CONTENTS · Manual for Self-appraisal of Teacher Education Institutions (Re-accreditation) NAAC for Quality and Excellence in Higher Education 1 A. Profile of the Institution 1. Name

CONTENTS

PAGE NOS.

PART – I

1. PROFILE OF THE INSTITUTION 1 - 32

2. CRITERION-WISE INPUTS

PART – II

1. EXECUTIVE SUMMARY 1 - 2

2. CRITERION-WISE ANALYSIS

CRITERION – I 3 - 29

CRITERION – II 30 - 51

CRITERION – III 52 - 70

CRITERION – IV 71 - 86

CRITERION – V 87 - 103

CRITERION – VI 104 - 125

CRITERION – VII 126 - 142

3. MAPPING OF ACADEMIC ACTIVITIES OF THE 143 INSTITUTION

4. DECLARATION BY THE HEAD OF THE 144 INSTITUTION

APPENDICES

General Particulars about the College

I. Certificate of Recognition from NCTE

II. Copy of 2f & 12B Status of UGC Act

III. Certificate of Accreditation – Five Star Level - 2000

IV. Certificate of Re-Accreditation – A Grade - 2007

V. Order of Extension of Autonomous Status - 2012

VI. Master Plan of the Institution

VII. Affiliation Certificate from TNTEU

VIII. College Calendar

IX. Regulations of B.Ed., M.Ed., & M.Phil., Courses

X. Syllabus of B.Ed., M.Ed., & M.Phil., Courses

XI. Time Table of B.Ed., M.Ed., & M.Phil., Courses

XII. Copy of B.Ed., Addl. intake – NCTE

XIII. Copy of M.Ed., Addl. intake – NCTE

XIV. Copy of M.Phil., Addl. intake – TNTEU

XV. Approval of Ph.D.

XVI. Staff details

Criterion-wise Appendices

PAGE NOS. I. Wild Life week Celebration 1 II. Morning Assembly 2 - 4 III. SUPW Programme 5 IV. Quota-wise Admission details 6 V. Student Aid 7 VI. Guest Lectures 8 - 9 VII. Participation and Paper Presentation in International/

National/ State level Seminars by Staff and Students 10 - 13

VIII. Practice Teaching Schools 14 IX. Research Colloquium 15 X. Ongoing Research Projects by Faculty and Research

Scholars 16 - 18

XI. Conference/Seminar/Workshop/Organised by the Faculty Members

19 - 20

XII. Books and Paper Publications by Faculty 21 - 23 XIII. Consultancy Services 24 - 25 XIV. VITAL Course details 26 XV. Number of Books – Volumes and Titles, list of

Journals, Magazines and list of CDs 27 - 36

XVI. Book Bank details 37 XVII. Additional Number of books added for M.Ed.,

M.Phil., & Ph.D. Programmes since last Accreditation 38

XVIII. Beneficiaries of NET coaching 39 XIX. Schools that attended Campus Recruitment 40 XX. Remedial Programme Schedule 41 - 44 XXI. Achievements of students 45 - 47 XXII. Functions of the Various Committees 48 - 50 XXIII. Sample Feedback forms 51 XXIV. Composition and functions of the Governing Body,

Board of Studies and Academic Council 52 - 55

XXV. Meetings held and decisions made by the different Committees

56 - 63

XXVI. Comprehensive account of Grant in Aid and Non Grant Income

64

XXVII. Major Activities of the academic year 2013-2014 65 - 66

Manual for Self-appraisal of Teacher Education Institutions (Re-accreditation)

NAAC for Quality and Excellence in Higher Education 1

A. Profile of the Institution 1. Name and address of the: STELLA MATUTINA COLLEGE OF EDUCATION institution KAMARAJAR SALAI, ASHOK NAGAR, CHENNAI - 600 083 2. Website : www.smce-chennai.com 3. For communication: STELLA MATUTINA COLLEGE OF EDUCATION KAMARAJAR SALAI, ASHOK NAGAR, CHENNAI - 600 083.

Office

Name Telephone

Number with STD Code

Fax No E-Mail Address

Dr.J.Ezhisai Vallabi- Principal

044 – 24894262 044 – 24894262 [email protected]

Dr.Sujita Sangamitra-Vice-Principal

044 – 24894262 044 – 24894262 [email protected]

Dr.Sujita Sangamitra-Vice-Principal Self-appraisal Co-ordinator

044 – 24894262 044 – 24894262 [email protected]

Residence

Name Telephone

Number with STD Code

Mobile Number

Dr.J.Ezhisai Vallabi- Principal 044 – 23721660 9444626384

Dr.Sujita Sangamitra-Vice-Principal 044 – 24894262 9841612441

Dr.Sujita Sangamitra-Vice-Principal Self-appraisal Co-ordinator

044 – 24894262 9841612441



4. Location of the institution:

Urban Semi-urban Rural Tribal Any other

5. Campus area in acres: 6. Is it a recognized minority institution? Yes No

7. Date of establishment of the institution:

M M Y Y Y Y

8. University / Board to which the institution is affiliated:

9. Details of UGC recognition under sections 2(f) and 12(B) of the UGC Act. (Month & Year)

2f

M M Y Y Y Y

(Month & Year)

