUATION



CRITERION II: Teaching, LEARNING AND EVALUATION

2.1 Admission Process and Student Profile 2.1.1 Give details of the admission processes and admission policy (criteria for admission adherence to the decisions of the regulatory bodies, equity, access, transparency, etc.) of the institution. Selection of Teacher Trainees for admission into B.Ed course

Teacher Trainees are selected to the course through two streams.

i. Government Seats:

The Government selects the Teacher Trainees for each B. Ed College through a

‘Central Entrance Test’ (CET) and ‘Counselling’. The list of selected Teacher

Trainee candidates is notified to the institution for admission. 75 Teacher Trainees

out of fixed intake of 100 students to the institution are selected through this

stream.

ii. Management Seats:

The management seats are for those Teacher Trainees who directly approach the

management. It can be of 2 categories of students.

a. Candidates from Karnataka

b. Candidates from other states apart from Karnataka

Preference is given to Teacher Trainee candidates from Karnataka. The procedure adopted by

the Management is:

∗ Interview at arrival

∗ Scrutiny of Academic Records and the subject combination taken by the candidate.

∗ Selection and intimation to the candidate and the college for admission.

The criteria for selecting the trainees are in accordance to the norms stipulated by the

Government of Karnataka and University of Mysore. 25 Teacher Trainees are selected in

this category.



2.1.2 How are the programmes advertised? What information is provided to prospective students about the programmes through the advertisement and prospectus or the similar material of the institution? Advertisement of the program

‘Central admission cell’ issues advertisement in most of the national papers giving all the

details regarding the course for the benefit of prospective trainees seeking admission under

Government quota. At the time of obtaining the application form to B.Ed course. The

prospective students are given a booklet by ‘Central Admission Cell’, K G Road, Bangalore

(of the Government of Karnataka) with details of the course. This booklet provides the

following information to the prospective B.Ed. students.

a. Admission criteria

b. Application form

c. Number of colleges available for B.Ed. course in Karnataka

d. Fee structure

e. Reservation criteria

f. Entrance Examination Model Question Paper

Prospective students seeking admission under management quota are provided with the

prospectus of the college which outlines all the essential information about the course and the

available infrastructure.

Prospectus: The teacher trainees are provided prospectus of the institution along with the

admission form. It includes the following information: (1) Information about our parent

Institution (2) Information about the B.Ed. College (3) infrastructure facilities, rules and

discipline, curriculum etc. The programmes are advertised by the website, circulars,

Newspapers and even display board in which the fees structure, Eligibility, the aspects of

teaching as well as the Curricular and Non-curricular activities are presented and the facilities

which are provided in the institution too.



2.1.3 How does the institution monitor admission decisions to ensure that the determined admission criteria are equitably applied to all applicants? Equal treatment of criteria

Admission made by the Institution will be sent to the University for approval. This ensures

that the published admission criteria are equitably applied to all the applicants. The

documents of each candidate are verified by the institution authorities according to the rules

and norms laid down by the NCTE. If lacunae are found, the case is referred by the Principal

to the concerned authority of Admission.

2.1.4 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)

• The intake of the college is 100.Of them 75 are sent by Government and the remaining 25 are taken by management.

• Even the management seats come under the rules of University of Mysore. • Pupil teachers belonging to different categories are eligible for financial support as

per government rules.

• Pupil teachers have the facility of availing help from “Prevention of harassment of

women Committee” for lady pupil teachers, “Anti ragging Committee” for men and

“Student Grievance Cell” for all the student teachers.

2.1.5 Is there a provision for assessing student’s knowledge / needs and skills before commencement of teaching program? If yes, give details on the same.

Assessing teacher trainees

The Institution has made a provision for assessing Teacher Trainees’ knowledge in content

attitude and aptitude towards the profession soon after their admission. It is done in two

ways.

1) Informal Assessment:

i. Informal assessment is done in the methodology classes to assess proficiency

in school subjects (content)

ii. The attitude of then teacher trainees for the profession is informally assessed

through observation of the behaviour in the college campus during the first

and second week of the academic year.



2) Formal Assessment:

In the beginning of the Academic year Entry Level Content and General teaching

Attitude test (ECG Test) is administrated to the teacher Trainees to assess their

knowledge and the skills needed for the course. ECG Test is a battery of tests

developed by the institution to test the Teacher trainees’ Content knowledge,

Attitude: This battery of tests measures the entry behaviour of teacher Trainees. ECG

Test is developed and administered with the assumption that the benefit of the course

would be maximum if teacher trainees have the required entry behaviour. Further, the

knowledge about the entry behaviour of the trainees will help the lecturers to fix up

their priorities and modify their approach to help the teacher trainees and plan

remedial programs if needed.

2.2 Catering to Diverse Needs

2.2.1 Describe how the institution works towards creating an overall environment conducive to learning and development of the students.

Welcome Session: On the first day, i.e., on the day of reopening, pupil teachers are invited

by the alumni, pupil teachers of the previous batch and the college flag is handed over to the

new pupil teachers of the present batch. The entire family of Sarada Vilas Teachers College

assemble before the new pupil teachers and they are introduced by the students of the

previous batch. The Principal addresses the fresh batch of pupil teachers and welcomes them

to the abode of Sarada Vilas Teachers College. This is the beginning of the rapport between

teacher educators and pupil teachers.

Orientation Programme: The institution starts the beginning session with the orientation

programme. This is organized for three days. The dynamics of orientation programme leads

each individual to know each other; to come closer to one another more over it discloses the

ethos of the institution. Through various games and discussions the whole group is led to

focus their minds and hearts to become aware of their vocation. Orientation of this sort

enables the group to be sociable and to discover the needs of their training. The teacher

trainees are made aware of their objectives of being teacher trainees. It is a fitting period to

make aware of collective responsibilities to know the syllabus and whole B.Ed. curriculum.

All these programmes are field based which are experiential of various fields. On the

other hand orientation programme helps the teacher trainees to modify and rectify their

adjustment problems towards curriculum and their teaching-learning environment.



Morning Assembly: The day is begun with morning assembly every day. Morning assembly

consists of various items to be presented. It draws the minds and hearts of the student

teachers and teacher educators together to express their conviction in the Supreme Being.

Thought for the Day: Pupil teachers write novel, thought provoking and motivating

quotations, proverbs both in kannada and English on the Bulletin Board.

Chiththachittara: The talents of pupil teachers find an expression in “Chiththachittara” a

Bulletin Board. The recent happenings, useful information, recent thought trends and creative

arts like drawings, paintings are displayed here.

Wall papers: Recent happenings in immediate surroundings, events of importance

newsworthy incidents are recorded in the periodical wallpapers. The wallpapers brought out

from college are:

Department of English-“Wisdom”

Department of Kannada- “Sarada Vani”

Department of Geography- “Bhoomika”

Department of History –“Itihasa Charita”

Manuscript Magazines: The creative acumen of pupil teachers finds an outlet in the

manuscripts from different manuscript magazine.

Department of English-“Inspirer”

Department of Kannada- “Dhatu”

Department of Geography- “Bhoogola Masa”_Monthly magazine

Annual Magazine-“Nisarga”

Department of History-“Itihasa Sankalana”

Annual College Magazine “Bharathi”: The institution is bringing out the annual college

magazine by name “Bharathi.”

Seminars and tutorials are held frequently with respect to all the papers. Seminars

are scheduled in such a way that all the students are going to present at least one paper in core

and one each in their respective methodologies summing up to five seminar papers. Subjects

for seminar are brought to the notice of the candidates well in advance, so that they can prefer

and prepare papers of their choice. Seminar subjects are notified in such a way that the

preparation of seminar paper would help the students in preparing themselves for

examination also. Presentations of papers are followed by the concerned teachers. Presented

papers are kept in the library for some period for the benefit of other students.



Promoting self learning

Certain areas of curriculum are earmarked for the self study of students and this

operates as a strategy of promoting self learning. Teacher trainees are given guidelines to

complete an assignment either through experimentations or visit or library work etc. Different

teacher trainees choose different assignments and try to complete the work in their own way.

This encourages them to be creative, original and learn at their own rate and ability. Students

are encouraged avail internet facilities. Library work is well monitored to promote self

learning.

Campus of Institute: - The institution has developed an adequate campus set up. It ensures

all the inmates faculty, non-faculty and student teachers to become eco-friendly. Surrounding

and greenery create an atmosphere of physical fitness. Its set up is away from noisy and

disturbing situations that make all the inmates willing to do good studies and training. It gives

ample place to move around and enjoy nature. It has multi-faceted dimension of landscape to

play and dance on the ground. The institution building is conducive for teachers’ training

programme. It is a three-storied building. It has properly ventilated structure which keeps the

learning atmosphere healthy and lively. There are sufficient rooms for various needs. The

building is well maintained by the institute.

Classrooms: - There are mainly five classrooms and each room can accommodate a

minimum of 50 students teachers. Besides these classrooms there is a big seminar hall in

which 100 student teachers sit together when there is combined class of both the sections.

Each classroom is well ventilated with sufficient natural light. Sufficient number of tube

lights and fans are provided in those classrooms. Benches in the classrooms are adult sized

and made up of wood and are comfortable to sit. All the facilities in the classroom help to

keep the environment conducive for learning.

Library: - It is well equipped with 23000 text-books, good reference books, periodicals,

research journals, and dictionaries. Books are available in both English and Kannada. It is

also equipped with a photocopy machine. The library is spacious and 50 teacher trainees are

accommodated when there is library period of one section. There are sufficient tables and

chairs in the library. This library provides an inspiring learning environment for the teacher

trainees.

Educational Technology Room: - The institution has a well equipped Educational

Technology (ET) room. It consists of television, overhead projector, LCD, and laptop. The

teacher educators use these technologies while teaching. 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. Teacher trainees also prepare and

use various models, PPT and teaching aids required for the teaching sessions throughout the

academic year.

Multipurpose Hall: - There is a multipurpose hall available for the teacher trainees to carry

various co-curricular activities, cultural programs, annual function and prize distribution. It is

also useful to conduct various lectures, workshops, seminars, symposium and conferences.

Orientation programme for the teacher trainees takes place in the multipurpose hall.

Psychology laboratory: - Psychological instruments, equipment and tests are available in the

laboratory. There are psychology practical prescribed in the syllabus and for all these

practical necessary equipments and instruments are available.

Community Living Camp: Field experiences are also given to the teacher trainees to apply

and reflect on their content. Every year all the staff and student teachers go for community

experience to some rural area and stay there for three days. They visit people around that

particular place. They also go to different schools and take some classes. This is meant for the

community experience of the teacher trainees. They experience the rural life. Some

awareness programmes related to education, health, human rights, etc. are organized.

Educational Tour: Every year educational tour is arranged by the institution. The

educational tour widens the perspective of the teacher trainees.

Visit to AIISH; Pupil teachers visited All India Institute of Speech & Hearing and listened to

special lectures on Voice disorders and maintenance of voice. They also visited special school

and realized the differential needs of the special children.

Micro-teaching and Teaching Practice: Microteaching programme is arranged for the

teacher trainees. The student teachers practice a minimum of five micro-skills. After this they

are trained in giving mini lessons. After microteaching they go for practice teaching in

different neighbouring schools. The teacher trainees do their internship in these schools.

Community work: The institution conducts Chalk Making, Gardening, Drawing & Painting,

Tailoring & Embroidery, Games and sports. So, there are curricular as well as co-curricular

activities for the students for creating over all environment conducive to learning and

development of the students.

Various Competitions: Teacher students are also involved in a variety of school based

activities like organizing Quiz, Essay Competition, Handwriting Competition, Speech

Completion, Best out of Waste Competition, Singing Competition, Dance Competition,



Cooking Competition, Debate, Extempore speech etc. All the above mentioned points are

helpful in creating over all environment conducive to learning and development of the

students. Also the teacher educators and teacher trainees make the environment rich and

conducive to all kind of learning and development.

2.2.2 How does the institution cater to the diverse learning needs of the teacher trainees?

The following aspects make it sure that the diverse learning needs of the teacher trainees are catered to by the college.

• Admission for the diverse trainees is done as stipulated by Government rules.

Institution follows the norms stipulated by the Government of Karnataka to ensure the

admission of diverse student population to the Institution.

• The candidates are admitted to the institution through the guidelines and norms of

admission policy of the state.

• Linguistic diversified group: Here the medium of instruction is bilingual. English

and Kannada Languages are used as media of instruction for the teacher trainees.

• Bright learners are encouraged extra reading, opportunities to bring out their talents and use their capability to organize different programmes.

• Freedom accompanied by opportunity to learn. • Assigning challenging tasks. • Guiding them to aspire for higher goals. • Bridge Course is organized by the institution.

• Bilingual method is used in the class in the teaching-learning process and study materials

are provided according to their needs in bilingual form.

• The teachers give extra classes. They have conversation with students to know their

problems, backgrounds etc.

• They have very friendly relation with the students. Hence they give diverse learning

needs of the students.

2.2.3 What are the activities envisioned in the curriculum for teacher trainees to understand the role of diversity and equity in teaching learning process?

The B.Ed. curriculum is focused on understanding the role of diversity and equity in

teaching learning process. Pupil teachers have to study both Hard Core papers and Soft Core



papers in the First Semester. In addition to Hard Core & Soft Core papers they study elective

papers in the second semester.

• Hard core papers provide a deeper, basis for education which by nature is a

multidisciplinary concept.

• Various practical, practice teaching lessons and activities conducted under the

working with community are useful for the teacher trainees to understand the role of

diversity and equity in the teaching learning process.

• Soft core papers train pupil teachers in learning the way of teaching skill and

practicing them.

• “Visit to school” makes pupil teachers become aware of the infrastructure, facilities

like rooms and documents and daily schedule of the high school students in their

regular routine.

• Practice teaching program gives the teacher trainees an opportunity to apply their

knowledge regarding the diversity and equity, which is gained in the classroom.

While teaching, they find out the diversity in the classroom and try to create equity

through the teaching learning process.

• There are various curriculum activities like Micro-teaching, Rural camp, Educational

tour and Internship, Teaching programmes etc. In this the curriculum there are parts

like getting knowledge about the things and things related to teaching, facts and

knowledge. They get other knowledge too besides bookish knowledge.

2.2.4 What are the various practices that help teacher trainees develop knowledge

and skills related to diversity and inclusion and apply them in classroom

situations?

The various practices that help teacher trainees develop knowledge and skills related to

diversity and inclusion and apply them effectively in classroom situations are:

• Developing skills through demonstrations given by the faculty members:

• The teacher educators give demonstration just before the micro teaching starts. All the

skills of microteaching are demonstrated by the faculty members. The teacher

educators develop the skills of teacher trainees regarding the diversity and inclusion

through live demonstration during their teaching sessions.



• Providing knowledge and skill through theoretical teaching: All the papers of the

B.Ed. syllabus are taught by the faculty members. While teaching these papers they

also provide inputs to develop knowledge and skills of the teacher trainees.

• Use of gained knowledge and skills by the teacher trainees: The knowledge gained

and skills acquired by the trainee- teachers are used in the classroom situations during

practice teaching. In this way, the teacher trainees get an opportunity to apply the

required knowledge and skills. Beside this, teacher trainees observe the schools

during the practice teaching.

• The knowledge and skills of the faculty members: The institution ensures that the

teacher educators are knowledgeable and skilful. The teacher trainees give feedback

everyday during the practice teaching session.

2.3 Teaching Learning Process

2.3.1 How does the institution engage students in “active learning”? (Use of learning

resources such as library, web site, focus group, individual projects, simulation

peer teaching, role playing, internship, practicum, etc.)

The institution engages student teachers in active learning by giving assignments,

journals writing, reading books in library, assigning them projects work in group as well as

individual, doing peer group teaching in which some talented teacher students teach their peer

group, performing some cultural activities etc. Thus it brings interest in them to learn. Role

playing, acting and presenting skits etc., make the students active in learning.

Library: There is a college library. The student teachers as well as the staff members make

full use of the library. At a time two books are issued to each teacher student. There are

enough tables and chairs where more than 50 students can study together. There are library

periods for the teacher students and during library period one section of students goes for

library study. They observe silence in the library. Nearly 25000 books are available in the

college library. Different types of journals and Magazines are available in library. Photocopy

facility is also made available in the library for students and staff. Thus library helps active

learning.

Website: Usually the staff members browse website and get the additional and latest

information and references time to time. Additional reading material is obtained from the

website. The Curriculum of B.Ed. Programme is designed in such a way that the teacher



trainees should remain engaged in active learning. The institute makes good use of

transacting the curriculum effectively.

Micro-teaching, Mini lessons and peer teaching: Microteaching is given much importance

in the institute. It is the essence of teacher training programme, where the teacher trainees

have to remain focused in acquiring mastery over various teaching skills which draws the

attention of the learner and all body and mind involved in the learning situation. Therefore,

the teacher trainees remain active in this learning process.

Mini lessons: The core teaching skills are developed in simulated settings. The following

core teaching skills are practised in this college by the students in simulated setting.

1. Introducing a Lesson Skill

2. Skill of Probing Questioning

3. Skill of Explaining

4. Skill of Illustration with Examples

5. Skill of Stimulus Variation

6. Skill of Blackboard Writing

7. Stimulus Variation Skill

Practice Teaching: Before the practice, the teacher trainees have to write lesson plans and

for that purpose they have to do a lot of preparation. The lesson plans are first finalized by the

subject teacher and then they go for practice teaching which is real teaching in classroom

situation. The teacher trainees use teaching aids and for the preparation of the teaching aids

they make much efforts. For all these activities the teacher trainee- teachers become active

and get involved bodily and mentally.

Work Experience: The teacher trainees are engaged in some of the work experiences like

gardening, chalk making, drawing & painting, tailoring & embroidery etc. which make the

teacher trainees active in learning. Thus, the teacher trainees are engaged in active learning

and develop their competencies and commitments required for would be teachers.

Co-curricular activities: The institution has many co-curricular activities which keep the

teacher trainees active throughout the year. All these activities mould the personality of the

teacher trainees. The co- curricular activities include orientations, essay writing, handwriting,

skit presentation, morning assembly conduct, exhibitions, elocution, celebration of festivals

of different religion and culture, best out of waist, cooking, workshop and seminar,

gardening, chalk making, celebration of various important days, parents day, teacher’s day,

annual functions etc., all these activities engage the teacher trainees in active learning and

develop their competencies and also shape their personality.



2.3.2 How ‘learning’ is made teacher trainee-centred? 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 made teacher trainee centred by the following ways:

• Learning is made ‘student centered by utilizing Participatory teaching learning

strategies

• It is made teacher trainee centred by lectures, practical and field activities.

• Technological approach makes the learning student-centred.

• Various participatory activities like group discussion, seminar, workshop,

microteaching, practice teaching, assignment etc. make the learning trainees centred.

Students are provided with the experience of active learning i.e. they are exposed to

learning resources like library of the Institute, individual projects as the part of

assignments, and practical in the form of psychological tests.

• Learning is made student-centred by performing non-curricular activities such as

involving them in chalk making, gardening, playing different games, having different

competitions, conducting assembly in which different group perform different

activities such as news, thought for the day, skit etc.

2.3.3. 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.

Various instructional approaches are used by the teacher educators like self learning

material, programmed learning, power point presentations, OHP, models, teaching aids etc.

which make the student teachers understand teaching in a more effective way. Active

learning methods are given much importance. To ensure effective learning various

instructional approaches are used to provide them learning experiences. Regular student’s

seminar and discussions are a part of our instructional approach. Guided library work is used

as an instructional approach. All the instructional approaches are adopted by the staff is

always interactive in nature. Hence transaction of theory is basically interactive approach.

They help in

• Promotion of Interactive learning

• Interactive teaching-learning is promoted by following means:

• Interaction between Lecturers and teacher trainees



• Transaction of theory is mainly done through lecture cum discussion method. Teacher

trainees are free to clarify their doubts during these sessions.

• Sometimes the staff uses the ‘Over Head Projectors’ which again generates a lot of

interaction between teacher trainees and Lecturers.

• Interaction between Lecturers and Lecturers.

In our Institution all the core papers are handled by 3 to4 lecturers. For the purpose of

effective teaching of these papers and to avoid overlapping of transaction of information and

to overcome the discrepancies and to bring in gestalt view, the concerned lectures discuss the

subject among themselves.

Similarly, Content-cum-methodology papers – Language teachers, Science Teachers and

Humanities Teachers too interact with each other to gain insight into their subjects. This

happens at the time of adopting Team- Teaching sessions also. Interaction between Teacher

trainees- Lecturers-Teacher trainees. Seminar periods provide ample opportunities for

interaction between Trainee-Teachers and Lecturers. Further as a part of pre-teaching

preparation of Teacher trainees, the college conducts ‘Micro teaching Sessions’ and

‘Demonstration of Lessons’ by staff members and senior teachers of schools. These sessions

are always highly interactive in nature.

Interaction between alumni and present batch Teacher trainees:

Alumni share their experience and provide guidance to present batch teacher Trainees

to achieve better. The video clippings of the activities in which alumni were involved are

used in this session.

Interaction between Academic Peers, Lecturers and Teacher trainees:

Academic Peers are invited to college for talks on recent issues and advances. Such

Programs follow the following format:

• -Briefing the Teacher Trainees regarding objectives of the program • -Presentation of the actual talk by the resource person • -Interaction – clarification of doubts, expressing their views etc.

The procedure invariably brings interaction between academic Peers, Lecturers and teacher trainees.



Interaction between Teacher trainees and ‘Practicing School’ Teachers:

During the ‘Pre-practice Teaching Interactive’ Program, Teacher trainees are sent to the

‘Practicing schools’ for the following activities.

-To collect topics for teaching

-Observe regular lessons by school teachers in natural setting

-Prepare Timetable for Practice Teaching session

This program generates interaction between teacher trainees and school teachers.

Thus teacher trainees are able to understand the actual reality persisting in the school and able

to grasp the real ambience of the practicing school.

2.3.4. 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.

Institution has provision for training in models of teaching. Teacher-educators of the

college are trained in the teaching and using various models of teaching. All the trainees

teach the lessons during practice teaching using Cognitive mapping model instead of the

regular Herbertian way of teaching. Each trainee gives a minimum of one lesson in models of

teaching either Concept Attainment Model or Inquiry Training Model.

2.3.5. 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.

The teacher trainees do use micro-teaching techniques for developing teaching skills;

microteaching gives a good start to the fresher in the field of teaching as they have to learn

each microteaching skill to get them integrated in the practice teaching session. Each teacher

trainees is asked to conduct two lessons on each of the eight skills of micro teaching. The

students are taught theory of different micro teaching skills. Any five skills among these are

practiced by them. They give two micro lessons in each skill-one in each method/Soft Core.

1] Skill Introducing a Lesson.

2] Skill of Questioning.

3] Skill of Explaining.

4] Skill of Illustration with Examples.



5] Skill of Stimulus Variation.

6] Skill of using Blackboard.

The teacher gives theoretical orientation and demonstration of each skill and

afterwards each student teacher completes two microteaching lessons per skill in Simulation.

Trainees are supposed to use the different Microteaching skills during practice teaching. The

process of Micro Teaching is as under: The College conducts the workshop for Micro

Teaching. The workshop is organized by conducting the following steps.

1. Conceptual orientation of micro teaching

2. Conceptual Orientation of Micro skills.

3. Lesson Demonstration by the faculty

4. Preparation of lesson plan

5. Preplanning of lesson plan.

6. Feedback Mechanism by peer group and supervisor.

7. Practice teaching of lesson plan

8. Re-teaching of lesson plan.

2.3.6. 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.)

And

2.3.7 Describe the process of Block Teaching / Internship of students in Vogue.

The practice teaching is conducted in fourteen secondary schools in and around the

city of Mysore. Available schools for practice are approached by the Principal. Among these

schools Kannada Medium schools, English Medium schools and Government schools and

Private Schools are included. Duration the teaching practice is 45 days. Supervision of the

teaching practice is done by staff members daily there is good rapport with the staff of those

practice teaching schools. The following schools are provided to the teacher trainees for

practice teaching:

• Sarada Vilas Boys’High School (Aided): Both Kannada & English Media.

• Sarada Vilas Girls’High School (Aided): Both Kannada & English Media.

• Bhagini Seva Samaja High School (Aided): Co-education, Both Kannada & English

Media

• GovindaRao High School (Private): Co-education, English Medium



• GopalaSwamy Boys’High School (Private, Co-education): English Medium.

• Sarvajanika Boys’High School (Aided): Both Kannada & English Media.

• St.Mary’s Girls’ High School (Aided); Both Kannada & English Media

• Sarada High School (Private, Co-education): Kannada Medium

• Ilwala High School (Aided, Co-education): Kannada Medium

• Raghavendra High School (Aided, Co-education): Both Kannada & English Media

• Royal High School (Aided, Co-education): Both Kannada & English media

• Salundi Boys’High School (Government, Co-education): Kannada Medium

• Vanitha Sadana Girls’ High School (Aided):Both Kannada & English Media

• Sarvajanika High School, Chamundi Hills (Aided, Co-education):Both Kannada

& English Media

Schools are informed regarding the practice teaching programme well in advance.

After the microteaching, the teacher trainees are sent for practice teaching. Practice teaching

is the core element of B.Ed. Curriculum to make the student well-versed with the core

elements of the teaching; each student has to pre-plan the lesson under the guidance of

Method teacher, has to get it checked and signed by Method teacher and present it in the

allotted class. Each teacher trainee has to teach 40 lessons i.e. 13 lessons of school subject I

and 13 lessons of school subject II. The Teacher Educator supervises the entire lesson and

writes observations in the Observation Schedule developed by the college. After each lesson,

immediate feedback is given by school teachers who observed the lesson and the teacher

educator gives feedback at the end of the day’s schedule. While supervising the lesson

presentations, teacher educator has to give remarks in the lesson plan copies by keeping in

view the positive feedback first followed by negative feedback and points of improvement.

Observation of the practice teaching by the peer group: Each student is expected

to observe 60 practice teaching lessons given in the schools. The students are expected to

observe only two lessons in a day. The students are advised to visit maximum number of

practice teaching schools for peer lesson observation. These arrangements enable the pupil

teachers to appreciate and imbibe good teaching skills of their classmates and in overcoming

their own inadequate aspects.

Observation of the Practice teaching by the teacher-educators: The practice

teaching is supervised by the trained staff members of the college. To avoid subjective

observation and to avoid inter and intra discrepancies in the feedback, an analytical

observation format is prescribed to all the observers. The observers are expected to write their



observation analytically and suggestions descriptively. The lesson observing teacher educator

evaluates each components of the practice teaching lesson given by the students.

Observation of practice teaching by the school teachers: The subject teacher

whose period is taken by the pupil teacher is requested to attend the lesson given by other

pupil teachers. The school teachers are requested to observe the teaching of the pupil teacher

especially the content part of the teaching. The school teachers are also requested to

participate in the feedback session and requested to give their valuable suggestions for the

improvement of the lessons given by the pupil teachers. The students are expected to make a

note of the feedback given by the supervising lecturer and peer observer. They are required to

incorporate the suggestions given by the observers while preparing further lesson plans. The

students should reflect on the strengths and weaknesses of their lessons based on the

discussion held in the feedback session. The feedback has to be reflected in the future lessons

in terms of magnifying their strength and minimizing their weakness.

Feedback mechanism: At the end of the day of practice teaching the teacher

educator conducts the feedback session. In this feedback session, the pupil teacher who has

given the lesson, the teacher educator who has observed the lesson, the school teacher who

observed the lesson the peer group who observed the lesson participate. The pupil teachers

are told about the strengths and weaknesses of the lesson given by him. The suggestions,

modifications suggested by the observers are discussed in the session. The pupil teacher is

asked to note down the suggestions after thoroughly understanding it. The pupil teacher is

expected to modify the lessons accordingly incorporating the suggestions.

Monitoring mechanism: The lesson plans are written by the pupil teachers on the

basis of the guidance given in the lesson plan workshop. These drafts of lesson plans are to

be shown to the teacher educator who teaches the subject. The teacher educator goes through

the lesson plan and gives suggestions. Based on these suggestions the pupil teacher writes the

final lesson plan and once again shows it to the particular teacher educator of the respective

subject. The principal gives surprise visit to the practice teaching schools to monitor the

practice teaching. In between and after the practice teaching is over, the college conducts

midterm monitoring of the practice teaching. The feedback forms received by the school

teachers and head masters are analyzed in the meeting. The pupil teachers and the teacher

educators share their experiences on practice teaching. The practical difficulties of the

students are also solved in this meeting.

2.3.8 Are the practice teaching sessions/ plans developed in partnership, cooperatively

involving the school staff and mentor teachers? If yes give details on the same.



Yes, the practice teaching sessions/ plans are developed in partnership, cooperatively

involving the school and mentor teachers. First of all Principals and Headmasters of different

schools are requested for accepting teacher trainees in their schools. Two days before they

join the schools for practice teaching they go and meet the Head master//headmistress and get

subjects and periods for teaching. So they come prepared with lesson plan. The practice

teaching sessions/plans are developed in partnership cooperatively involving the school staff.

Teachers guide the student teachers about teaching.

2.3.9. How do you prepare the teacher trainees for managing the diverse learning the

needs of students in schools?

The student teachers start planning to teach in school. They fulfil the basic needs of learning

in school by giving extra classes. The faculty members give them training and different

techniques of teaching in the school. They are enlightened about the diversified groups of

school students and their behavioural patterns. The student teachers also taught to use OHP,

projector, model, chart to teach the student in school. They are given information about

different techniques of handling high school students and measures of discipline which lends

them confidence and boosts their morale.

2.3.10. What are the major initiatives for encouraging teacher trainees to use/ adopt

Technology in practice teaching?

The various initiatives for encouraging student teachers to adopt technology in practice

teaching are OHP, Model, Charts, and Projectors all these things help the student to

understand properly and more efficiently.

2.2 Teacher Quality

The quality of teacher educators is an important factor that decides the quality of teacher

education. There are two broad elements that characterize teacher quality 1) Teacher

Qualification 2) Personal, Professional attributes and 3) Technical Know-how. The first

refers to the minimum qualification requirements for the profession and continued learning

i.e. professional development and the second and third refers to the exemplary teaching

behaviour and practices the teacher’s exhibit in their classrooms.

The college is having highly experienced, qualified and devoted teacher educators who

have dedicated themselves for the welfare of the college. Four members of teaching faculty

are doctorate holders and another teacher educator has registered for Ph.D. in Education.



Some of them are resource persons who are a source of knowledge. Some of them are

in the committee of staff selection for other teacher education colleges.

2.4.1 Are the practice teaching plans developed in partnership, cooperatively involving

the school staff and mentor teachers? If yes give details.

Yes, the practice teaching plans are developed in partnership co-operatively involving the

school staff. The student teachers themselves don’t prepare the portion what to teach but the

school staff allots them the syllabus and helps them to teach. The student teachers follow the

instructions and prepare themselves. They teach different subjects like science, social science,

Hindi, English and Kannada. School staff motivates our students and cooperate with the

students.

2.4.2 What is the ratio of teacher trainees to identified practice teaching schools? Give

the details on what basis the decision has been taken? The ratio of student trainees to the identified practice teaching schools differ from school to

school ranging 6 to 12. The bases for taking the decision are,

• Cooperation and willingness of the school authorities in providing school for practice-in –

teaching.

• Number of sections in different classes and strength in each section.

• Prevalence of either English medium or Kannada medium or bothsince some pupil

teachers have preference for any one medium of instruction.

• Facility of vacant rooms to divide the classes.

2.4.3 Describe the mechanism of giving feedback to the teacher trainees and how it is

used for performance improvement.

There is a mechanism of feedback to student trainees after observing the lesson. The

feedback given by teacher educators includes,

• Keen observation of the lessons-the entire lesson is observed for 45 minutes.

• Observations, suggestions and comments are recorded in the observation schedule.

• Creative or constructive criticism i.e., the feedback is given such that the pupil teacher

receives the suggestions and comments of teacher educator and peers with pleasure.

• The suggestions include advice about the content and mannerisms of the pupil teacher

and the different techniques of disciplinary measures.

• Peer group also gives suggestions about methods of teaching and content.



2.4.4. How does the institution ensure that the teacher trainees are updated on the

policy directions and educational needs of the schools?

While giving general instruction to the students about teaching practice following aspects are

considered:

• Number of students in the school.

• Number of available classrooms in the school.

• Nature of the school – Aided, Un-aided and Government.

• Rules and regulations followed by the school.

• Location of school (Rural and Urban).

• Lessons to be taught by them.

• Learning aids to be prepared by them.

Student trainees are updated with regard the above aspects and suggested to prepare their

lesson plans accordingly with cooperation of school

2.4.5 How do the teacher trainees and faculty keep pace with the recent developments in

the school subjects and teaching methodologies?

The student and faculty keep pace with the recent developments in the school subjects and

teaching methodologies by the help of active learning as they both are connected with new

technology. They even understand the things by doing activity and practicing skills.

• The institution updates the faculty with the recent developments in the school subjects,

teaching methodologies by conducting various activities.

• Referring revised secondary school text books and continuous surfing of digital resources

like internet and online depositories.

• Alumni resource persons share their knowledge on school subjects with student teachers.

• Senior lecturers from CTE are consulted as and when there are curricular changes.

2.4.6 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)?

The major initiatives of the institution for ensuring personal and professional/career

development of the teaching staff of the institution are:



• The institution pays special attention for personal and professional growth of the

faculty. They are encouraged to participate in seminars, refresher courses, orientation

programmes and conferences at state, national and international level.

• They have easy access to educational literature.

• The computer, internet, printer, smart board facilities for individual.

• The healthy, cooperative work culture of the college promotes the desire to excel.

2.4.7 Does the institution have any mechanism to reward and motivate staff members

for good performance? If yes, give details.

Yes. The institution has the mechanism to reward and motivate staff members for good

performance.

Management encourages staff by arranging and honoring them.

Staff meetings are held to motivate and congratulate them.