12B M M Y Y Y Y

10. Type of Institution

a. By funding i) Government

ii) Grant-in aid

iii) Constituent

iv) Self-financed

v) Any other

b. By Gender i) Only for Men ii) Only for Women

iii) Co-education(M.Phil, Ph.D,)

√

5 acres 2385 sq.mts

0 7 9 6 1

√

1

0 6 9 7 2 1

√

√

√

TamilNadu Teachers Education University

0 6 9 7 2 1



c. By Nature i) University Dept.

ii) IASE

iii) Autonomous College

iv) Affiliated College

v) Constituent College

vi) Dept. of Education of Composite College

vii) CTE viii) Any other

11. Does the University / State Education Act have provision for autonomy? Yes No The institution was conferred with the Autonomous Status during 2005. 12. Details of Teacher Education programmes offered by the institution:

Sl. No

Level Programme /Course

Entry Qualification

Nature of Award

Duration Medium of instruction

1. Under-Graduate

B.Ed., B.A,/B.Sc,/B.CA/ M.Com.,/ M.A.,/M.Sc.,

Degree One year Tamil & English

2. Post- Gradudate

M.Ed., B.Ed., Degree One year Tamil & English

3. Research / Doctoral

M.Phil., M.Ed., Degree Full-time - One year, Part-time- 2 years

Tamil & English

4. Doctoral Ph.D., M.Ed.,M.Phil., (Edn) M.Ed.,

Degree Part-time - 4 years Full-time – 3 years with M.Ed., 2 years with M.Ed., M.Phil., Edn)

Tamil & English

√

√



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

Level Programme Order No & Date

Valid upto

Sanctioned Intake

Under Graduate B.Ed.,

SRC - NCTE Act 1993,

Dt:3.09.1996

Permanent 200

Post Graduate M.Ed,


Dt:3.09.1996

Permanent 35

Research/ Doctoral M.Phil., Univ.of Madras Dt: 7 OCT 1997

Permanent 20

Research / Doctoral Ph.D.,


Dt:3.09.1996

Permanent 8 per Guide

(Additional rows/ columns may be inserted as per requirement)



B) Criterion-wise inputs

Criterion I: Curriculum Aspects 1. Does the Institution have a stated? Vision Evolving future in Teacher preparation by celebrating the tradition and heritage.

Mission

Stella Matutina College of Education will ever remain as one of the best Teacher Preparation Institutions at the National level, producing globally competent teachers, adopting scholastically superior curriculum and transacting the same through advanced technological means. Values

Attain truth by the path of love Development of self-confidence and self-discipline Moulding teachers

with skills of teaching competence. Inculcating spiritual vigour and value orientation. Sensitization to social and environmental needs. Infusing holistic outlook to life. Enhancement of ICT competencies. Commitment to the goals of the National Education Policy.

Objectives The objectives of the Institution are modified in consonance with the vision

and mission of the institution. The suggestions of NAAC peer group and the Manual for self-appraisal of teacher education institution, has contributed significantly in the framing of the objectives.

To provide Teacher training in a Christian ambience following secular ideals and multi cultural perspectives ensuring equity and social justice for the cause of National Development.

To train deserving women candidates to be teachers to lead their wards in

scholastic skills in addition to spirituality, justice, truth and love. To design curriculum at every level, in such a way that the trained are

equipped to cause desirable changes in the community at large and particularly among the marginalized sections of the society and also in the field of education.

Yes √ No

Yes √ No

Yes √ No

Yes √ No



To provide an environment of intellectual stimulation and moral rectitude in the young teacher trainees through which they could achieve greatness as Quality teachers, teacher educators, researchers in education, academic reformers and social catalysts.

To provide all the logistics support necessary for the effective implementation

of the curriculum and the realization of the institutional objectives.

To evolve a participatory system of management that can ensure willing cooperation and involvement of the staff members in all the ventures of the institution.

2. a) Does the institution offer self-financed programme(s)?

The Institution offers a few methodology courses as un-aided programmes namely

1) Economics I & II 2) Commerce I & II 3) Computer Education I & II

a) How many Programmes? (Un-aided)

b) Fee charged per programme (Un-aided) The fee charged is the same as the Aided programmes.

3. Are there programmes with semester system

4. Is the institution representing / participating in the curriculum development/ revision processes of the regulatory bodies?

If yes, how many faculty are on the various curriculum development / vision committees / boards of universities / regulating authority. The Principal of this institution very actively involved in the curriculum development and also in the revision of B.Ed., and M.Ed., Syllabi of TamilNadu Teachers Education University and Institute of Advanced Study in Education, Saidapet. The Principal is a member of the Board of Studies of TamilNadu Teachers Education University. Besides the Principal and two faculty members play a decisive role in the Board of Studies of SRM University, TamilNadu Open University and a few autonomous College of Education in Chennai.

3

Yes √ No Number I & II

Yes √ No

Yes √ No

-

3



5. Number of methods/elective options (programme wise) Methods/Electives B.Ed. M.Ed. (Full Time) M.Phil. (Full-time & Part-time) Ph.D., (Full-time & Part-time)

6. Are there programmes offered in modular form 7. Are there Programmes where assessment of teachers by the students has been introduced 8. Are there programmes with faculty exchange/ visiting faculty 9. Is there any mechanism to obtain feedback on the curricular aspects from the * Head of Practice teaching Schools

* Academic peers

* Alumni

* Students

* Employers of our students 10. How long does it take for the institution 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? Yes No Number The Institution has introduced the following new courses in teacher education during the last three years.