2.5 EVALUATION PROCESSES & REFORMS

2.5.1 How are the barriers to student learning identified, communicated and addressed?

(Conducive environment, infrastructure, access to technology, teacher quality, etc.)

Pupil teachers are provided with a congenial atmosphere wherein they are motivated to the

maximum. A warm and healthy environment accompanied by a counselling unit and mentor

grouping assist the pupil teacher in solving problems-both personal and academic and instil a

sense of confidence in him thus making him achieve higher.

Mechanism to evaluate the achievement of goals is done by assessing the results in the

final examination and comparing it with the other teacher training institutions and with the

result of previous year. It is also judged by considering the number of enquiries made by the

schools to recruit teachers from the institutions placement cell.

Efficient internal coordinating and monitoring mechanism: For the purpose of

smooth functioning of academic activities of the institution. One staff member is made in

charge of ‘Coordination Work ‘. He/she is responsible for bringing coordination between

staff members and the principal, and also the practicing Schools and Institution. In this way

he/she has coordinating and monitoring agent. Coordinator is selected on rotation basis so

that new ideas can be floated and tried.



Apart from this, all the staff members are required to write ‘Program of Work’ and

undertake their academic work in accordance to it. It is signed by the Principal in the

beginning of every month to see whether the staff members could complete the work

mentioned in their ‘Program of Work’. This also helps in smooth functioning of the

institution.

Further all the staff members in charge of various committees are required to plan

‘Calendar of Events’ for the special work assigned to them. While writing this the

coordinator provides the overall general ‘Calendar of Events’ for the Institution. This helps in

avoiding overlapping of various programs being chalked out by various programs being

chalked out by various committees and brings proper coordination between various activities.

Access to stakeholders: Stakeholder’s access to the various information on

organizational performance is ensures by providing opportunities to them to participate in the

activities of alumni association and parent teacher association’s activities. They can also

gather information from the news appearing in the daily papers regarding the activities of the

staff and the institution.

Sharing of good practices: Sarada Vilas Educational Institutions has 8 constituents

and their good practices are regularly brought to the notice of our institution for the purpose

of practicing them. This information is shared during the meetings of the heads of different

constituents.

Leadership: Management’s commitment: Sarada Vilas Educational Institutions

(Reg) is a society comprising of members who are highly committed to the cause of

education that too for the under privileged section of the society of the surrounding locality.

They constitute the general body of the institution. They elect 15 members of the governing

council of the institution who manages the affairs of the institution for a term of 3 years.

Governing members elect the President and the Honorary Secretary among themselves whose

tenure is also for 3 years. Governing council meets regularly to assess, monitor and guide the

institutional process. The President, Hon. Secretary participate in most of the functions of the

institution along with the governing council members.

Ensuring the roles: Management often holds staff meeting where academic,

administrative , instructional and infrastructural aspects are discussed. During such meetings



the role of the management and the head of the institution are made clear. So also the role of

the other staff members are defined and communicated.

Review by management: All the policies made by the management are conveyed

regularly to the head of the institution. Even though head of the institution has full freedom in

the administrative matters, it is the practice of the institution to bring them to the notice of the

management and get approved from them. This ensures transparency in administration and

financial management. All most all of the decisions of the head are approved by the

management, sometimes with few modifications if required.

Management’s encouragement: Management involves the staff in different

capacities during organizing campus programs. During such events specific responsibilities

are assigned to the staff.

Leadership role of the head: Leadership is modelled on the democratic lines.

Decisions are taken collectively. Maximum transparency is the watch word of the leadership.

Governance and management of curriculum, administration and other aspects are carried with

good rapport. Every teaching staff is assigned with a specific responsibility. The problems of

the staff are always handled with care and proper perspective. Student friendly approach is

used to sort out the problems of the trainees. Satisfying the needs of the trainees is treated on

priority basis.

A teacher evaluation format is developed by the college wherein pupil teachers assess

the teacher educators and this acts as a measure of the performance of teacher educators. Staff

meetings are held to discuss about the various issues concerning academic year. A democratic

attitude prevails in the meeting and college so that there is equitable distribution of

responsibilities to be shared.

2.5.2 Provide details of various assessment /evaluation processes (internal assessment,

midterm assessment, term end evaluations, external evaluation) used for assessing

student learning?

The assessment / evaluation processes followed as per the university guidelines used in

Choice Based Credit System(CBCS) and Continuous Assessment and Grading

Pattern(CAGP) system are as below:



Sessional Assessment (Internal Assessment) Scheme

(Common for all the Hard Core, Soft Core and Elective Course during I and II Semester

Component)

Component Units covered in

each course

Sessional

Assessment

Item Break up

Marks

Period of Continuous Assessment

I Sem II Sem C –I Mid

Semester Assessment

1 & 2 25 Test/ Assignment/ Tutorial 15 By the end

of 9th week By the end

of 10th week

C – II 3 & 4 25 Test /Assignment/ Tutorial 10

By the end of 18th week


Practicals in Psychology is an integral part HC-II and HC-IV Experiments are to be

conducted in lieu of assignment and records are to be submitted at the end of the semester.

During II Semester, the assessment under C I component should be completed at the end

of the completion of units 1 and 2 of each course; Project Work / Practical Activities are

assigned under Soft Core Course III and IV in lieu of Tutorials.

For Term Work (Pre Instructional Practice) during I Semester

Item Course Sessional Assessment

Break up Marks

Period of Assessment

Pre-internship Field Learning

(a minimum of one day visit to a school)

10 Physical – 5 Academic-5

Practice of Communication

Skills (One episode)

Practice of Communication Skills

(One episode) 10

Component Units covered in each Course

Weight age (Marks)

Period of Continuous Assessment

C I (Mid Semester Assessment)

1,2 25% By the end of 9th week


C II (Mid Semester Assessment)

3,4 25% By the end of 18th week


C III (Semester and Examination)

1,2,3,4 50% During 20th week

During 22nd week



Micro teaching (Practice of 5

‘presentation’ Skills)

Micro teaching(Practice of 5 ‘presentation’ Skills) 25 5 X 5 = 25

To be

completed by the end

of 20th week. Mini Lesson (One

episode) Mini Lesson (One episode) 10

Practice of Communication Skills

(One episode)

Practice of Communication Skills (One episode) 10

Micro teaching (Practice of 5

‘presentation’ Skills)

Micro teaching (Practice of 5 ‘presentation’

Skills) 25 5 X 5 = 25

Mini Lesson (One episode)

Mini Lesson (One episode) 10

Total 100

CONTINUOUS ASSESSMENT PATTERN FOR TERM WORK – I SEMESTER

Component Items covered Weight age (Marks)

Period of continuous Assessment

C – I (Mid semester Assessment)

Pre-Internship Field Leadership (Physical-5) +

Communication Skills (10+10) = 25

25% By the end of 9th week

C – II (Mid Semester

Assessment)

Pre – internship Field Learning (Academic 5)+ Mini lesson (10+10)= 25

25% By the end of 18th week

C – III (Mid Semester

Assessment)

Micro Teaching (25+25)=50 50% During 19th week

Note: Mini lessons are lessons of minimum 20 minutes duration to be given by the

trainees. The intention of these lessons is to provide the practice of integration of

micro teaching skills. These are organized in the college under simulated

conditions. Student Trainees have to practice it in group. Each trainee is required

to give one mini lesson each under Soft Core (Methodology)-I and II. Both

lessons have to be supervised and assessed at the college level. The maximum

marks for the each of these lessons is 10.



For TERM WORK (Internship in Teaching) during II Semester

Item Break up Marks

Period of

Assessment

Soft Core 1 Soft Core 2

12 Practice Lessons to be given (Minimum of 6 lessons to be

observed and assessed) 6 X 5 =30 6 X 5 =30

One Terminal Lesson 20 20 By the end of the

Internship in teaching

Lesson Plan 05 05 Observation Record 05 05

Unit Plan 10 10 Test Items (A minimum of 60 and maximum of 180 Items

comprising of Objective, Short Answer types)

10 10

Unit Test 10 10 Computer generated Activities

(minimum of 10 slides) 10 10

Total marks 100 100

Practical in Computer are an integral part of Term Work of Soft Core-I and II during II

Semester. Submission of both hard copy and Soft copy is required.

CONTINUOUS ASSESSMENT PATTERN FOR TERM WORK

COMPONENT Items covered Weightage

(Marks) Period of Continuous

Assessment

C-I (Mid semester Assessment)

Unit Plan (10) Lesson Plan(5) Computer

generated Activities(10)

25% By the end of 10th

week

C II (Mid semester Assessment)

Observation Record (5) Test Items (10)

Unit Test (10) 25%


C III (Mid semester Assessment)

Practicing Lessons(30)

Terminal Lesson (20) 50% During 21st week



Semester End Written Examination Question Paper Pattern Duration: 02 Hours, Maximum Marks: 50

Section Type of Questions Marks Total

A

Two long answer type question each with

internal choice.(One question from each Unit

to be set)

2 X 10 20

B

Three short answer type questions out of 05. (At least one question from

each unit to be set)

3 X 5 15

C

Five very short answer type questions out of 07.

(At least one question from each unit to be set)

5 X 3 15

Total 50

2.5.3 How are the assessment/evaluation outcomes communicated and used in

improving the performance of the students and curriculum transaction?

In the B.Ed programme with CBCS and CAGP, transparency in assessment and

evaluation is maintained. Before conducting Tutorials and Tests and before the submission of

assignments, the evaluation criteria which are printed on the booklet are explained to pupil

teachers.

After acceptance of the assessment / evaluation made by teachers, pupil teachers put their

signature. Overall feedback by student trainees on curricular transaction is considered in

improving college curricular activities and performance of students. Academic Quality

Monitoring Committee (AQMC) constituted by the University of Mysore looks into quality of

academic activities of the institution and suggests measures to improve it. AQMC provides

guidelines for the systematic array of different activities in its schedule.

2.5.4 How ICT is used in assessment and evaluation processes?

The use of ICT in assessment and evaluation process is carried out through the criteria of

assessment of different activities prepared by using computer.

• The list of pupil teachers who have joined B.Ed is sent online to university of

Mysore.

• Teachers prepare question papers for the1st and 2nd tests by using computers.

• Computer generated lesson plans are prepared by pupil teachers.



• Power point presentations are made by students.

• Student trainees prepare assignments and get prepared for tutorials using internet.

• Internal assessment marks sent to university is also generated through computer.

And will be submitted online.

2.6 Best Practices in Teaching -Learning and Evaluation Process

2.6.1 Detail on any significant innovations in teaching / learning / evaluation introduced by the institution.

Best Practices

• Team teaching: Two or more teacher educators combine some chosen topics

& teach pupil teachers.

• Tutorials: Pupil teachers are allotted to convenient batches and made to

present papers. They teach their peers in the presence of a teacher educator.

The questions, doubts, queries of pupil teachers are answered, clarified either

by the paper presenter or by the teacher educator. who presides there.

• Practicals: Practical classes in Psychology and Computer Education are taken

for pupil teachers. Weekly two periods are allotted for both Psychology

Practicals and Computer Practicals. Pupil teachers are allotted to convenient

batches and are made attend the practical classes and participate.

• In Psychology Practicals experiments in Psychology are conducted, theoretical

orientation is also provided to them. They write the details of the experiment

in a record and submit it to the teacher educator concerned.

• In Computer Practicals pupil teachers are taught Microsoft Word, Excel,

Power Point Presentation and such other needed aspects in computer. They are

given hands on experience in dealing with computers.

2.6.2 How does the institution reflect on the best practice in the delivery of instruction,

including use of technology?

The institution reflects on the best practices in the delivery of the instruction by using the

following opportunities:

• The institution prepares a weekly time table.



• The institution prepares a calendar of events.

• The use of modern multi-media like LCD, OHP. CD-ROMs and computer systems in

instructions as well as in the student teachers learning experiences.

• In soft core classes and hard core classes, computer based learning material is used to

elucidate abstract knowledge.

• The pupil teachers are encouraged to use computer software package for effective

learning.

• Tutorial classes help the pupil teachers in overcoming their difficulties and for clarifying

their doubts.

• In the delivery of lectures, modern technology is used like power-point presentations.

Best Practices

(A) Title of the Practice 1: Street Plays

Context:

• The curriculum of B. Ed course involves many concepts which concern the welfare of

the community.

• Many people though they are victims of some social veils, don not have awareness

and should be taught to solve them.

Objectives:

• To provide variety in learning by enacting.

• To introduce an element of interest and to break monotony in the learning process.

• To draw attention of the community and to create awareness of important concepts.

• To involve students actively.

• To bring out talents in the students.

• To attain objectives of affective domain.

The Practice:

Pupil teachers choose topics either from the syllabus or they choose their own topics. They

plan, prepare and enact the plays in nearby villages.



Obstacles:


• The tight schedule of the new CBCS system pattern

• Pupil teachers travelling long distances.

• Unavailability of costumes.

• Lack of financial assistance.

Resources:

• Human resources

• Dramatists.

• Guidance and supervision by teacher educators.

• Students who are resourceful.

• Material resources: Improvised costume and Literature on dramatics.

Impact:

• Total involvement of students.

• Variety is welcomed by the pupil teacherst. .

• Linking learning to life.

• Learning takes place in social environment.

• Learning becomes enduring.

Contact person: Miss. Zonia Abraham.

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?

Sl.

No.

Observations made by NAAC Action taken by the college

1. College should strive for status

of autonomy in the near future The managManagement of Sarada Vilas Educational Institutions has to

agree for opting for autonomy.

2. IQAC should be established IQAC is established in the college to maintain and enhance

the level of quality of the various academic programmes in

the college.



CRITERION III:

RESEARCH, CONSULTANCY AND

EXTENSION



3.1. PROMOTION OF RESEARCH

3.1.1. How does institution motivate its teachers to take up research in education?

The institution motivates its teachers to take up research in education by ways listed

below.

• Value of research is highlighted.

• Faculty are encouraged to participate in research related seminars/conferences / workshops.

• Faculty are provided with leave facility.

• Slight adjustments are made in time table.

• Faculties are encouraged to register for PhD by appearing for entrance exams. Details of the faculty who have been awarded Doctorate in education are given below:

Name of the faculty Topics selected for research Guide

Dr.P.S.Suresh

“Praudhashala Shikshanaarthigala Maulyagala

aayke Matthu Sambandhita Parivarthyagalu.”

(Value selection of Secondary School level

Teacher Trainees and Related Variables)

Dr. Y. N. Sridhar

Associate Professor

DOS in Education

Manasa Gangotri, Mysore.

Dr.Leela.K.S

“Effect of Lateral Thinking Techniques Based

Teaching on Achievement, Creative writing and

Interest in English among Secondary School

Students.”

Dr. G. Sheela

Assistant Professor

DOS in Education

Manasa Gangotri, Mysore.

Dr.S.Suresh “Analysis & Evaluative Study on the Educational

and Administrative Problems of KSOU Students”

Dr. N. Lakshmi

Associate Professor & Chairperson

DOS in Education

Karnataka State Open University

Mysore.

Dr.H.N.Vishwanath “A Comparative study of effectiveness of

Models of teaching on the achievement of 10th standard students in environmental studies”

Dr.A.S. Seetharam

Professor & Chairperson

ISEC, Bangalore



3.1.2. What are thrust areas of research prioritized by the institution?

Sarada Vilas Teachers College runs only one programme i.e. B.Ed. The following research

themes have been identified by the institution for undertaking research study by the faculty.

• Continuous and Comprehensive Evaluation

• Active Learning Methods

• Quality Education

• Educational Technology

• Value Education

• Special Education

• Models of Teaching

• Development of Instructional Material.

3.1.3. Does the institution encourage action research? If yes give details on some of the

major outcomes and the impact.

So far no action research has been introduced in our college. The institute has keen interest in

this area. It can do something but it is only in mind and plan. Here, in our college elective

subjects like Educational Administration, Environmental Studies, etc., are taught. In these

subjects there are opportunities for action research. Students are motivated to take up simple

action research during their teaching practice in schools.

3.1.4 Give detail of the Conference/ Seminar/ Workshop attended and organized by

faculty members in the last five years.

The faculty members enthusiastically attended and presented papers at various

international, national and state level seminars/conferences/workshops, etc.

• Some of the faculty members are resource persons at the

seminars/conferences/workshops.

• The institution encourages the faculty to participate in seminars by providing leave,

making internal work arrangement and secretarial assistance.



The details of conferences / seminar / workshop for the last five years.

Dr.P.S.Suresh

Date Organization

& Venue Theme/paper presented

Paper presenter / participant

April 1st of and 2nd 2012

“Role of website as a universal data base

knowledge.”

Paper presenter

Onkarmal Somani College of Education Mysore.

“The effect of teacher education on preparing quality teacher at secondary level in future”

Paper presenter

6th and 7 th of September 2014

MM college of education Davanagere

National seminar on internship in teaching held at Internship in teaching training programme. The role of teacher educators paper was presented in the absence of other.

Paper presenter

Kuvempu University,

Shivmoga.

National seminar-Assimilating recent development of LCT in education held at “Effective use of Technology in school teaching”

Paper presenter

April 1st & 2nd 2011

New Horizon College of Education Bangalore .

The national seminar on ‘Transforming education through technology ’

“”Role of website as a universal database of knowledge

Paper presenter



2nd of April 2011

Technology enabled teaching’ held at annamali university annamalai nagar .

Paper presnter

Dr.Leela.K.S.

Date Organization



7th Feb 2012 Karnataka State Open University, Mysore

One day State Level Seminar on “Rights of children with

special needs” Participant

11th & 12th

Of

July 2011.

Centre for Teacher Education (CTE)

State level Workshop on, “NCFTE & Innovations in

Teaching Strategies” Participant

12th March 2012 Sarada Vilas Teachers College Mysore

One day workshop on “Right to Education Act” Participant

11th & 12th December 2012

Amrita School of Education

“Enhancing quality with respect to curriculum, learning outcomes and examination in teacher education.” in National

Conference on “Universalisation of

Secondary Education Prospects and Challenges”

Paper presenter

8-9 Feb. 2013

Christ University, Bangalore

Two days National Seminar on “Curriculum Transaction in Primary and Secondary

Education in India, and presented a paper on “Lateral thinking and teaching of English”

Paper presenter

21st Dec 2013 College of Teacher Education, Mysore

Workshop on framing of syllabus for Content course in

English

Resource person



27-28th March 2014

Dept. of Education in the UOM, Mysore

“Teacher Education in the context of Education for

Sustainable Development” in a 2-day National Conference on

“Education for Sustainable development”

Paper presenter

8th Feb. 2014

BGS College of Education, at Adichunchanagiri

Khsethra

One-day university level workshop on the preparation

of Lesson Plans

Resource Person

18th June 2014.

St. Joseph’s College of Education

One-day University level discussion on “Lesson Plan

Modification”

Resource person

Dr.S.Suresh

Date Organization



21st & 22nd of March 2012

Madurai Kamaraj University,Madurai

Impact of globalization on Higher Education

Paper presenter

19th & 20th Of December

2011

Onkarmal Somani College of ducation, Mysore

Role of in- service teacher training in Teacher education

Paper presenter

24th & 25th of Jan 2013

Dr.Sivathi AditanarCollege of

Education,Thiruchendur, TamilNadu

Non formal Education Participant

Dr.H.N.Vishwanath

Date Organization



1-11-2009 to

3-11-2009

All India Association for Educational Research, Chitradurga, Karnataka

“Life Skills in Teacher Education

-Determinants of Professional Competence and Institutional

Effectiveness “

Paper presenter



11th & 12th

Of

July 2011.

Centre for Teacher Education (CTE)

State level Workshop on, “NCFTE & Innovations in

Teaching Strategies” Resource person

------ ------

Training workshops for newly recruited Asst. professors of I Grade colleges of Karnataka,

organised by Karnataka Knowledge Commission,

Karnataka Higher Education Council.

Resource person

16-17

March 2011

ShankaraGowda College of Education, Mandya

2 days UGC sponsored state level conference on, “Innovative Teaching

Strategies to enhance pupil participation in Higher

Education

Participant

12th March 2012

Sarada Vilas Teachers College Mysore

One day workshop on “Right to Education Act”

Resource person

13th to 15th March 2012 CTE, Mysore

Three days workshop on the “preparation of Module of NCFTE and Innovations in

Teaching Techniques”

Resource person

15thFeb. 2012 CTE, Mysore One day workshop on, “Educational Research”

Resource person

9th March 2012,

Organised by SSA, at Bangalore

One day seminar for focussed group members on

“Qualitative Science Teaching”

Resource person

29th June 2012 Organised by DIET, DIET, Mysore

One day focussed group discussion on “Policy

recommendations with respect to Quality Teacher

Education’

Resource person

8-9 Feb. 2013

Christ University, Bangalore

“Curriculum Transaction in Pr. And Sec. education in India,

Paper presenter



25th Feb. 2013 CTE, Mysore one day work shop on

Modified Lesson Plan format Resource person

27-28th March 2014

Dept. of Education in the UOM, Mysore

“ Prospects and Perspectives of Teacher Education in the

context of Education for Sustainable Development” in a 2-day National Conference on

“Education for Sustainable development”

Paper presenter

6th 7th Sept MM College of Education,

Davanagere

“SWOT analysis, a technique of Systemic reforms in

Internship” 2-day National Seminar on, “Internship in Teaching” held at. 2014.

Paper presenter

8th Feb. 2014

BGS College of Education, at

AdichunchanagiriKsethra

One-day university level workshop on the preparation

of Lesson Plans

Resource Person

8th March 2014

ShankaraGowda College of Education, Mandya

One-day state level workshop on “University for Teacher

Education” Participant

18th June 2014.

St. Joseph’s College of Education

One-day University level discussion on “Lesson Plan

Modification” Participant

28th Oct 2014

DIET, Mysore

One day workshop on “Rejuvenation of Science

centres”

Resource person

Miss Sumithramma

2011 Department of Education,

KSOU, Mysore The Dictionary of Education Article



3.2. RESEARCH AND PUBLICATION OUTPUT:

3.2.1. Give details of the 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.

The members of our college have developed instructional materials that can be used

for teaching. Power point presentations and transparencies are regularly used for day-to-day

teaching. Our faculty members have developed course materials for core paper, elective and

optional papers. They also prepare self instructional materials, non print materials for the

instructional purpose. The teacher trainees also prepare instructional material for teaching in

schools of their respective subjects. Students develop material in the forms of charts, models,

etc. as teaching aids for each of their two teaching subjects. They are also required to develop

and use their own teaching aids in the form of pictures, charts, maps and models which are

used for the micro-lessons and practice lessons.

3.2.2. Give details on facilities available with institution for developing instructional

materials?

The college has well equipped for developing instructional materials such as

Computers with printer

Over Head Projector (OHP)

Internet

Digital Camera

Projector :- Liquid Crystal Display (LCD)

Recorder

Psychology lab

Laptop

Fax facility

Library

Video camera

Subject laboratory



3.2.3. Did the institution develop any ICT / Technology related instructional materials

during the last five years? Give details.

Yes. The institution has developed a number of ICT related instructional materials

Activities in college are documented in the CDs

• The institution has Computer lab, Technology lab and Free internet access.

• The classrooms are furnished with computer, LCD projector and smart board.

• The college uses modern ICT facilities for developing instructional materials and

effective use them.

• The students are given training in the development of instructional materials.

• During practice teaching session, they make use of these instructional materials for

making their instruction more effective.

• Information Communication technology related material has been developed by the

faculty and teacher trainees in the institution.

Dr. P. S.Suresh

Hard Core Soft Core

Curriculum – definition, components, types and principles

Introduction to Geography and economics-meaning, importance,

aims and values.

Dr.Leela.K.S.

Blooms taxonomy Instructional objectives

Methodology of teaching English Personality development

Dr. S.Suresh

Meaning of communication Introduction to History and

economics-meaning, importance, aims and values.

Dr.H.N.Vishwanath

Meaning, nature and scope of Psychology

Introduction to Biology and economics-meaning, importance,

aims and values.



3.2.4. Give details on various training programs and or / workshops on material

development (both instructional and other materials)

• Workshops on preparation of teaching aids are conducted in the college by the members

of the faculty in their methodologies of teaching.

• SUPW workshop is conducted every year for students.

3.2.5. List the journals in which the faculty members have published papers in last five

years.

The faculty members have published papers and articles in the various reputed journals.

Journals in which the faculty members have published papers in last five years are given

below

Dr.P.S.Suresh Name of the

book/ Article

Publisher Year of Publication

Magazine/ Journal/ book /

paper Proudhashala

shikshana mathtu shikshakana

karyagalu

Chiththara prakashana,

Mysore

2006, 07, 08 and 2009. Book

Instructional process and school

managaement

Anuradha prakashana,

Mysore 2011,2014 Book

Bhoogolashasthra-vishaya bodhane

Anuradha prakashana 2010,2013 Book

Rashtriyakalaji mathtu shikshana

Anuradha prakashana 2009, 2010 Book

National concern and education

Anuradha prakashana 2011 Book

Bodhana prakriye mathtu shala

nirvahane

Anuradha prakashana

Mysore

2010,11,12,13,14 and 15 Book

Dr. K. S. Leela Name of the

book/ Article

Publisher Year of Publication

Magazine/ Journal/ book /

paper

Article on Thinking Sarada Vilas Teachers College 2011

Annual College Magazine “Bharathi”

Sarada Vilas Teachers College 2011

Annual College Magazine “Bharathi”



Importance of Primary Education KSOU

Encyclopedia Achievement in relation to Interest in English

-- 2012

Southern Economist

Human rights

-- 2012

Asian journal of Development Matters

Human rights -- 2013 Asian journal of Development

Matters Dr.H.N.Vishwanath

Models of teaching in

Environmental Education

Discovery Publications 2006 Book

5th Standard Environmental

studies, Karnataka Textbook Society

DSERT, Bangalore 2008 Textbook

8th Standard Biology, Karnataka Textbook Society


10th Standard Biology, Karnataka Textbook Society


Pariksha DSERT, Bangalore 2007 Training modules

Sethubandha DSERT, Bangalore 2006 Training modules

3.2.6. Give details of the awards, honors and patents received by the faculty members in last five years. No one has received any awards, honors and patents received by the faculty members in last five

years.

3.2.7. Give details of the minor / major research projects completed by staff members of

the institution in last five years.

3.3. CONSULTANCY

3.3.1. Did the institution provide consultancy services in last five years? If yes give details. Yes. The institution provides consultancy services

Induction program for KSOU B.Ed students.



3.3.2. Are faculty / staff members of the institute competent to undertake consultancy? If yes,

list the areas of competency of staff members and the steps initiated by the institution to

publicize the available expertise.

Yes. Our college faculties are competent to provide consultancy service in their expertise area.

Sl. No Name of the faculty Areas of Competency

1. Dr.P. S.Suresh

Women Issue Value Education,

and current social issues Communication skills

2. Dr.Leela.K.S.

Educational psychology Inclusive Education

Educational Vocational Guidance Grammar in English Communication

skills

3. Dr.S.Suresh Educational Technology

Multimedia Education and E- Learning. Distance Education

4. Dr.H.N.Vishwanath Educational psychology

Science Education .

5. Kum.Sumithramma Social Change and culture Educational

psychology Science Education

6. Kum.Zonia Abraham

Historians and freedom fighters Science Education Educational

psychology Science Education

7. Sri.H.M.Manjunath

Action Research Modernization

Swami Vivekananda Shakuntala Devi

Aryabhatta Baskaracharya

Shrinivasa Ramanujam and other mathematicians

8 Kum.Roopa.M Grammar in Kannada Information

services

Members of faculty are encouraged to participate in programmes and enhance their professional

growth.



3.3.3. 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?

The consultancy services are offered free of cost on an honorary basis.

3.3.4. How does the institution use the revenue generated through consultancy?

No, Revenue has not been generated as consultancy.

3.4. EXTENSION ACTIVITIES

3.4.1. How has the local community benefited from the institution? (Contribution of the

institution through various extension activities, outreach programmes, partnering with

NGO’s and GO’s)

The local community has been benefited from the institution through its various extension

activities. They are mentioned below:

• Awareness building programmes –Environmental awareness on environmental day.

• . Visiting special schools to sensitize pupil teachers towards special children.

• Our library is utilized by users from other universities and institutions.

• The schools and other educational institutions approach us for placement services.

• The staff and students of the college are vigilant in donating blood for the needy in

emergency situations.

• Saplings were planted in the college premises.

• Pupil teachers visited special schools.

• Our college organized several science related programmes.

• The institution provides place for conducting KPSC and other departmental examinations.

• The local community is benefited from the institution through the contribution of the faculty in various extension activities.

• Our faculty is invited to schools and colleges to deliver talks and provide interactive lectures as resource persons on various topics.

3.4.2. How has the institution benefited from the community? (Community

participation in institutional development, institution-community networking,

institution – school networking, etc.)



The institution is also benefited from the community. The Community participation is

assured in institutional development, institution-community networking and institution –

school networking. The institution has benefited from the community in the following

manner.

The institution has a close network with neighboring schools and provides student

trainees to conduct practice teaching.

College utilizes expertise of school teacher during internship and other occasions.

Various NGOs and Govt. organization support to conduct many programme in our

college.

The details of the institution benefited from the community are given below.

2013 There was a medical examination programme conducted in the college for the student trainees every year from health department. On behalf of celebration of Teachers’s day lecture was arranged by Sri.A Anantharamu.

2014 There was a medical examination programme conducted in the college for the student trainees every year from health department. On behalf of celebration of Teachers’ day lecture was arranged by Sri.A Anantharamu. Information on Job opportunities given by Mrs.Hemamalini from IGNOU about further educational opportunities.

3.4.3. What are the future plans and major activities the institution would like

to take up for providing community orientation to students?

The institution has planned many future plans and major activities for providing

community orientation to students are:

• There is need to conduct a field survey on student drop out in slums.

• Number of field trips of students can be increased by balancing the working

days



• The feedback from all the stake holders can be strengthened further.

• Training was arranged for TET (Teacher Eligibility Test) for student trainees

• The institution has applied for Rashtriya Uchchattama Shikshana Abhiyan

(RUSA) programme – state higher education council government of

Karnataka under the scheme of up gradation of the existing college for three

crores.

3.4.4. Is there any project completed by the institution relating to the community

development in the last five years? If yes, give details.

None.

3.4.5. How does the institution develop social and citizenship values and skills

among its students?

The institution has planned and organized the following activities to develop social

and citizenship value and skills among our student trainees.

Social value

1. During teaching practice the pupil teachers conduct cultural competitions for

the students.

2. Pupil teachers conduct quiz programmes for high school students.

3. At the end of teaching practice they express their gratitude by contributing

to the school.

4. They acknowledge the support of the school.

5. Pupil teachers undertake the responsibility of conducting National festivals,

Sports day and Founder’s day in schools.

Citizenship value

1. Everyday pupil teachers assemble in the college garden & sing the college prayer in chorus.

2. They also sing the National Anthem. 3. Guruvandana: Pupil teachers remember the teachers who impressed them

most in their educational career and pay respects to them by way of admiring their good qualities, practices which impressed them most.

4. In Community Living camp they learn how to live in different circumstances, cooperate with their peers and also self reliance.

Civic responsibility

Pupil teachers clean the college campus and garden .This develops the dignity of labour & a sense of responsibility.



3.5 Collaborations

3.5.1. Name the national level organizations, if any, with which the institution has

established linkages in the last five years. Detail the benefits resulted out of such

linkages.

Linkages established by the institution with national organization are UGC, KSOU,

NAAC, NCTE and RUSA.

Details of the benefits resulted out of these linkages.

UGC : University Grants Commission

• Members of Faculty are drawing UGC Scale

• UGC is giving assistance through financial grants

• KSOU: Karnataka State Open University

• Distance education B.Ed., programme study centre in our college.

• Strengthen academic activities to students who are teachers.

• NAAC: National Assessment Accreditation Council.

• The college is utilising the opportunity to improve academic and professional

competencies.

RUSA: Rashtriya Uchattar Shiksha Abhiyan • Applied for grants of three crores.

3.5.2. Name the international organizations, with which the institution has been

established any linkage in the last five years. Detail the benefits resulted out of

such linkages.

None.

3.5.3. How did the linkages if any contribute to the following?

Curriculum Development

Teaching

Practice Teaching

Research

Extension

Publication

Student Placement

None.



3.5.4. What are the linkages of the institution with the school sector? (Institute-

school-community networking)

• Members of Faculty work as resource persons.

• Faculty of our college provide consultancy.

• They also provide counselling services to the high school students.

• Learning aids and models prepared and submitted by pupil teachers are

donated to practice teaching schools.

• Our student trainees conduct various competitions and cultural events in

practice teaching schools.

• Teacher educators develop a cordial relation with most of the high schools

such that the mutual needs are met.

3.5.5. Are the faculty actively engaged in schools and with teachers and other

school personnel to design, evaluate and deliver practice teaching? If yes give

details.

Yes. The faculty are actively involved with school teachers and other personnel from

the school to design, evaluate and deliver practice teaching in the following way:

• Our faculty visit the schools and colleges for evaluating various competitions.

• Practical examination lessons of our trainers are evaluated by heads of the

schools and senior teachers along with other faculty (during 2009-10).

• Some of the school teachers are actively involved in giving demonstration

lessons for our students.

• The Heads of Institutions and teachers are consulted before allotting students

to schools

• The Suggestions of the head of the institution and teachers are taken while

preparing time table for teaching practice.

• A personal contact is established with the school authorities to improve quality

of teaching practice.

3.5.6. How does the faculty collaborate with school and other colleges or

university faculty?

The members our faculty collaborate with school and college or

University faculty in the following ways



§ The faculty of our college is involved in Science Club activities of

high schools and also they offer guidance .

§ They function as judges at different schools and colleges

§ They act as counsellors for high school students.

§ Faculty is involved in framing and revising the curriculum at university

level.