B.Ed., Electives : 1) Guidance and Counselling 2) Pre-Primary Education 3) Peace Education 4) Introduction to Special Education

10 / 6

6 / 6

3

Yes No √ Number

Yes √ No Number

Yes √ No Number

One Semester

√

3

4

4

Yes

7

√ Yes

Yes

Yes

Yes

√

√

√

√



M.Ed., Electives: 1) Curriculum Development 2) Teacher Education 3) Educational Management 12. Are there courses in which major syllabus revision was done during the last five years

All the courses offered at B.Ed. level and at M.Ed., are revised at the

beginning of each semester of the academic year catering to the current

needs of the stakeholders.

13. Does the institution develop and deploy action plans for effective

implementation of the curriculum? Yes No Planning and evaluation committee members develop action plans based on

the guidelines of IQAC.

14. Does the institution encourage the faculty to prepare course outlines? Yes No The syllabi of B.Ed., M.Ed., M.Phil., and Ph.D., courses are structured by the

staff members, after an indepth review of syllabi of other Institutions and

Universities. The objectives are framed for each course which outlines the

course.

Yes √ No - Number 15

√

√



Criterion II: Teaching-Learning and Evaluation

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

a) Through an entrance test developed by the .. Only for M.Phil. & Ph.D institution

b) Common entrance test conducted by the .. CET only for Ph.D.

University / Government by the University

c) Through an interview .. Yes for M.Ed.

d) Entrance test and interview .. B.Ed., M.Phil. & Ph.D.

e) Merit at the qualifying examination .. Yes

f) Any other (specify) .. B.Ed., (50%) through Govt. Single Window Counselling

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

a) Date of start of the academic year .. 11.09.2013

b) Date of last admission .. 31.10.2013

c) Date of closing of the academic year .. 13.06.2014

d) Total teaching days .. 200 days

e) Total working days .. 220 days

3. Total number of students admitted

Programme No. of students Reserved Open M F Total M F Total M F Total

B.Ed. - 200 200 82 82 118 118

M.Ed. (FT) - 31 31 - - 31 31

M.Phil.,(FT) - 6 6 - - 6 6

M.Phil.,(PT) 1 5 6 - - 1 5 6

Ph.D., (FT) 3 3 - - - 3 3

Ph.D., (PT) 1 1 2 - - - 1 1 2



4. Are there any overseas students? If yes, how many? 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 .. Rs. 58,038/- b) Unit cost including salary component .. Rs. 78,554/-

(Please provide the unit cost for each of the programme offered by the institution as detailed at time 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., 90 & above 40 90 & above 40 M.Ed., 90 & above 40 90 & above 40

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

programme (after admission)? Yes No The B.Ed., students are given a content test which is assessed based on which

necessary follow-up action is taken. In addition, the communication skills of the students are tested and suitable measures are taken so as to enable them to teach effectively during the teaching practice.

8. Does the institution develop its academic calendar? Yes No 9. Time allotted in percentage

Programmes Theory Practice Teaching Practicum

B.Ed., 40% 20% 40% M.Ed., (Full Time) 70% 10% 20%

Yes No

-

√

√

√



10. Pre-practice teaching at the institution

a) Number of pre-practice teaching days .. 12

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

Preparation of lesson plans and class room teaching under the Supervision of the Teacher educator

20

Class room teaching under the supervision of the Mentor Teacher in school

20

12. How many lessons are given by the student teachers in simulation and pre-

practice teaching in classroom situations? No. of Lessons in simulation .. 6 No. of Lessons Pre-practice teaching .. 6 13. Is the scheme of evaluation made known to students at the beginning of the

academic session? Yes No

The scheme of Evaluation both Internal and External is mentioned in the College Calendar in the B.Ed., M.Ed., & M.Phil., Regulations book and in the College Website.

14. Does the institution provide for continuous evaluation?

Yes No

The internal component of evaluation includes unit tests, model examination, Seminars, Practical-Oriented Assignments, Classroom interaction and on-line tests.

6

20

40

40

√

√

12



15. Weightage in percentage given to internal and external evaluation

Programmes Internal External B.Ed. 50 50

M.Ed. (Full Time) 40 60

16. Examinations

a) Number of sessional tests held for each paper .. 3

b) Number of assignments for each paper .. 3

17. Access to ICT (Information and Communication Technology) and technology.

Yes No Computers √

Internet √

Internet √

Software / courseware (CDs) √

Audio resources √

Video resources √

Teaching aids and other related Materials √

Any other – L.C.D. √

O.H.P. √

Interactive Boards √

Language Lab Software √

18. Are there courses with ICT enabled teaching learning process? B.Ed., M.Ed., M.Phil., & Certificate Courses 19. Does the institution offer computer science as a subject? If yes, is it offered as a compulsory or optional paper? Compulsory Optional

Yes √ No

√

Yes √ No Number 3



Criterion III: Research, Development and Extension

1. Number of teacher with Ph.D, and their Percentage to the total faculty strength

2. Does the Institution have ongoing research projects?

If yes, provide the following details on the ongoing research projects

S.No. Funding Agency Amount (Rs.)

Duration (years)

Collaboration, if any

1.

UGC-Minor Project 3 lakhs Two years -

2. UGC-Minor Project 3 lakhs Two years -

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

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

education? • Teachers are given study leave • Teachers are provided with seed money • Adjustment in teaching schedule • Providing secretarial support and other facilities • Any other specify.

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

Yes No

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

a. Ph.D.

b. M.Phil.

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

Yes No

√ X √ √ X

Number 80 % 8

Yes √ No

NIL

√

3

21

√



8. Publications: (Last five years)

Yes No Number

International journals √ - 7

National journals – referred papers Non referred papers

√ - 15

Academic articles in reputed Magazines / Newspapers

√

Books

√ - 8

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

10. Number of research papers presented by the faculty and students (during last five years): Faculty Students National seminars International seminars State level Seminars

11. What types of instructional materials have been developed by the institution? Self – instructional materials Print materials Non-print materials (e.g. Teaching Aids/audio-visual, multimedia, etc.) Digitalized (Computer aided instructional materials) Question bank Any other

Yes

17

√

√

√

√

√

-

1

-

15

14

9

7



√

12. Does the institution have a designated person for extension activities? Yes No

If yes, indicate the nature of the post. Full-time Part-time Additional charge Extension Activities

i) TamilNadu Open University Study Centre (B.Ed.) ii) Women’s Cell iii) Guidance & Counselling Cell iv) Sastra University (B.Ed.) v) Bharathidasan University (M.Ed.)

13. Are there NSS and NCC programmes in the provided by the institution?

Yes No

Ours is a College of Education. Hence, we are unable to organize NSS & NCC programmes in our institution. All the same we have 2 other programmes name by CSS (Community Social Service) and SUPW (Socially Useful Productive Work) which are actively engaged in developing programmes to enrich the neighbouring communities of the College. The target groups are dropouts, school going children, unemployed girls and boys residing in the vicinity of the college. 1) Tuitioning the dropouts 2) Health Awareness Programmes 3) Medical Camps 4) Tailoring 5) Computer Skills

14. Are there any other outreach programmes provided by the institution?

Yes No

If yes, give details - 1. Slum Outreach Programme 2. Gipsy Community Development Programme 3. Medical Camp, Eye Camp for the neighbouring community 4. Awareness Programmes for Women in the neighbouring community 5. Craft making & needle work for women in the neighbouring community

√

√

√



15. Number of other curricular / co-curricular meets Organized by other academic agencies / NGOs on Campus

16. Does the institution provide consultancy services? Yes No In case of paid consultancy what is the net amount generated during last three years. The consultancy services are non-remunerative.

17. Does the institution have Honorary Services rendered networking / linkage with other institutions/ organizations?

Local level √

State level √

National level √

International level -

6

√

NIL



Criterion IV: Infrastructure and Learning Resources

1. Built – up Area (in sq.mts.)

2. Are the following laboratories been established as per NCTE Norms?

a) Methods lab Yes No

b) Psychology lab Yes No c) Science lab(s) Yes No d) Education Technology lab Yes No e) Computer lab Yes No f) Workshop for preparing Yes No teaching aids

3. No. of Computer terminals available

4. Budget allotted for computers (purchase and maintenance) during the last academic year

5. Amount spent on maintenance and upgrading of Computer facilities in the last academic year

6. Amount spent on maintenance and upgrading of Laboratory facilities during the previous academic year

7. Budget allocation for campus expansion (building) and upkeep

8. Has the institution developed computer-aided learning packages? Yes No The institution trains B.Ed., students to develop computer aided learning

packages for 2 units during the course.

62,910.72 sq.mts.

√

√

√

√

√

70

51,055/-

7,25,233/-

60 lakhs

√

2,54,855/-

√



9. Total number of posts sanctioned Open Reserved Teaching

Non-teaching

10. Total number of posts vacant Open Reserved Teaching

Non-teaching

11. a. Number of regular and permanent teacher

(Gender-wise) Associate Professors Assistant Professors b. Number of temporary /adhoc / part-time teachers (Gender-wise) Open Reserved Lectures c. Number of teachers from Same state

Other states

12. Teacher student ratio (program-wise)

13. a. Non-teaching staff Male Female

Permanent b. Technical Assistants Male Female Open

Reserved Permanent

14. Ratio of Teaching – non-teaching staff

M F - 11

5 7

M F - -

- -

M F - 5

M F - 17

M F 3 6

Programme Teacher Student ratio

B.Ed. 1 : 12.5

M.Ed. (Full-Time) 1 : 7

1 : 1

22

-

8 10

2 2



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 No

17. Working hours of the library

On working days On holidays During examinations

18. Does the library have an Open access facility

19. Total collection of the following in the library

a. Books

- Textbooks

- Reference books

b. Magazines e. Journals subscribed

Indian journals/periodicals

Foreign journals

f. Peer reviewed journals

g. Back volumes of journals

h. E-information resources

Online journals / e-journals

CDs/ DVDs

Database

Cassettes

Yes √ No

8.30 am – 6.00 pm

√

√

19220

15920

3300

19

39

6

-

√

-

√

130

10 am to 4 pm

-

√

Rs. 1,33,16,272/- (83.39%)



20. Mention the

Total carpet area of the Library (in sq.mts.)