3.6 Best Practices in Research, Consultancy and Extension

3.6.1 What are the major measures adopted by the institution to enhance the

Quality of Research, Consultancy and Extension activities during the

last five years?

• Encouraged the members of faculty to take up research work.

• Permitted the members of faculty to attend seminars, workshops,

conferences and symposia

• Involved in teaching in other education institution for offering

academic consultancy.

• Leave whenever required

• Flexibility in the Time table.

• Xerox facility, Access to library books and journals.

3.6.2 What are significant innovations/good practices in Research,

Consultancy and Extension activities of the institution?

§ Academic and personal enrichment to our pupil teachers is provided by

the members of the faculty.

§ Members of faculty deliver guest lecturers in schools colleges and

universities.

§ Members of faculty actively participate in seminars and conferences.

§ Our college has established linkages with various NGOs.

§ Placement services are provided to outgoing students with the

cooperation of the neighbouring schools..

Best practices in Research, Consultancy and Extension

3.6.1: What are the major measures adopted by the institution to enhance the quality of

research, consultancy and extension activities during the last five years?



(A) Title of the Practice: Talk Fest

Context:

• The curriculum of B. Ed course involves many concepts which need to be elaborated.

• Some of the concepts may not be highlighted in the normal duration of the course.

• Experts in the subjects are invited to deliver special lectures on topics which need to

be given extra weightage.

Objectives:

• To provide variety in learning.

• To introduce an element of interest.

• To provide an opportunity for pupil teachers to listen to people from different fields.

• To involve students actively.

The Practice:

Specialists in the fields of education, environmental education, value education,

philosophy, sociology are invited to deliver special lectures to the pupil teachers.

Obstacles:


• The tight schedule of the new CBCS system pattern

• Lack of financial assistance.

Resources:


Impact:

• Total involvement of students.

• Variety is welcomed by the pupil teachers.

• Exposure to talks of academic interest.

Contact person: Miss. Sumithramma.



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?

Sl. No. Observations made by NAAC Action taken by the college

1 Faculty members should undertake

individual research projects

Faculty members are really interested

in taking up projects though they have

not undertaken any till now.



CRITERION IV:

INFRASTRUCTURE AND

LEARNING RESOURCES



4.1 Physical facilities

4.1.1 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.

Yes.

The Physical Infrastructure 1226 Sq.mtr (area).

The college has got adequate facilities and resources for B.Ed., programme’s administrative

function and extension services.

Facilities Separate class rooms for all methods. Multipurpose lecturing hall with seating capacity of 120. Faculty staff room. Principal’s chamber. Auditorium with sound system. Fire extinguisher. Rest room for ladies and gents. Library cum reading room.

Office room. Computer laboratory. Play ground. Psychology lab. Parking facilities. Canteen facilities Serene Garden

The amount invested for developing the infrastructure is given below:

Year Furniture Lab

equipments

Computer and

peripherals

Library Sports

2010 – 11 --- --- 20,394/- 15,047/- 7275/-

2011 – 12 --- 9170/- 28038/- 4543/- 6270/-

2012 – 13 --- --- 15097/- 11,517/- 7200/-

2013-14 --- 23,000/- 18,031/- 24,193/- 6975/-

2014-15 --- --- 13606/- 4656/- 7125/-



During the last five years the college has utilized an amount Rs.747489 =00 to the

equipments. The details of the equipment/hardware and the amount utilized for the major

items during the last five years are given below.

Sl. No. Equipment/Hardware Year Amount Spent 1 Multimedia projector --- Nil

2 Digital Interactive Board --- Nil

3 Copier (Xerox) 2012-13 226489/- 4 Stabilizer --- --- 5 Computers --- ---

6 Digital & voice recorder --- ---

7 Printer & home theatre system --- ---

8 computer 2011-12 345000/- 9 (6 KVAA) UPS system 2011-12 100000/-

10 DVD’s --- --- 11 Sony camera 2012-13 6000/- 12 Education DVD --- --- 13 Aver media visualize --- ---

14 Psychology lab materials --- ---

15 Studio master collar mike --- ---

16 Acer data projector --- --- 17 Science lab materials

18 Book case with four doors with lacks --- ---

19 Printers and computers tables 2011-12 60000/-

20 Computer, Mike, Amplifier. --- ---

21 UPS & DVD player 2012-13 10000/-

22 Printer --- ---

23 Computer --- ---

4.1.2. How does the institution plan to meet the need for augment the infrastructure to keep

pace with the academic growth?

The needed infrastructure is noted and the list of needed infrastructure is placed before the

management.

The college also has its own website and email ID.



4.1.3. List the infra structure facilities available for co-curricular activities and Extra-

Curricular activities including Games & Sports.

The infrastructure facilities available for co-curricular activities and Extra-Curricular activities

including Games & Sports are:

Co-Curricular Games & Sports Auditorium Play ground

(Dimension) Stage Playing materials LCD Chess DVD volleyball T.V Javelin Mike Table tennis OHP Tennicoit Sound system Sports are conducted

in the college field. Garden

4.1.4 Give details on the physical infrastructure shared with other programmes of the

institution or other institutions of the parent society or university.

The shared physical infrastructure is playground, Centenary hall and auditorium.

4.1.5 Give details on 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 center, etc.)

• Regularly, yearly once general health check up is carried out by health department for

students and documented.

• Rest room for women is provided in college guest house.

• Canteen facilities are available within the college campus.

• Cleaning is done on regular basis to maintain hygiene.

4.1.6 Is there any hostel facility for students? If yes, give details on capacity, no of rooms,

occupancy details, recreational facilities including sports and games, health and

hygiene facilities, etc.

There is a hostel facility for students in Bannimantap.



4.2. Maintenance of Infrastructure

4.2.1 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

Laboratories

Furniture

Equipments

Computers

Transport / vehicles

Utilization of the budget in the last five years

Sl No.

Title of the Expenditure

2010-11 2011-12 2012-13 2013-14 2014-15

1 Building 144211/- Nil Nil Nil Nil

2 Laboratories Nil Nil Nil Nil Nil

3 Furniture Nil Nil Nil Nil Nil

4 Equipments Nil Nil Nil Nil Nil

5 Computer Peripherals

Nil Nil Nil Nil Nil

Annual auditing is done by chartered accountant and the external auditing by the

concerned department.

4.2.2 How does the institution plan and ensure that the available infrastructure is optimally utilized?

• The institution has well planned time table. There will be optimum utilization of

available resources.

• The institution plans separate time table for science practicals and Computer

Practicals.

• The institution is utilized to conduct B.Ed. examination of University and also for

Competitive examinations.

• The institution is also utilized for conducting workshop, seminars and lecturing by

sister institutions.



4.2.3 How does the institution consider the environmental issues associated with the

infrastructure?

• A Gardener is appointed to look after the Garden outside the college premises.

• Our campus is smoke and plastic free.

• Science club organizes environmental related activities.

• All the rooms are provided with dustbins to collect the wastes

4.3. Library as a Learning Resource

4.3.1. Does the institution have a qualified librarian and sufficient technical staff to

support the library (materials collection and media/computer services)?

Yes.

• The institution has a librarian.

• There is no technical staff support to the library.

• One of the office assistant works as an assistant to the librarian.

• Computer services are available in library.

4.3.2 What are the library resources available to the staff and students? (Number of

books-volumes and titles, journals-national and international, magazines, audio visual

teaching-learning resources, software, internet access, etc)

The resources available for the staff and student are books, journals, magazines, A.V.

Aids, internet facilities, and news papers.

Total number of books – 8736 Journals - 08 Magazines- 02

TITTLE OF THE JOURNALS / MAGAZINE Edu tracks. Educational world Down to Earth Teacher Career 360.

Spardha Vijetha( Kannada) Competition Success Review



News papers VIjayakarnataka Udyogavarthe Times of India

The Hindu. Prajavani Andolana

List of Encyclopaedias:- Encyclopaedia of World

Knowledge Vol-14 GnanaGangotri-08 volumes

Encyclopaedia of Britannica-24 volumes

Kannada Vishwakosha Vol-13

The International Encyclopaedia of Science-04

volumes

Britannica Ready Reference Encyclopaedia-06 volumes

Total volumes - 160 List of A.V. Materials

CD/DVD - 8

4.3.3 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.

Yes. Library has the mechanism of systematic review of the various library resources for

adequate access, relevance etc., and to make acquisition decisions. All the staff members under

the Principal constitute the Library Advisory Committee. All the library acquisition decisions are

taken by the committee. The committee usually conducts meeting once in 6 month to discuss

library related issues. The suggestion box is kept for the further suggestion from the student

4.3.4 Is your library computerized? If yes, give details.

No. The library is not computerized.

4.3.5 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.

Yes. The library has computer with internet and reprographic facilities

4.3.6 Does the institution make use of Inflib-net / Del-net / IUC facilities? If yes, give

details.

No. The institution does not make use of Inflibnet /Delnet/IUC facilities.

4.3.7 Give details on the working days of the library? (Days the library is open in an

academic year, hours the library remains open per day etc.)

The library will be working throughout the year.



The library timings are

On working day – 10.00 a. m to 6.00 p. m

On holiday - When required

During examination – 9.00 a. m to 6.00 p. m

Working hours – (8 hours)

4.3.8 How do the staff and students come to know of the new arrivals?

The student and staff come to know of the new arrivals by the following ways:

Separate new arrivals section.

Orally communicated to student trainees.

Informed through Library Notice Board.

4.3.9 Does the institution’s library have a book bank? If yes, how is the book bank

facility utilized by the students?

Yes. The institution’s library has a book bank facility for all the pupil teachers..

4.3.10 What are the special facilities offered by the library to the visually and physically

challenged persons?

The library will provide proper facilities of bright light for visually challenged person, but the

institution never had any visually challenged student trainees so for.

4.4 ICT as Learning Resource

4.4.1 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 institutions ensures the optimum use of the facility. Computer lab :

The institution has computer lab to train student trainees and the faculty.

Hardware facility: 35 Computers,1 Laptop ,Scanner ,Printer ,Speaker

Software facility: M.S.Office package, Operating system.

LCD projector - 01 used for classroom interaction.

Internet facilities - available in Principal’s chamber and office.



Other facilities:

O.H.P, Fax machine, T.V, Tape recorder, E - podium educational C.Ds, D.V.Ds, slide

projector, compound microscope and the CDs prepared by the student trainees and teachers

are also available in the institution.

4.4.2 Is there a provision in the curriculum for imparting computer skills to all

students? If yes give details on the major skills included

Yes.

The institution encourages pupil teacher to prepare computer assisted instruction materials.

The pupil teachers are encouraged to prepare school time table and question paper (unit test)

by using M.S. Word.

The institution introduced the Computer Education as an elective paper.

4.4.3 How and to what extent does the institution incorporate and make use of the new

technologies / ICT in curriculum transactional processes?

The institution used the ICT in curriculum transactional process.

The teacher educators as well as student trainees use these equipments during the teaching

learning process.

Student trainees are advised the collect web based information to prepare assignment, tutorial

and project work.

4.4.4 What are the major areas and initiatives for which student teachers use /adopt

technology in practice teaching? (Developing lessons plans, classroom transactions,

evaluation, preparation of teaching aids)

The major areas and initiatives for which student trainees use / adopt technology in practice

teaching are class room transaction, developing lesson plan, evaluation, tutorials and preparation

of learning aids.

Developing lesson plans: Student trainees use technology to prepare computer assisted

instruction lesson plan to gather information through internet facilities are used.

Class room transaction: CAI package will be used in some of the schools.

Evaluation process: The unit test question paper will be prepared by using M.S. word.



Unit test results: Will be analyzed by using M.S.Excel.

Preparation of teaching aids: Internet facilities will be used for getting additional information

and to down load information.

Photos, pictures, animation and videos are downloaded with internet facilities.

Some pupil teachers use power point presentation while doing tutorials.

4.5 Other Facilities

4.5.1 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 program), to other institutions and to the community.

Yes.

The institution shares its facilities with others. The models, learning aids and other materials

prepared by pupil teachers are donated to high schools.

4.5.2 What are the various audio-visual facilities/materials (CDs, audio and video cassettes

and other materials related to the program) available with the institution? How are the

student teachers encouraged to optimally use them for learning including practice

teaching?

The various audio-visual facilities / materials available with the institution are:

Audio-Visual facilities / Materials Laptop. Slide projector. Tape recorder. C.Ds. Audio cassettes. OHP. Scanner.

LCD projector. Models. Charts. Specimens. Lab materials. Globe. Astronomical telescope. D.V.D



4.5.3 What are the various general and methods Laboratories available with the

institution? How does the institution enhance the facilities and ensure maintenance of

the equipment and other facilities?

The various general and method laboratories available with the institution are as follows.

Computer laboratory, Psychology laboratory, Chemistry laboratory and History room.

All the method teachers will maintain their own laboratory.

Librarian will maintain computer lab with the assistance of and sub staff.

4.5.4 Give details on the facilities like multipurpose hall, workshop, music and sports,

transports etc. available with the institution.

• The institution has a multipurpose hall which will be used for taking classes and to

celebrate college functions.

• The Institution has a common playground to play games.

• Transport facility is not available in the institution.

4.5.5 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.

Yes.

• The main lecture hall is equipped with LCD projector, computer, mike system. E

All the methodology class rooms are equipped with smart board, computer and

projector.

• Internet facility is available in office room and library.

Best practices in infrastructure and learning resources

4.6.2 What innovative practices in Infrastructure and learning resources are in vogue or

adopted by the institution?

Best Practice: “Concept catalogue” or “Concept search.”

Context: Student teachers when they go to library find it difficult to search the specific

concept in different books. In that context the teacher educators thought of doing the concept

catalogue in three different Hard Core courses. It serves as an inventory or book keeping of

what is in the library. It is a meaningful way of categorizing books.



Objectives:

1. To develop the ability to search, browse the book based on the concept.

2. To increase, the reading comprehension of students.

3. To get an overview of the content.

4. Preparation stage provides an opportunity for learning.

5. Student will be capable of self-learning.

6. A subject matter preparation programme.

Practice:

It is a register of all bibliographic items found a library about a single concept in a single

course. Keeping in mind the students attempted to prepare Concept Catalogue for Curricular

Concepts Learning. With that, they come up with ideas for creative writing of assignments

and to prepare cognitive mapping for tutorial. As it is an information retrieval method that is

used, to search unstructured text leads to meaningful way of categorizing books.

Teacher educators also experienced it as designed to teach reading comprehension. A

set of processes that apply to text for gaining meaning, knowledge or experience leads to

formation of concept about a content.

As a result, the students who have a commitment to understand the concepts within an

instructional unit are likely to get a deeper understanding of the content.

Obstacles:

In the beginning, it was difficult to convince the faculty members and the librarian. About

60% of our students opted vernacular language as medium of instruction. Numbers of

Kannada medium books are very less in the library. Invariable, the activity depends mainly

on English medium books. The student felt it difficult to catalogue the concepts

Impact:

Ø Students comprehended new books better.

Ø Motivation: Students have developed interest in reading. In fact, they do choose to

read more books after being in concept catalogue.

Ø Scientific knowledge:

Ø Students learn the concepts they study deeply which is valuable for their general

knowledge and valuable for their content learning, concrete experiences increase text

comprehension.

When students are using different books and sub concepts, all readers regardless of

reading level- are learning new information about the same concept.



The concept catalogue is the best way to become a proficient reader is by reading widely

and frequently. Students read 3-4 books over a week in order to foster comprehension.

Reading that much, takes effort, persistence and energy. Therefore, motivation is a key in

fostering comprehension development.

Resource:

Human, financial and Material resources are required.

Contact Person: Mrs. Vidya. T. R.



CRITERION V:

STUDENT SUPPORT AND

PROGRESSION



5.1 Student Progression

5.1.1. How does the institution assess the student’s preparedness for the programme and

ensure that they receive appropriate academic and professional advice through the

commencement of their professional education programme (Student pre-requisite

knowledge and skill to advance) to completion?

The academic year in the college begins with welcoming the new batch of pupil teachers by

the senior pupil teachers and handing over the college flag to the fresh pupil teachers. Pupil

teachers are welcomed and the entire staff of the college gather and the alumni introduce the

staff to the new batch of students. The principal of the college addresses he pupil teachers and

enlightens them about the tenure and activities in the B.Ed course.This ensures mental

preparedness of pupil teachers.

At the beginning of the academic year, the institution conducts an orientation programme for

two days to orient the newly selected student for the programme. Coupled with this, talents

day is also organized for the students. This programme leads begin to maintain a cordial

relationship among the students and with the institution. Students’ elections are held and

President,Vice –President and Secretary are either selected or elected.

Teachers identify the abilities of students. There will be mutual awareness.

The performance of the students is evaluated through assignments they write, tutorial held,

evaluation of test papers, practice of communication skills, microteaching, mini lessons and

macro lessons through internal examinations and various Co-curricular activities.

The performance of the institution is reflected in the results at the university examinations.

Many pupil teachers from the institution has scored ranks. But since 2010-2011 the B.Ed.,

Choice Based Credit System (CBCS) has been introduced by University of Mysore, Mysore

and there is no declaration of ranks

5.1.2 How does the institution ensure that the campus environment promotes

motivation, satisfaction, and development and performance improvement of the

students?