Seating capacity of the Reading room

21. Status of automation of Library

Not done

Partially automated

Fully automated

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

Circulation

Clipping

Bibliographic compilation

Reference

Information display and notification

Book Bank

Photocopying

Computer and Printer

Internet

Online access facility

Inter-library borrowing

Power back up

User orientation / information literacy

Any other (please specify and indicate)

23. Are students allowed to retain books for examinations?

673.61 sq.m.

√

Yes √

√

150

√

√

√

√

√

√

√

√

√

√ √

No

√



24. Furnish information on the following

Average number of books issued/returned per day

Maximum number of days books are permitted to be retained

by the students

by the faculty

Maximum number of books permitted for issue

for students

for faculty

Average number of users who visited / consulted per month

Ratio of library books (excluding textbooks and book

bank facility) to the number of students enrolled

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

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

the library during the last three years and their cost.

2011-2012 2012-2013 2013-2014

Number Total cost (in Rs.) Number Total cost

(in Rs.) Number Total cost (in Rs.)

Text books 282 60200 286 76021 301 245265

Other books (Donated & Complimentary Books)

38 - 151 - 92 -

Journals / Periodicals

58 96558 61 120995 65 126300

Any others

- - - - - -

23%

60

3 days

7

5 books

10 books

5

1:50



Criterion V: Student Support and Progression

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

Programmes 2010-2011 2011-2012 2012-2013

B.Ed. 99.49% 100% 99.5%

M.Ed. (Full Time) 100% 88.57% 100%

M.Ed. (Part Time) - - -

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

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

3. Does the institution offer Remedial instruction

4. Does the institution offer Bridge courses

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

UG - B.Ed, PG – M.Ed., M.Phil 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

Pass percentage

100% 100% 100% 100% 100% 100% 100% 100% 100%

Number of first Classes

190 183 166 29 32 30 4 3 5

Number of distinctions 6 6 33 4 3 1 - 1 1

Exemplary Performances (Gold Medal and university ranks)

36 36 36 7 7 7 - - -

Yes √ No

10

Yes √ No

Yes √ No



6. Number of students who have passed competitive examinations during the last three years (provide year wise data)

NET SLET

Any other (TET) 7. Mention the number of students who have received financial aid during the

past three years

Financial Aid 2011-2012 2012-2013 2013-2014

(i) Merit Scholarship 131 131 85

(ii) Merit-cum-means scholarship - - -

(iii) Fee Concession 39 34 21 (iv) Loan facilities - - - Any other- (Minority) - 11 41

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

9. Does the institution provide Residential accommodation for: Faculty Non-teaching staff

10. Does the institution provide Hostel facility for its students? If yes, number of students residing in hostel Women Men

2010-11 2011-12 2012-13

2 3 4

- - -

3 5 7

Yes No

Yes No √

Yes No √

Yes √ No

86

-

√



11. Does the institution provide indoor and outdoor sports facilities? Sports fields Indoor sports facilities Gymnasium 12. Availability of rest rooms for Women

13. Availability of rest rooms for men 14. Is there transport facility available? 15. Does the Institution obtain feedback from students on their campus

experience? 16. Give information on the Cultural Events (Last year data) in which institution participated / organized. (2013-2014)

Organised Participated Yes No Number Yes No Number Inter-collegiate √ - 3 √ - 7 Inter-university - - - - - -

National - - - √ - 1

Any other (specify) - - - - - -

Yes √ No

Yes No √

Yes √ No

Yes √ No

Yes √ No

Yes No

Yes No

√

√



17. Give details of the participation of students during the past year at the university, state, regional, national and international sports meets. (2013-2014

Participation of students Outcome

State 8 Overall Championship (District, Zonal) in Athletics

Regional National International

18. Does the institution have an active Alumni Association? If yes, give the year of establishment 19. Does the institution a have Student Association / Council? Yes No 20. Does the institution regularly publish a college magazine? Yes No 21. Does the institution publish its updated prospectus annually? Yes No 22. Give the details of progression of the students to employment / further study (Give percentage) for last three years

2011-2012 2012-2013 2013-2014

Higher studies 10% 12% 17% Employment (Total) 90% 88% 83%

Teaching 99% 98% 99%

Non teaching 1% 2% 1%

Yes √

√

√

√

1999-2000

No



23. Is there a placement cell in the institution? Yes No If yes, how many students were employed through placement cell during the past three years.

2010-2011 2011-2012 2012-2013 82 103 137

24. Does the institution provide the following guidance and counseling services to students? Yes No

• Academic guidance and Counseling

• Personal Counseling

• Career Counseling

Criterion VI: Governance and Leadership 1. Does the institution have a functional Internal Quality Assurance Cell or any

other similar body / committee Yes No 2. Frequency of meetings of Academic and Administrative Bodies: (last year)

Governing Body / management Two

Staff council 10 IQAC / or any other similar body / committee

4

Internal administration, Bodies (mention only for three most important bodies) contributing quality improvement of the institutional processes.

1. Research Committee 2. Examination Committee 3. Academic Audit Committee

√

√

√

√

√



3. What are the Welfare Schemes available for the teaching and non- teaching

staff of the institution? Yes No Loan facility Medical assistance Insurance Other (Please specify and indicate) 4. Number of career development programmes for non-teaching staff 2011-12 2012-13 2013-14 5. Furnish the following details for the past three years a. Number of teacher who have availed the Faculty Improvement program of

the UGC / NCTE or any other Recognized organization

b. Number of teacher who were sponsored for professional development programmes by the institution

National International

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

2011-12 2012-13 2013-14

d. Number of Seminars /workshops / symposia on Curricular development, Teaching-learning, Assessment, etc. organized by the Institution:

2011-12 2012-13 2013-14 e. Research development programmes attended by the faculty f. Invited/endowment lectures at the institution Any other area ( specify the programme and indicate)

√

√

NIL

- - - - - 1

1

1 3 4

14 16 27

- -

√

2 2 2

1

2

3

5 7

-



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

a. Self-appraisal of faculty

b. Student assessment of faculty performance

c. Expert assessment of faculty performance

d. Combination of one or more of the above

e. Any other (specify and indicate)

7. Are the faculty assigned additional administrative work?

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

Grant-in-aid

Fees

Donation

Self-funded courses

Any other (specify)

9. Expenditure statement (for last two years) 2011-2012 2012-2013 Total sanctioned Budget 100 100

% spent on the salary of faculty 18.5 19

% spent on the salary of non-teaching employees 10 10.5

% spent on books and journals 5.5 6

% spent on developmental activities (expansion of building)

15 13

% spent on telephone, electricity and water 3.5 4

% spent on maintenance of building sports facilities, hostels, residential complex and student amenities, etc. 15 15

% spent on maintenance of equipment, teaching aids, contingency etc. 20 19

Yes √ No

Yes √ No

Yes No √

Yes √ No

Rs.2,97,088

Rs.5,22,026

Rs.85,33,008

-

Yes √ No

Yes No

-



% spent on research and scholarship (seminars, conferences, faculty development programs, faculty exchange, etc

10 10.5

% spent on travel 2.5 3

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.

11. Is there an internal financial audit mechanism?

Yes No

12. Is there an external financial audit mechanism?

Yes No

13. ICT / Technology supported activities / units of the institution: Administration Finance Student Records Aptitude Testing Examinations / Evaluation / Assessment Any other (specify)

Yes No

Yes No

Yes √ No

Yes No

Yes No

Yes No

√

√

√

√

√

NIL NIL

√

√



14. Does the institution have an efficient internal co-ordinating and monitoring mechanism?

Yes No 15. Does the institution have an inbuilt mechanism to check the work efficiency of

the non-teaching staff? Yes No 16. Are all the decisions taken by the institution during the last three years

approved by a competent authority? Yes No 17. Does the institution have the freedom and the resources to appoint and pay

temporary / ad hoc / guest teaching staff? Yes No 18. Is a grievance redressal mechanism in vogue in the institution?

a) for teachers

b) for students

c) for non-teaching staff

19. Are there any on going legal disputes pertaining to the institution? Yes No 20. Has the institution adopted any mechanism / process for internal academic

audit / quality checks? Yes No 21. Is the institution sensitized to modern managerial concepts such as strategic

planning, teamwork, decision-making, computerization, TQM etc.?

Yes No

√

√

√

√

√

√

√

√

√

√



Criterion VII: Innovative Practices

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

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

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

Category Men % Women % a SC 56 23.4 b ST 1 0.4 c OBC 169 68.7 d Physically

challenged 1 0.4

e General Category 17 6.9 f Rural 65 26.7 g Urban 178 73.25 h Any other ( specify)-

Other state ----- ------ 1 0.4

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

Category Teaching

staff % Non-teaching

staff %

a SC 2 9 7 46.6

b ST - - - -

c OBC 20 90.1 4 26.6

d Women - - - -

e Physically challenged

- - - -

f General Category - - - -

g Any other ( specify)

Yes √

No

Yes √

No



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

two batches?

Category At Admission On completion of the course

Batch I 2011-12

Batch II 2012-13

Batch I 2011-12

Batch II 2012-13

SC 80 69 80 69

ST - 1 - 1

OBC 144 167 144 167

Physically challenged

2 2 2 2

General Category

15 15 15 15

Rural 23 76 23 76 Urban 216 176 216 176 Any other ( specify)

- - - -

1

EXECUTIVE SUMMARY

Stella Matutina College of Education under the Management of the Franciscan Sisters of the Presentation of Our Lady was established in July 1961. The College was taken over by the Presentation Congregation, Coimbatore in 1977. The aim was to improve the quality of school education in India, in general and Tamil Nadu in particular by producing quality women teachers. The college was affiliated to the University of Madras upto 2008. The College was recognized by UGC under section 2(f) and has received grant of 12(B) status in 1972. The College has been conferred Autonomous status in 2005. However, it continues to be an affiliated College of TamilNadu Teachers Education University from 2008.