• The Campus is environment friendly and spacious and free from the sound pollution

accompanied by a serene garden. This creates a conducive and peaceful environment

for proper curricular transaction.



• There is an adequate space for playground and parking of vehicles.

• Discipline in the college emphasize on punctuality and proper dress code. All

activities are properly planned.

• The faculty follows the academic year plan and time table for smooth conduct of

curricular and Co-curricular activities with flexibility.

• For recreation and information there are sports facilities, good computer lab and

Television.

• Members of faculty cooperate with each other and offer maximum guidance to pupil

teachers.

• In the new CBCS & CAGP pattern assessment is done at regular intervals and the

progress of pupil teachers is monitored to a great extent in mentor group sessions.

5.1.3. Give gender-wise drop-out 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?

The Drop-Out Rate in the Last Five years

Academic Year Case of Drop-Outs Total Male Females

2010-2011 -- 02 02 2011-2012 -- -- 00 2012-2013 03 01 04 2013-2014 00 01 01 2014-2015 --

Possible reasons for drop-outs:

The drop-out rate is negligible in our institution, the reasons for it are

• Getting government employment.

• Marriage of girl student trainees.

• Severe health/personal problems.



The institution tries to avoid drop-outs as far as possible by adopting the following

strategies:

• The College has been continuously giving counseling to those needy students from

the beginning and convinces them about the importance of completion of the B.Ed.,

programme successfully.

• By consultation and cooperation with parents many of the problems are solved.

• Conducting orientation program in the beginning of the programme to prepare pupil

teachers mentally for the curricular activities.

• Teacher show extra care and concern for pupil teachers in trouble in mentor sessions.

5.1.4. What additional services are provided to students for enabling them to complete

for the jobs and progress to higher education? How many students Appeared/Qualified

in SLET, NET, Central/State services through competitive examinations in the last two

years?

• The College provides information about job opportunities and also arranges

programmes and special lectures for personality development.

• Developing communication skills among pupil teachers and use of Multimedia.

• Felicitation of meritorious is the tradition of the institution.

• Free Internet Access.

Academic Year

NET / SLET TET Total

2010-2011 -- -- -- 2011-2012 4+4 -- 8 2012-2013 5+3 -- 8 2013-2014 7 04 11 2014-2015

5.1.5. What percentage of students on an average go for further studies/choose teaching

as a career? Given details for the last three years?

Majority of teacher trainees opt to continue further studies. Some of them got jobs in teaching

and other fields.



Details of the Teacher Trainees Who Went for Furthers Studies:

Programme 2010-11 2011-12 2012-13 2013-14 Higher Studies 46 30 12 10 Employment (Total)

20 24 32 30

Teaching 16 20 25 16

5.1.6 Does the institution provide training and access to 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 tenure of the course.

• Pupil teachers who have passed out will be allowed to study and do reference work in

the library. Those who have taken up competitive examinations also study in the

library.

5.1.7. Does the institution provide placement services? If yes, give details on the services

provided for the last two years and the number of students who have benefited.

• The institution announces various vacant jobs list on the notice board. It is by getting

the formal request by the Heads of the Institution / Management the students are

asked to appear for the interventions.

• There is also a campus interview arranged by the college with information to different

schools.

5.1.8. What are the difficulties (if any) faced by placement cell? How does the institution

overcome those difficulties?

A major difficulty is with documentation.

Institution may not meet the requirements of local schools as many students already working

in home town may not be prepared to come to Mysore city..

Many posts though are available in English medium schools trained teachers are not able to

avail the opportunity due to lack of language facility.



5.1.9. Does the institution have arrangements with practice teaching schools for

placement of the student teachers?

Yes. The institution has arrangements with practice teaching schools for placement of the

student teachers.

The student teachers are allowed to do their practice of teaching in Government & Aided

schools with permission of the D.D.P.I.

The authorities of the school observe many pupil teachers and if they are satisfied they absorb

them in the schools.

5.1.10. What are the resources (Financial, Human & ICT) provided by the institution to

the placement cell?

There is no financial resource provided to the placement cell.

When the schools need teachers for different subjects the college extends help immediately

without any delay by looking into the previous annual college magazines where the address

and phone numbers are printed.

5.2 Student Support

5.2.1. How are the curricular (teaching – learning process) co-curricular and

extracurricular programmes planned, (developing academic calendar, communication

across the institution, feedback) evaluated and revised to achieve the objectives and

effective implementation of the curriculum?

• An academic calendar, “Calendar of Events”is planned and prepared to carry out the

activities efficiently.

• In this comprehensive plan, curricular, co-curricular and extracurricular activities are

also mentioned.

• The prepared plan is displayed on the notice board for teacher trainees and copies are

circulated to faculty members.

• The curricular and co-curricular activities are evaluated by the members of faculty.

• Revision in curriculum is normally done by the Board of studies in Education of the

University of Mysore, Mysore.



5.2.2. How is the curricular planning done differently for physically challenged

students?

• The institution takes care of physically challenged students with a great deal of

concern.

• They are allotted to schools in which it is easy for them to handle classes.

5.2.3. Does the institution have mentoring arrangements? If yes, how is it organized?

Yes. The institution has monitoring arrangements.

• Each member of faculty in the institution is involved in the mentor system and is

allotted a group of 15 to 17 students to know more about their strengths and

weaknesses.

• Once every week they meet and discuss about the general issues related to the course

and specific issues regarding their “other interests”.

• Many pupil teachers who do not want to share their problems in the open before the

entire group discusses in private with the mentor.

• Though officially they meet and discuss once a week if there is a need they may meet

at other time as well.

5.2.4. What are the various provisions in the institution, which support and enhance the

effectiveness of the faculty in teaching and mentoring of students?

• There is provision of regular Library access and internet access to the faculty

members to update their knowledge.

• The Institution gives permission to the members of faculty to attend workshops,

seminars and conferences for their professional development.

• Regular use of the power point presentation in the classroom by the faculty members

makes the teaching-learning process effective.

• Book bank facility at the time of examination.

5.2.5. 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 its own website namely Website; www.svtc.mysore.org



The following information has been posted on the website:

• Vision and mission

• Principal opines

• Members of the Governing council

• About our institution

• Staff details

• Programme Details (Eligibility, details about Exam, Fee, Calendar of events, Student

list, past result)

• Photo clippings

• Co-curricular activities

• Alumni Association details

• Honor roll

• Recent happenings

5.2.6. Does the institution have a remedial programme for academically low achievers?

If yes, given details

No. But those pupil teachers who are not able to achieve upto the mark or pass are allowed to

sit in special classes/extra classes which are arranged as per their request.

5.2.7 What specific teaching strategies are adopted for teaching a) Advanced learners

and (b) Slow Learners?

a) For Advanced learners:

• Encouraged to enhance their knowledge through library reading and using Internet

facilities.

• Information on competitive examinations is given to them.

• Training for Teacher Education Test is conducted.

• Internet accesses like download of a book are provided.



b) For slow learners:

• Academic counseling programmes like mentor system help the slow learners to shed

their inhibitions.

• Guidance is given to prepare for the examination by going through previous year

question papers.

• Special attention is paid to them to get over their weaknesses.

• Bridge course is conducted to help them improve in English language.

5.2.8. What are the various guidance and counseling services available to the students?

Give details.

• Academic counseling is given to both high achievers and especially to Low achievers

who are identified through Internal Assessment Test. Additional attention is given to

them.

• The various employment opportunities are brought to the knowledge of the student

trainees.

• Websites of different employment opportunities are made available to pupil teachers.

• Many times school authorities also offer job opportunities. Some schools conduct

campus interview in the college.

• A well established mentor system offers academic, vocational and also personal

guidance

5.2.9. What is the grievance redressal mechanism adopted by the institution for students?

What are the major grievances redressed in last two years?

2012-2013

Grievances

Problem of adjustment.

Health issues / feeling of let down by

others.

2013-2014

Grievances

Feeling depressed about conditions at



home.

Adjustment problem.

Health Problem

Health Problem.

Health Problem.

Family problem.

5.2.10. How is the progress of the candidates at different stages of program monitored

and advised?

• As per the regulations of University of Mysore and CBCS & CAGP pattern students

are assessed at various levels of their progress.

• During First Semester two tests are conducted and by looking into the result pupil

teachers who lag behind others are given special attention and some special classes

are taken to assist them.

• Formative evaluation for theory learning is done through tutorials and assignments

and projects.

• Teaching competency is a vital aspect of the teacher training program. To achieve

this, micro lessons, integrated lessons and communication lessons are given by pupil

teachers.

• Unsatisfactory progress and achievement of the teacher trainees is seriously looked

into by the faculty.

• Orientation, feedback and guidance are given to low achievers to achieve the required

level of competency.

5.2.11. How does the institution ensure the student’s competency to begin practice

teaching (pre-practice preparation details) and what is the follow-up support in the field

(practice teaching provided to the students during practice teaching in schools?

Pre-Practice teaching:

Visit to school: Pupil teachers visit the different high schools and make a note of the essential

aspects in the school like; the building, infrastructure, staff, students, the nature of work in

the school, time able, activities conducted, various records maintained etc. This gives them

the insight of how a school works. They also observe the lessons of regular teachers –this



helps them in the way of teaching. After a day’s stay in the school they get familiarized with

the routine work of school.

Communication lesson: A workshop is conducted on communication skills-theoretical

orientation to the verbal and non-verbal aspects of communication is given prior to the

practice. Pupil teachers use the skills of communication and give brief lessons in their

methodologies. This enhances their ability of expression and the choice of vocabulary.

Micro teaching: Intensive orientation is provided in the micro skills, their components and

sub skills, the need and significance of each skill. Demonstrations on micro lessons are given

by teacher educators and they practice these micro skills under the supervision of the teacher

educators. If the level of teaching is not satisfactory they are given an opportunity to

improvise the lesson and re-teach. Thus they become perfect in the micro aspects of the

lesson.

Mini lessons: Pupil teachers are guide to integrate these micro skills and give mini lessons.

This gives a synthetic view of the lesson.

• Proper guidance for developing lesson plans is given to the student trainees at this

stage.

• Lesson plans are carefully corrected and suitable modifications are suggested.

• Micro lesson are observed using observation schedule. Feedback is provided by the

faculty and peers.

• After the teach session, re-teach session are conducted only after the re teach lessons

indicate desirable improvement, the next skill is introduced.

Thereafter, mini lessons are conducted and evaluated. These serve as a link between micro

lessons and classroom practice macro lessons.

Practice Teaching:

• The pupil teachers are provided with follow up support during the practice teaching

program which includes guidance and feedback from the guide and observers on.

• Procedure of writing lesson plan.

• Planning of different stages of the lesson and giving examples, analogies and non

examples.



• Proper use of micro-skills and their integration.

• Teacher preparation, confidence and transaction of content knowledge.

• Teacher effectiveness.

• Comparison of planning and actual performance.

5.3. Student Activities

5.3.1. Does the institution have an alumni Association?

If yes,

(i) List the current office bearers

(ii) Give the year of the 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

Yes.

(i) List the current office bearers

Sl.no Position Name of the member Designation 1 President Dr.P.S.Suresh Principal 2 Secretary Dr.S.Suresh Assistant Professor 3 Member Mr.Mahesh Dalapathi Assistant Professor

4 Member Mr.Ravishankar Sub Inspector of Police, Mysore

(iii) Give the year of the last election

The office bearers were elected of unanimously on 26-10-2013

(iv) List Alumni Association activities of last two years.

2011-12 2012-13

Shared their experiences Shared their experiences

Participated in college activities as resource persons Collection of question papers



(v) Give details of the top ten alumni occupying prominent position.

Sl.No. Name Designation

1 Smt. Ayesha Parveen Assistant Commissioner, Mysore

2 Smt. Madhumathi Principal, St. Thomas High School, Mysore

3 Dr. Suneetha Associate Professor, Omkarmel Somani College of Education, Mysore

4 Dr. Vijayakumar Associate Professor, Omkarmel Somani College of Education, Mysore.

5 Dr.Vishalakshi Principal, Kaginele College of Education, Mysore.

6 Mr. Mahesh Dalapati Assistant Professor, Vatsalya College of Education, Mysore.

7 Dr. Gavisiddaiah Assistant Director Rajya Patragara Ilakhe, Mysore

8 Sri. Bhoothesh Principal, Mahabodhi High School, Mysore

9 Dr. Latha. M Assistant Professor, MGM Gangotri

10 Ravishankar Sub inspector, Department of Police, kuvempunagar, Mysore.

11 Rashmi.J. Assistant Professor, St. Joseph’s College of Education

12 Sarala Kumari Principal, Adichunchanagiri B. Ed College, Mysore

13 Dr.Malini Associate professor, BOS in Botany, MGM, Mysore.

14 Dr.Nanjunadaswamey Assistant Professor, Government Degree college, Mysore.

15 Smt.Saraswathi District Social welfare officer, Chamarajanagar.

16 Mr.Raghu.M Circle Inspector, Bengaluru Rural, Bengaluru

17 Mr.K.Manjunath Commercial Tax Officer, Mysore

18 Dr.Prabhu Associate Professor, DOS in Archeology, MGM, Mysore.

19 Dr.Shivakumar Assistant Professor, DOS in Economics,



KSOU, Mysuru 20 Mr.Gopal Senior Teacher, SVGHS, Musuru

21 Mr.Madegowda Lecturer, Government PU College, Mysore

22 Mr.Lokesh Lecturer, DIET, Mysuru

23 Mr.Javaregowda Distric Officer, Department of BCM, Mysore

24 Mr.Chandra Patil Block Education Officer, DDPI, Mysore.

25 Mr. Jyothish Assistant professor, Amrutha Shikshana mahavidyalaya, Mysore.

(V) Give details on the contribution of alumni to the growth and development of the

institution.

• Alumni offer their suggestions for institutional development in the meeting.

• They share their experience with current students.

• They are pillars of support to the institution.

5.3.2. How does the institution encourage students to participate in extracurricular

activities including sports and games? Give details on the achievements of students

during the last two years.

• Whenever there is an invitation from other colleges for participation in either cultural

competitions or sports events pupil teachers from our college are encouraged to

participate.

• Student trainees are encouraged to participate in extracurricular activities.

• Every year our college celebrates Annual Sports Day.

• The management takes care and appreciates them for participation and good

performance.

• The college offers prizes and shields to the winning candidates.

• No team of our college participated in University level and State level sports and

games programmes.

• Various academic activities and special lectures and cultural events are organized in

the college by The Cultural Committee of the college.



5.3.3. How does the institution involve and encourage students to publish materials like

catalogues, wall magazines, college magazine and other material. List the major

publication/materials brought out by the students during the previous academic session.

• Every year the institution’s Annual magazine ‘Bharathi’ is published towards the end

of the academic year.

• Pupil teachers are motivated and encouraged to publish their written material in the

annual magazine.

• Student trainees are encouraged to write inspiring thoughts for the day on the board daily.

List of manuscript magazines published during the previous academic sessions are:

Department Manuscript magazine

English Inspirer

Kannada Dhatu

History Itihasa Sankalana

Geography Nisarga

Physics Vismaya

List of wall papers published during the previous academic sessions are:

Department Wall paper

English Wisdom

Kannada Sarada Vani

History Charitha

Geography Bhoomika

Physics Vismaya



5.3.4. Does the institution have a student council or any similar body? Give details on –

constitution, major activities and funding.

Yes. The college has a student council which attends to the need of the students and

shoulders the responsibility in co-ordination with the faculty to execute the work related to

student cultural activities.

5.3.5. Give details of the various bodies and their activities (academic and

administrative) which have student representation in it.

We do not have academic and administrative bodies involving students. But we have the

following committees where students are involved and active participation of them is sought /

taken care of. In our institution have these bodies,

• Cultural committee: Takes up the responsibility of organizing and conducting the

cultural and some academic activities in the college.

• Sports committee: Takes up the initiative of participating and organizing Annual

Sports Day in the college.

• Magazine committee: Is responsible in bringing out the Annual college magazine

“Bharathi”.

• Community Living Camp Committee: Takes the leadership in conducting

Community Living camp.

• Socially Useful Productive Work Committee: Conducts a workshop for two days in

the college.

• The members of the faculty lead these teams as the staff- in–charge and give timely

advice .

5.3.6. Does the institution have a mechanism to seek and use data and feedback from

its graduates and from employers and the growth and development of the institution?

• Informal feedback is collected from the pupil teachers at the end of the academic year

for future growth and development of the institution.



• Formally feedback is collected from the pupil teachers by way of answering the

teacher evaluation schedule.

• The management guides the teaching faculty as well as the non-teaching faculty

regarding administrative issues and gives timely feedback for feasible planning and

implementation.

Best practices in student support and progression

Best Practice 1: Mentor System.

Context: Many pupil teachers come from different backgrounds will be facing many day to

day problems in their families and many a times they will be upset about their problems.

When they are upset naturally they are not themselves and will not be able to concentrate on

their studies.

Objectives:

1. To increase the level of adjustment of pupil teachers.

2. To develop the ability to cope up with different problem situations.

3. To get their academic, behavioral and personal problems solved with the guidance of

teacher educators.

Practice:

Pupil teachers are allotted to different teacher educators who act as their mentors. Each

teacher educator will have about 12 to 15 pupil teachers in his batch. Mentor session is

allotted a fixed schedule in the regular time table. At that stipulated time pupil teachers meet

their mentors and share their academic, personal and vocational problems and get probable

solutions. Pupil teachers are also free to meet their mentors any time.

Obstacles:

• In the beginning, it was difficult to make the pupil teachers come out with their

problems.

• They thought it was not necessary to share or perhaps they had never solved

problems in this manner before.

• Even after many sessions some feel inhibited to come out of their shell and express

their deficits, doubts or problems.



Impact:

• Pupil teachers no doubt are not able to freely share in the beginning but gradually they

understand the goodwill extended by the faculty.

• Many who have previously felt diffident and low, cheer up and feel that someone is

with them to share.

• This makes pupil teachers feel relaxed and lends them the confidence to face the

various situations.

• This also trains them in giving guidance to their high school students in future.

Resource:

• Human resources.

• Availability of rooms.

Contact Person: All the members of faculty.

Additional Information

1. What were the evaluative observations made under Infrastructure and Learning

Resources in the previous assessment report and how have they been acted upon?

Sl. No. Observations made by NAAC Action taken by the college

1. Hostel facility is recommended Many pupil teachers take admission in hostels

based on their caste and religion where they

provide free services to them. The institution

has hostel facility in Bannimantap.

2 Computerization of library The college is trying to computerize the

services of library.



CRITERION VI:

GOVERNANCE AND LEADERSHIP



a. Institutional Vision and Leadership

i. What are the institutions’ stated purpose, vision, mission and values? How are they

made known to the various stakeholders?

Motto:”Vidya Viveks Janani” meaning ”Education is the Mother of Wisdom”

“Sarada Vilas Teachers College is committed to the cause of Empowerment of

Youth through imparting Quality Education thus instilling Serenity and Wisdom

to distinguish between the Right and the Wrong”

Vision: “To be a Premier Teacher Education Institute and Centre of Excellence,

producing trained graduates to become conscientious teachers and citizens of the

world at large.”

Mission: “To contribute to the community—physically & mentally healthy,

intellectually refined, socially responsible, morally upright, emotionally poised

and spiritually elevated secondary school teachers.”

Values: To instil, nourish & develop among student teachers - values – democratic, socialistic, aesthetic & secular - creative thinking - critical thinking - eco- friendly attitude. - Respect the rights of people.

The purpose, vision, mission and values are printed on the prospectus.

6.1.2 Does the mission include the institutions in terms of addressing the needs of the

society, the students it seeks to serve, the school sector, education institution’s traditions

and value orientations?

Yes. The mission includes the institution in terms addressing the needs of the society, the

students it seeks to serve, the school sector, education institution’s traditions and value

orientations.



6.1.3 Enumerate the top management’s commitment, leadership role and involvement

for effective and efficient transaction of teaching and learning process (functioning and

composition of various committees and board of management, BOG, etc.)

Sarada Vilas teachers College is managed by Sarada Vilas Educational Institutions, Mysore.

Sarada Vilas Teachers College was established in 1963 and since then under the efficient

leadership of the management it has successfully completed 50 years of service to the society.

Sarada Vilas Educational Institutions

Sarada Vilas Pre

University College

Sarada vilas

Science College Sarada

Vilas Law College

Sarada Vilas

College of Pharmacy

Sarada Vilas

Teachers CollegeSarada

Vilas Primary School

Sarada Vilas

Boys'High School

Sarada Vilas

Girls'High School



Governing Council of Sarada Vilas Educational Institutions

1 Sri.B. S. Parthasarathy

President Sarada Vilas Educational Institutions,

Mysore

2 Sri.S.Ravishankar

Honorary Secretary Sarada Vilas Educational Institutions,

Mysore

3 Sri. R. S. Mohanmurthy Member

4 Sri.R.Narasimha Member

5 Sri.D.S.Srinivasa Rao Member

6 Sri.Sundaramurthy Member

7 Sri.H.K.Srinath Member

8 Sri.S.Nagaraj Member

9 Sri.M.B.Dongri Member

10 Sri.T.R.Harish Member

11 Sri.P.V.Narahari Member

12 Sri.S.L.Ramachandra Member

13 Sri.M.S.Nandakumar Member

14 Sri.C.R.Krishna Member

15 Sri.R.V.Nagaraja Rao Member



6.1.4 How does the management and head of the institution ensure that responsibilities

are defined and communicated to the staff of the institution?

• The management conducts meeting/discussion with the Principal.

• Resolutions undertaken in the meetings/ are informed to the members of staff.

• Each member of faculty is involved in at least one committee with clearly defined

responsibilities.

• Regular meetings are held to monitor the activities systematically.

• The Principal regulates the progress of work periodically and offers suggestions.

Principal supervises over all activities of the college.

6.1.5 How does the management/head of the institution ensure that valid information

(from feedback and personal contacts etc.) is available for the management to review

the activities of the institution?

• The feedback mechanism of the institution involves: Feedback from students,

teachers, academic peers, employees, alumni and PTA.

• The institution uses the feedback obtained from its various stakeholders to analyze,

review and restructure the activities of the institution.

• The management of the college interacts with the staff personally and the staff

meetings are conducted regularly.

• Analyses of the feedback received from stakeholders are done.

• Besides student trainees evaluation of teachers, there is peer evaluation for teachers,

which helps a lot in the professional improvement of teachers.

• On the basis of the student trainee’s feedback, discussions are made at the staff

meeting. Essential and urgent things are implemented.



6.1.6 How does the institution identify and address the barriers (if any) in achieving the

vision/mission and goals?

• The feedback received from the student trainees, faculty, teachers of practice teaching

schools and other stakeholders is a great help to identify the barriers.

• The institution addresses the barriers by planning timely action that leads to achieving

the vision, mission and goals of the institution.

• The main barrier faced by the institution is the vacancy of faculty and retirement of

our office staff.

• These obstacles were placed before the management and one lecturer on part time

basis is provided.

6.1.7 How does the management encourage and support involvement of the staff for

improvement of the effectiveness and efficiency of the institutional processes?

• The management encourages and supports the staff for further improvement.

• It encourages our teachers to take up research, take up further studies thus improving

their professional abilities.

• The staff is allowed to utilize internet for the purpose of research.

• Members of faculty are allowed to attend professional enrichment programs.

• Members of faculty are provided rooms that are well lighted, well ventilated,

computers with high speed internet connection and printing facility.

• There is loan facility for the staff from ‘Nowkarara Balaga” of Sarada Vilas

Educational Institutions upto 50000.00.

• Calendar of events is prepared at the beginning of the new academic year to enable

effective execution of the planned activities.

• The members of faculty along with office staff discuss about effective way of

executing different responsibilities under the leadership of Principal.



6.1.8 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 head of the institution takes leadership in attaining the goals and objectives and

leads the institution towards the goal of excellence.

• The Principal co-ordinates all the responsibilities and functions of the college.

• The management has given autonomy to the Principal and he has the freedom to take

decisions except the policy matters.

• Principal in consultation with the faculty and staff implements the programs through

meetings.

• There is delegation of responsibilities to members of faculty and staff and a

democratic leadership persists.

• Innovative practices are discussed and introduced with the support of the

management, staff and students.

• Various committees are formed and their functioning is maintained properly by

assigning the responsibilities to members of staff.

• Flexibility in the timetable is permissible without a compromise quality.

• An open, free atmosphere lends freedom of expression and scope for improvement.



6.2 Organizational Arrangements

6.2.1 List the different committees constituted by the institution for management of

different institutional activities? Give details of the meeting held and the decisions made

regarding academic management, finance infrastructure faculty, research extension and

linkages and examinations during the last year.

List of different committees constituted by the Institution for the management of different

activities are:

• Sports committee.

• Cultural Committee.

• Anti ragging committee.

• Guidance and counseling cell and women’s counseling centre.

• Grievance Redressal cell for students.

• Internal quality assurance cell.

• Quality assurance cell.

• Science club.

• Placement cell.

• Magazine committee.

• Excursion committee.

• Community living camp committee.

• Socially Useful Productive Work Committee

Each committee plans for meeting on a particular day and time giving prior information well

in advance .Meeting is held in the chambers of Principal in his presence and decisions are taken

jointly with the consent of pupil teachers. Records of these meetings and proceedings are

maintained separately.



6.2.2 Give the organizational structure and the details of the academic and administrative

bodies of the institution.

The organizational structure

• Academic and administrative planning in the institution move hand in hand.

• Organizational structures of the management academic and administrative bodies are

shown below.

Principal

Assistant Professors Librarian Support

Staff

Principal

Senior clerk Clerical staff Support staff

Administrative Organisation



6.2.3 To what extent is the administration decentralized? Give the structure and details

of its functioning.

• The President of the trust is the head of the management accompanied by Honorary

Secretary.

• There are 13 members in the management. They have been entrusted with the

responsibility of managing Sarada Vilas Teachers College and other sister

institutions..

• Being liaison officer Principal executes democratic leadership and encourages team

spirit. Faculty and staff are given needed freedom to conduct various activities of the

institution.

6.2.4 How does the institution collaborate with other sections/departments and school

personnel to improve and plan the quality of educational provisions?

The institution collaborates with other sections/departments and school personnel to improve

and plan the quality of educational provisions. They are

• Different secondary schools, Heads and Teacher for conducting pre internship and

practice of teaching.

• DIET: for administrative reason.

• DDPI: for following School rules and regulations.

• B.E.O: for following School rules and regulations.

• CTE : for following School rules and regulations.

• UOM: for following its regulations for admission, examination and awarding degree.

• UGC: As the college have 2F and 12B certificate UGC sanctions grants to our

college.

• CAC: for getting government seats for B.Ed., programme.

• Department of collegiate education: to get salary grants from government..

• Other B.Ed., Colleges: extension and sharing of information.

• KSOU: for conducting contact programmes.



6.2.5 Does the institution use the various data and information obtained from the

feedback in decision-making and performance improvement? If yes, give details.

Yes. The institution uses the various data and information obtained from the feed back in

decision making and performance improvement.

• Feedback from students, parents, alumni, heads of the practice teaching and schools

school teacher etc. are also analyzed and changes are made accordingly.

• The introduction of student teachers dairy for practice teaching is a decision as the

basis of this feedback.

6.2.6 What are the institution’s initiatives in promoting co-operation, sharing of knowledge,

innovations and empowerment of the faculty? (Skill sharing across departments’ creating /

providing conducive environment)

The institution’s initiatives in promoting co-operation, sharing of knowledge, innovations and

empowerment are

• Collaborating practical activities like Pre-internship school visits, communication skills,

microteaching skills and their integration, tutorials, practice teaching, conduction of co

curricular activities, community living camp, sports events and so on.

• Sharing of knowledge and skills is done through teachers improving relationship among

the faculty by conducting faculty meetings

• The faculty members are given opportunity to use innovative teaching techniques with the

help of technology.

• Participation in seminar, conferences, workshops, refresher and orientation programme.

• Publishing of articles in educational journals, magazines and news papers. They do write

books on concepts related to high school subjects.



6.3 STRATEGY DEVELOPMENT AND DEPLOYMENT

6.3.1 Has the institution an MIS in place, to select, collect align and integrate data and

information on academic and administrative aspects of the institution?

No, The institution does not have has the Management Information System (MIS)

6.3.2 How does the institution allocate resources (human and financial) for

accomplishment and sustaining the changes resulting from the action plans?

• The human resources are faculty and staff of the college. Institution promotes them

through motivation and at the same time by monitoring.

• Management extends help by allowing them to take up professional development

activities.

• Each of the faculty is provided with personal computer.

• For class room transactions LCD is made available.

6.3.3 How are the resources needed (Human and financial) for accomplishment and

sustaining changes resulting from the action plans?

• The mission and goals of the college are to create development of human potentiality

in general and of a teacher in particular. This promotes individual development as

well as that of the competences of institution.

In order to meet the above all the human resources present are well geared.

• Members of faculty contribute their might in prceeding towards attaining the goals of

the institution.

• Though well planned calendar of events and timetable are developed they don’t add to

the rigidity of the schedule-permissible changes are allowed.

• Finance needed for the different activities are maintained according to different heads

of account.

• It is seen that all activities are given due importance and financial allocation is made

and utilized.

• The manifold activities of the college are carried out throughout the year continually

and meaningfully to proceed towards the mission and goals of the institution.



6.3.4 Describe the procedure of developing academic plan. How are the practice

teaching schoolteachers, faculty and administrators involved in the planning process?

• University of Mysore provides the academic calendar for the course.

• In the staff meeting the academic plan of the college is planned keeping in view the

opinions of the different stakeholders- school teachers, members of faculty and

administrators.

• While arranging programmes relating to school and other institutions, the dates which

are convenient to them are noted down and programmes are fixed as per their

convenience.

6.3.5 How are the objectives communicated and deployed at all levels to assure

individual employee’s contribution for institutional development?

• The objectives are displayed at the entrance of the college to enlighten all the

employees and to keep up their spirit.

• Students are motivated to be co-operative with faculty to progress in the path of

achieving these goals.

• The cooperative work culture of the institution reflects the mindset of the members of

faculty and is sure to take the institution to great heights.

6.3.6 How and with what frequency are the visions, mission and implementation plans

monitored, evaluated and revised?

• The fact that variety is to be brought in is accepted by the institution but the core,

basic nature of values does not change. From this point of view the vision, missions

are not changed very frequently.

• The plans monitored are modified to suit the needs of the day.

• Feedback of students is considered and genuine ones are adopted.

• Members of faculty also provide feedback about the constraints they faced while

executing an activity.

• Consultation with the management helps in modification according to the changing

needs.



• Feedback from practicing school and other stakeholders help to modify college

programs.

Thus while using all these, vision and mission are evaluated and revised as per the need.

6.3.7 How does the institution plan and deploy the new technology?

• Our institution has LCD projectors, computer laboratory and other required hardware

and software both for academic and administrative purpose.

• The management is always ready to introduce latest technology both in academic and

administrative fields of the institution.

• Pupil teachers should compulsorily prepare Computer aided lesson plan.

6.4. Human Resource Management

6.4.1. How do you identify the faculty development needs and career progression of the

staff?

The faculty development needs and career progression of the staff are identified through

• Discussing in the staff meetings and taking decisions.

• Analyzing the feedback given by the students and modifying according to the needs.

6.4.2. What are the mechanisms in place for performance assessment (teaching,

research, service) of faculty and staff? (Self-appraisal method, comprehensive

evaluations by students and peers). Does the institution use the evaluation to improve

teaching, research and service of the faculty and other staff?

Yes. The institution uses the evaluations to improve teaching, research and service of the

faculty and other staff.

• Feedback is obtained through mentor system.

• Teacher appraisal by pupil teachers is carried out at the end of the first semester.

• Faculty evaluate one another among themselves which provides information about

peer observation.

• A suggestion box is kept in the college.

• Finally head of the institution provides a report of all the employees to the

management.



• Management also assesses the performance of faculty and staff of the institution and

collects information from students and others informally.

Feedback collected from all these sources are analysed and necessary modifications are

implemented.

6.4.3. 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 faculty and staff are as below:

• Facilitating Government grant-in-aid for the college.

• Providing advance when faculty needed on priority basis.

• Permission to avail bank loan whenever there is a need.

• Motivating staff to take up research work.

• Encouraging the members of faculty to participate in professional development

programs and permitting them to pursue higher studies.

• Granting of loan from “Nowkarara balaga” üp to 50000.00.

6.4.4. Has the institution conducted any staff development programme for skill up-

gradation and training of the teaching and non-teaching staff? If yes, give details.

Yes. When the University of Mysore undertook change in the B.Ed., curriculum and syllabus

and shifted to CBCS & CAGP scheme, the framing of the new syllabus for Inclusive

Education, Educational Psychology and Kannada was conducted in our college and all the

members of our faculty were actively involved in the programme.

6.4.5. 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.,)?

• At present our institution has employees who are appointed during 1980’s and 2007-

09.



• Their appointment is by following the guidelines of state Government, University of

Mysore and that of UGC.

• Subject expertise, ability to teach and personality of the candidate were considered for

the appointment.

• There was a formal interview from the committee with the University appointed

subject expert.

• The list of selected candidates was sent to the University and to the concerned

department for approval.

• Teachers got appointment on temporary basis on 2 years and later management

considered their performance and they are made permanent.

• The same method is followed with recruitment of staff and sub-staff of the institution.

• Right now principal and faculty are getting the UGC scale where as the staff are

getting state scale.

6.4.6. What are the criteria for employing part-time / ad-hoc faculty? How are the

part/time /ad-hoc faculty different from the regular faculty?

(E.g. salary structure, workload, specializations).

• One member of faculty, a First Divisional Assistant and a Librarian are appointed on

ad-hoc basis, they are paid consolidated salary.

• Faculty teaches methodology of teaching 5 to 6 periods per week.