The College offers B.Ed,, M.Ed., M.Phil., and Ph.D., Degree courses. The vision of the founders of this institution and the meticulous efforts of the teaching and the non-teaching staff in transpiring the vision into reality had gained the college, ‘Five star’ status by NAAC in 2000, Autonomy in 2005, re-accreditation at Grade ‘A’ level in 2007 and extension of autonomous status in 2012. The B.Ed., students intake has been increased from 165 to 200 in 2009-2010, M.Ed., strength from 25 to 35 in 2010-2011 and M.Phil., strength from 12 to 20 in 2013.

The motto of the College is ‘Attain truth by the path of love’. Self-

discipline, energetic work, gentle manners, co-operation, modesty, orderliness, exactitude and spiritual vigour are some of the distinguishing qualities of the students of this College.

The institution has its prime ambition to get acknowledged as a premier

institution with a difference. The difference is being created by providing conducive environment to teaching-learning, research and innovation, liberty to teachers and student teachers for their maximum potential actualization with novel, ICT and value imbibed academic practices. The Governing Body, academic and administrative bodies, various committees of the institution and the staff council, work in unison to realize the mammoth ambition of providing quality teacher education.

Stella Matutina utilizes the academic freedom endorsed by the autonomous

status by systematic revision of curriculum and examination pattern. The courses offered have global validity, national relevance and can develop the necessary competencies among the trainees.

National and State-level Seminars, Workshops, In-service programmes for

school teachers, guest lectures are annual features of the College. Dignitaries from various Universities and institutions enrich the participants on significant current trends in Education. The Internal Quality Assurance Cell promotes measures for

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institutional functioning towards quality enhancement. Various programmes and activities leading to quality improvement are being carried out every year.

The Research activities of the College are collectively planned by the

Planning and Evaluation Committee and the Research Committee. The Principal and two faculty members are recognized guides for Ph.D. A Research colloquium has been established which reviews the research activities. Two minor projects sponsored by UGC have been taken up. The College publishes a Bi-annual Research Journal “The Indian Educational Researcher” [ISSN0974-2123] which invites research articles on Education with diverse perspectives.

The College has the best of infrastructure including spacious classrooms,

stacked library, multipurpose hall, well-equipped laboratories, seminar hall, staff rooms, common room, aerobic room, indoor and outdoor games facility, day care centre, health centre, counseling room, canteen, uninterrupted power supply, a lushy garden and other facilities.

The scholastic activities of the year are all neatly planned and executed in

the best way possible. The Parents Teachers Association supports the institution in all the academic and extra curricular activities. The Alumni Association takes delight in participating in all the activities of the College. The College has a Placement Cell which functions vibrantly and offers quality placement opportunities for student trainees. The College has an active Women’s Cell which carries out extension activities. The Youth Red Cross, the Red Ribbon Club and the various Associations are active throughout the year.

The faculty members are highly qualified, well experienced, enthusiastic

and research-oriented. They use and encourage students to use ICT in classroom teaching to meet the emerging needs of School Education in the global context. The institution encourages and sponsors the faculty, research scholars and students to participate in professional development programmes, seminars, workshops, Intra-College and Inter-College competitions of academic and co-curricular activities.

The institution practises the best in teaching-learning in collaboration with practice teaching schools, academic members, educationists, education department, alumni, parents, NGO’s and the local community. They are all involved in positive social interaction through various activities.

Assuring a holistic development, the institution ever remains unique in its

perception of the growing demands of the society. Besides providing a theoretical base, she paves way for practical and humanistic approach to teaching and learning. The pedagogical practices have been getting re-defined for more than five decades, thus creating an effective work force.

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CRITERION - 1

CURRICULAR ASPECTS

1.1 CURRICULAR DESIGN AND DEVELOPMENT

1.1.1 OBJECTIVES OF THE INSTITUTION

The objectives of the Institution have been formulated, taking into consideration, the vision and mission of the college and the valuable suggestions of the previous NAAC peer committee.

The regular feedback from the parents, students , alumni and the staff from the supporting schools has facilitated in redefining the objectives of the Institution.

The curriculum of the institution reflects the objectives of the institution. Objectives, Vision and Mission of the College have been mentioned in Pg 5, 6 under Criterion-wise inputs.

The curriculum is structured in such a way that it caters to the present day demands and aspirations of the society, giving special attention to the marginalised sections of the society.

Curriculum planning, development and implementation is done in a technologically rich environment, meeting the global standards, giving significant weightage to skill based training programs and self-development programs to enable the students bring out their inherent intellectual potentialities and at the same time build a strong value system in them to dedicate themselves as change agents for the community and National development.

National concerns, namely, value enrichment, technological literacy, conservation of environment, employability skills are addressed by the curriculum which offers academic flexibility, freedom and meaningful learning experiences to students.

1.1.2 CURRICULAR DEVELOPMENT PROCESS

The Institution has been constantly experimenting with curriculum design and development on a continuous basis in order to enhance the quality of teacher education and also satisfy the demands of the stakeholders.

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All the faculty members are involved in designing the curriculum. The faculty members consult the subject experts, academicians and experienced school teachers for designing the courses included in the curriculum.

For assessing the changing trends and needs, in-depth review of curriculum patterns in vogue in various universities and autonomous colleges and also related literature is carried out by the faculty to modify the curriculum.

The seminars and in-service programs attended by staff facilitate the enrichment of the curriculum.