• Office staff works along with other staff.

6.4.7. 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).

• There is no separate budget allocation for staff development.

• The management has been deputing faculty for further studies, research and also

permitting to participate in Seminars, Conferences, Workshops etc at local, state and

national level.



6.4.8 What are the physical facilities provided to faculty? (Well-maintained and

functional office, instructional and other space to carry out their work effectively).

The following physical facilities are provided to faculty:

• Staff rooms which are well ventilated and spacious. Computer with internet, printer

and reprographic facility.

• Class rooms are provided with technology.

• Subject laboratory, Psychology lab, Computer Laboratory are established .

• Library with books on education general books, journals, magazines, educational

encyclopedia and news papers.

• There is facility for indoor and outdoor games for the faculty and staff.

6.4.9 What are the major mechanisms in place for faculty and other stakeholders to

seek information and or make complaints?

• Management is open to discuss the problems of faculty and staff and find solutions.

• Grievances are discussed in the staff meeting.

• A suggestion box is kept to receive the suggestions and complaints.

6.4.10 Detail on the workload policies and practices that encourage faculty to be

engaged in a wide range of professional and administrative activities including teaching,

research, assessment, mentoring, working with schools and community engagement.

The members of faculty are encouraged in their work. They stay in the college for seven

hours a day. They usually work a great deal more whenever there is a need.

During the working hours the nature of work includes

• The transaction of curriculum of concerned subjects.

• Handling of practicals and practicum.

• Evaluation of assignments, project work and tutorials.

• Conducting tests and examination and supervision of these.

• Monitoring the learning of pupil teachers.

• Arranging special lectures.

• Observation of school activities of student trainees.



• Organizing the community oriented programmes.

• Organizing visits to different places of significance.

6.4.11 Does the institution have any mechanism to reward and motivate staff members?

If yes, give details.

Yes.

• It motivates and promotes constructive work by the employees.

• One of our office staff and three members of faculty were given a warm send-off on

their retirement.

• The management of Sarada Vilas Educational Institutions honors people who have

achieved during the celebration of National festivals.

6.5 Financial Management and Resource Mobilization

6.5.1. Does the institution get financial support from the government? If yes, mention

the grants received in the last three year under different heads. If no, give details of the

source of revenue and income generated.

Yes. The salary grant to the employees of our institution is sanctioned by Government.

• Institution also received grants from UGC under different schemes.

6.5.2. What is the quantum of resources mobilized through donations? Give information

for the last three years.

• Management maintains all extra expenses made in the institution and no resource is

mobilized through donation.

6.5.3. Is the operational budget of the institution adequate to cover the day-to-day

expenses? If no, how is the deficit met?

• Operational budget of the institution helps to cover the day-to-day expenses if deficit

arises it is met by management.

6.5.4. What are the budgetary resources to fulfill the missions and offer quality

programs? (Budget allocations over the past five years, depicted through income

expenditure statements, future panning, resources allocated during the current year,

and excess/deficit)

• Audited reports for past five years are furnished. (Appendix)



6.5.5. 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 paras, objections raised and dropped).

• Yes. Both internal and external audits are carried out.

• Internal Auditing is done by Sri.Ananthavardhan, Chartered Accountant, Mysore.

• External audit is done by concerned department and office Accountant General.

6.5.6. Has the institution computerized its finance management systems? If yes, give

details.

Though we don’t have office automation system the records are maintained on

different financial translation of the institution intact. We use computers to keep data

on different administrative and financial methods.

Best practices in governance and leadership

Best Practice 1: Cooperative Work culture

Context: In the new CBCS & CAGP pattern of B. Ed course there are many responsibilities

to be fulfilled within the stipulated time. If the responsibilities are assigned/delegated to the

members of faculty in equitable way the work gets completed in a proper manner and also in

an efficient manner. It helps in smooth sailing of the activities.

Objectives:

• To develop leadership qualities among teacher educators

• To bring out innate talent of teacher educators

• To encourage them work independently without authority.

• To enhance the organizational capabilities of faculty.

Practice:

• Staff meeting is organized at the beginning of the year and the delegation of

responsibilities is decided in the meeting.

• The five different committees constituted by the college are headed by members of

faculty.

• Members of faculty carry out the responsibilities allotted to them in a planned

manner.

•



Obstacles:

• In the beginning, it will be difficult to predict problems, obstacles in future.

• Many a times it is not possible to plan perfectly.

• .Everything may not happen according to the plan.

Impact:

• Members of faculty do not feel that they are doing heavy work.

• The various activities of the college run smoothly.

Resource:

• Human resources.

• Cooperative bent of mind.

Contact person: All the members of staff.

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 upon?

Sl.

No

Evaluative observation made during the

provision assessment

Measures taken presently

1. Linkages with other colleges of Education, arts and science colleges in collaboration with sister institutions in the complex is needed.

The college has organized

faculty exchange programme

from other B.Ed colleges.

The college has organized

“Blood Donation programme”

along with other sister

institutions.




7.1 Internal Quality Assurance System

7.1.1 Has the institution established Internal Quality Assurance Cell (IQAC)? If yes,

give its year of establishment, composition and major activities undertaken.

Yes, the institution established Internal Quality Assurance Cell. The year of establishment is

2009 and the major activities undertaken that are:- Micro teaching, Teaching practice,

Internship, Demonstration lessons, Community Living Camp, Field visits, Educational tour,

Visit to AIISH,RIE and RIMSE. We also conduct co-curricular activities like Sports, Cultural

programmes, Gardening, Chalk making, Drawing & Painting, Cleaning the campus and

Tailoring.

Our Infrastructure: It is a three storey building. It has five class rooms, Library cum

reading room, Education Technology Laboratory, Computer Laboratory, Psychology

Laboratory, Multipurpose Hall, Toilet facilities for males and females separately, individual

staff rooms, Drinking water facility, Space for vehicle parking and affordable canteen.

Faculty: The members of faculty are highly qualified & experienced in their professional

skills. They are capable of inspiring the pupil teachers to enhance their ICT skills and value

system.

Library: The college library has nearly 23000 books on areas related to education. At a time

it can accommodate 55 students.

Psychology Laboratory: Lab is equipped with various apparatus as per university

requirements: such as apparatus for intelligent test (verbal and non-verbal), Ability test,

aptitude test, Creativity test, Personality tests & projective technique, attitude scale, Interest

scale, Mirror drawing apparatus, Finger maze- shape and other supporting materials.

Seminar Hall: It is a spacious hall, which can accommodate approximately 150 persons. Co-

curricular activities require such venue.

Canteen: The College provides hygienic canteen which serves snacks and good food.

7.1.2 Describe the mechanism used by the institution to evaluate the achievement of

goals and objectives.

The institute provides many activities for the development of the institute. It

maintains good discipline; the infrastructure is also good, It has appointed the qualified

teachers and sends the teachers for seminar and workshop, It has a well equipped library



which is service-oriented with about 23000 books. Periodic assessment and evaluation of

students is done in a systematic way and guidance is given as & when there is a need.

7.1.3 How does the institution ensure the quality of its academic programmes?

The institution ensures the quality of academic programmes:-

Academic programmes such as:- Curricular as well as non- curricular programmes.

The programmes are as follows:- Micro teaching, Practice–in-teaching, Community Living

Camp, Educational tour, Visit to Mysore Diary, Archaeology Department, RIMSE ,RIE,

AIISH, Gardening, Chalk making, Drawing and painting, Seminar, Games and sports. All

these programmes are for the development of the student teachers as well as prepare the

student teachers mentally, intellectually, socially and physically.

The internal quality assurance cell edits the question papers and sees that they are

error-free; it monitors the behaviour of pupil teachers whenever there is a need, sees that

everything runs smoothly and according to planned schedule.

7.1.4 How does the institution ensure the quality of its administration and financial

management processes?

Governing Council of Sarada Vilas Educational Institutions appoints the head of the

institution as the principal. Principal is the administrative head of the institution and manages

the institution. Principal takes every decision for the betterment of institution. Money

collected by fees is utilised for those specific tasks after getting written permission by the

management.

7.1.5 How does the institution identify and share good practices with various

constituents of the institution?

1. Our institution tutors the pupil teachers to respect and follow all the religions –this is

reflected in our prayer. The concept of “Sarvadharmasamanvaya” is practised in our college.

2. We celebrate Teachers Day in which everyone learns how to cooperate with each other and

maintain healthy interpersonal relations.

3. Pupil teachers are taken for the Community Living Camp. Community Living Camp will

be organized usually in village settings. Pupil teachers experience the village life situation in

order to help the poor pupils and villagers. Programme will be for three days. We take the

Pupil teachers are taken for educational tour. Educational tours and field visits widen the

perspective of pupil teachers and teaching-learning process. In our visit to AIISH and special

school where Handicapped children, deaf and dumb children were given special attention by



way of presenting singing and dancing for them. Student-teachers were motivated to help out

the special chidden.

Pupil teachers spend their entire day in high schools during Practice-in teaching. They

conduct cultural programs, quiz and dance programs etc. there in the schools.

We also conduct a workshop on SUPW wherein pupil teachers are taught Chalk

making, Gardening, Drawing and painting, Tailoring, Speech, creating Best out of waste. We

have curricular as well as non-curricular activities for the development of the students.

7.2 Inclusive practices

7.2.1 How does the institution sensitize teachers to issues of inclusion and the focus

given to these in the national policies and the school curriculum?

• The new hard core course II and IV highlights the different learning disabilities and

other issues.

• The revised CBCS & CAGP scheme curriculum itself focuses on concerning to

inclusion education.

• College introduced two media of instruction i.e. Kannada and English to help pupil

teachers.

• College assisting student trainees to get scholarships from various departments.

• Programme on inclusive educ

• Visits to create awareness on inclusion, programmes on inclusive education and

weaker sections of society are conducted.

• A committee called, “Prevention of harassment of women’ is established to take

care of girls pupil teachers.

• Guidance and counselling services are provided to student trainees by way of mentor

system.

• Student Grievance Cell is established with one of the members of faculty taking the

responsibility as staff-in-charge.

• Anti Ragging Committee is established to guard the welfare of the men pupil teachers.

• Placement cell helps student trainees to know the various job opportunities.

7.2.2 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?

Inclusion and exceptionalities as well as gender differences and their impact on

learning will be discussed in regular class teaching.



• The curriculum of CBCS & CAGP scheme includes topics on gender issues.

• The articles published in the newspapers as well as magazines highlighting inclusion

and gender differences are displayed on the notice board.

• College has established women cell where sensitive issues are discussed.

• College has introduced ‘Inclusive Education’ as an elective paper.

• “Samatha Vedike” ä women’s organisation regularly arranges programmes on gender

sensitisation.

• Programmes on empowering women are frequently organised.

7.2.3 Detail on the various activities envisioned in the curriculum to create learning

environments that foster positive social interaction, active engagement in learning and

self motivation.

For social interaction our institution recognizes educational tour, rural camp, seminar, and

visit to AIISH, RIE, Milk Diary and RIMSE. For the active engagement in learning our

institution recognize CAM model and Cognitive map model, micro-teaching, teaching

practice and for the self motivation our institution recognize cultural activities, chalk making

and different competitions that is debate, speech for the mental preparedness foe the student.

7.2.4 How does the institution ensure that student teachers develop proficiency for

working with children from diverse backgrounds and exceptionalities?

Student teachers are made proficient working with children from diverse background

through:

• Cultural activities are conducted in the college-the different responsibilities are

entrusted to the President, Vice-President and Secretary and also other members of

cultural committee of the college. They have to seek cooperation from other peers in

making the functions a success. They learn the art of organisation and execution of

their plans.

• Members of magazine Committee get the philanthropic public as advertisers, utilize

the funds for printing of Annual magazine, “Bharathi.”

• Though pupil teachers come from different cultures and religions they sing the college

prayer in chorus- this builds up a sense of oneness among them.



• Community Living camp teaches the essentials needed for living in the community-

this builds up the spirit of living together.

The sensitive aspects are taught to pupil teachers through these activities they in fact practice

what they read in books. This teaches them how to deal with their students.

7.2.5 How does the institution address to the special needs of the physically challenged

and differently able students enrolled in the institution?

The institution addresses to the special needs of the physically challenged and differently-

abled students enrolled in the institution through:

• The college should follow the rules and regulations of University of Mysore.

• The college helps them get scholarships and financial assistance.

• Guidance and counselling support are given.

7.2.6 How does the institution handle and respond to gender sensitive issues (activities of

women cell and other similar bodies dealing with gender sensitive issues)?

The college handles and responds to gender sensitive issues through:

• A committee called, “Prevention of harassment of women’ is established to take

care of girls pupil teachers.

• Guidance and counselling services are provided to student trainees by way of mentor

system.

• Student Grievance Cell is established with one of the members of faculty taking the

responsibility as staff-in-charge.

• “Anti Ragging Committee” is established to guard the welfare of the men pupil

teachers.

• Women’s Day is celebrated.

7. 3 Stakeholder Relationships

7.3.1. How does the institution ensure the access to the information on organizational

performance (Academic and Administrative) to the stakeholders?

The access to the information on organization of performance is ensuring through:

• College website.

• Notice board.

• Newspaper reports.



• College Magazine

• Administrative records

• Prospectus.

• Participation of students in various sports and cultural events.

• College report prepared on all the activities.

• Alumni association meeting.

• Get together with high school teachers.

• Performance of student trainees in the university examinations.

7.3.2 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 college shares and uses the information / data on success and failures of various

processes, satisfaction and dissatisfaction of students and stakeholders for bringing

qualitative improvement.

• Rich tradition of the college reflected in various activities. • Proper communication with co-opting schools.

• Good infrastructural facilities.

• Clean and serene atmosphere of college..

• Availability of Internet facility.

• Availability of Information and Communication Technology.

• Hygienic and affordable Canteen facility.

• Co-curricular and extracurricular activities.

• Good Reputation of college.

• Counseling and guidance service.

• Placement cell.

• Feedback mechanism.

• Suggestion box. • Parent Teacher Association. • Alumni Association.



7.3.3 What are the feedback mechanisms in vogue to collect, collate and data from

students, professional community, Alumni and other stakeholders on program quality?

How does the institution use the information for quality improvement?

The various ways of feedback mechanisms which are in vogue to collect, collate and data

from students, professional community, Alumni and other stakeholders on program quality

are as follows:-

• An evaluation format has been developed to collect feedback from pupil teachers. The

data is analyzed a deficiency if any will be improved.

• University of Mysore has appointed AQMC (Academic Quality Monitoring

Committee) which reviews the academic standards, quality assurance and

enhancement processes. It gives feedback about academic progress.

• Alumni of our college suggest ways of improving.

• Management often gives valuable suggestions for improvement and keeps monitoring

the quality.

• Senior teachers and headmasters give their comments and suggestions in Practice

teaching schools.

The institution has always welcomed suggestions openly.



SARADAVILAS TEACHERS COLLEGE MAPPING THE ACADEMIC ACTIVITIES OF THE INSTITUTION 2013-14

First Semester Sl.No Events Date & Month

1 Commencement of the college 27/01/2014 2 Induction Programme 28/01/2014 3 Celebration of Talents day 04/02/2014 4 Formation of various committees 04/02/2014 5 Inauguration of cultural committees 26/02/2014 6 Celebration of science day 28/02/2014 7 Announcement of Assignment topics 1st week of March 8 Pre internship learning /Visit to school 2nd week of March 9 Announcement of tutorial topics 15/03/2014

10 First periodic test 3rd week of March 11 Commencement of soft-core tutorials 4th week of March 12 Commencement of Hard-core tutorials 1st week of April 13 Practice of communication skills 4th week of April 14 Micro teaching work shop 1st week of May 15 Practice of Mini lesson 2nd week of May 16 Second periodic Test 4th week of May 17 Last working day of first semester 31/5/2014

Second Semester 1 Commencement of second semester 14/07/2014 2 Induction Programme 14th & 15th of July 3 Demonstration lesson 16th & 17th of July 4 Visit to schools/Demonstration lesson by

secondary school teachers 18th & 19th of July

5 Commencement of practice- in- teaching 21st to 30th of August 6 Announcement of Assignments& tutorial topics 01-08-2014 7 Terminal lessons 01stto 13th of September 8 Commencement of theory classes 15/09/2014 9 SUPW work shop 9th to 11th of October

10 Submission of Assignment 13/10/2014 11 Community living camp 16th to 18th of October 12 First periodic test 27th to 30th of October 13 Commencement of soft-core tutorials 3rd of November 14 Commencement of Hard-core tutorials 10th of November 15 Celebration of Annual Sports day 15/11/2014 16 Cultural competition 17/11/2014 17 Celebration of valedictory Function 22/11/2014 18 Second periodic Test 24th to 27th of November 19 Last working day 29/11/2014 20 Commencement of Final Examinations 08/12/2014



Declaration by the Head of the Institution

I hereby declare that the details furnished in this Self Study Report being

submitted to Director, Southern Region, National Assessment & Accreditation

Council, Bengaluru for accreditation are based on the academic records of the

institution and are true and original to the best of my knowledge.

Principal

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