Internet sources are adequately utilised and opinions of senior faculty of other colleges and Alumnae are considered.

The syllabus for each course is structured by the concerned subject teacher and submitted to the Staff Council, consisting of senior faculty members, for its critical appraisal.

The Board of Studies meets twice in a year to evaluate the changes in the syllabi and also modifications brought in the curriculum as a whole.

Based on the suggestions, the corrections are made and the modified syllabi is presented before the Academic Council for its ratification. Then, the curriculum comes into a final shape and is implemented.

1.1.3 GLOBAL TRENDS IN THE CURRICULUM

The LPG wave has brought out indomitable challenges for the higher education system which are considered and in accordance with that, suitable changes have been made in the curriculum to prepare the student teachers for the post modern era.

Development of attitude and skills to promote ‘Life long learning’ is the need of the hour. Life long learning is about “Purpose” in people’s learning and its goals are both social and economic – citizenship and employability.

All the courses are regularly modified to meet the changing global trends.

Introduction of ‘Peace Education’ as an Elective course, which is holistic in nature, is a noteworthy action of the institution aiming to promote citizenship qualities among the student teachers.

The annual citizenship camp conducted by the institution, the activities of the Community Service wing , Women cell, Red Ribbon Club and also the Youth Red Cross wing of the college focus on developing

5

social and emotional competence among the women candidates, thereby, training them to be active citizens. It is imperative to bring to attention, that, the above mentioned co-curricular activities inculcate the value of learning to live together.

The college offers courses on effective communication skills, basic computer skills and personality development programs for all the student teachers.

Guidance and Counselling sessions are organised at regular intervals to enhance their self-confidence and job related skills.

1.1.4 THRUST ON NATIONAL ISSUES IN THE CURRICULUM

In the present scenario, Environmental Education is an important segment within the educational system. The Institution offers Environmental Education as an elective subject to develop attitudes and feelings of concern for the conservation of the environment and also for sustainable development.

The environment club of the college is active throughout the year and various informative and creative programs are conducted to create awareness among the student teachers about environmental issues namely nature conservation, protection of wild life and solid waste management.

Wild Life week is celebrated every year (Details of Wild Life week Celebration are given in APPENDIX – I

Organic manure pit and herbal garden are maintained by the environment club.

Stella Matutina College of Education, being a Catholic Institution, strongly advocates building of an invincible value system among the students.

Instead of offering ‘Value Education’ as a separate subject of study, the institution offers ‘Education for Values’.

Each and every curricular and co-curricular activity focus on inculcation of moral, social, aesthetic and practical values.

The core values, namely, integrity, truthfulness, accountability, commitment, assertiveness and empathy are infused in the teaching-learning process to mould the student teachers to be the change agents of the society.

6

Morning assembly conducted everyday is thematic and highly secular in nature. Meditation is a special feature of the morning assembly which helps the students to rejuvenate their energy. (Details of Morning Assembly is given in APPENDIX - II

ICT integrated computer education, giving equal weightage to theory and practicals, is offered to all the students of the Institution including the Ph.D. research scholars.

For the B.Ed. students, a certificate course on Basic Computer Skills is offered to develop technological literacy among them. M.Ed., M.Phil., and Ph.D research scholars are trained to utilise the e-resources in a constructive manner.

The M.Ed., and M.Phil., students are given adequate exposure to handling SPSS packages in the computer lab to facilitate their research work.

1.1.5 ICT FOR CURRICULAR PLANNING

ICT is used wisely in curricular planning so as to enhance the quality of teacher education program.

Syllabi of various teacher education programs carried out in India and abroad are downloaded and appraised critically while planning and designing the curriculum.

Every year, the teacher education courses are modified in tune with the new developments in the concerned subjects which are brought to light by web assisted reviews.

E-books, E-journals and other electronic resources are utilised by the faculty to modify and refine the existing curriculum.

Topics included for some B.Ed. and M.Ed. courses are totally internet based, in tune with global standards.

The inspiration for inclusion of ‘Human Development Course’ which focuses on equitable development, social and economic justice for the B.Ed., course and ‘Educational Management Course’ which seeks to produce competent teacher educators and educational leaders for the M.Ed., course as elective subjects was drawn from the internet.

7

1.2 ACADEMIC FLEXIBILITY

1.2.1 REFLECTIVE PRACTICES IN TEACHING

The student teachers are provided with consistent supportive mentoring during their teaching practice.

During the school visits, the teacher educators meet the guide teachers and get feedback about the students’ performance.

The Principal visits the supporting schools to meet the heads of the Institutions on a regular basis to get their feedback.

The M.Ed., students, as a part of their field work, visit the supporting schools and stay there for a whole day to assess the participation of the student teachers in school activities.

The feedback from such sources enables the teacher educators to guide the student teachers during practice teaching.

The structured group discussion sessions organised by the Institution, after the practice teaching session, enable the student teachers to share their experiences that they gained during the period of practice teaching with their peer group.

The guidance from the school teachers, teacher educators and shared views of the peer group help the student teachers to acquire skill of reflection and to maintain their commitment to teaching.

1.2.2 SCOPE FOR VARIED LEARNING EXPERIENCES

There is sufficient flexibility in the operational curriculum for providing meaningful learning experiences to the student teachers.

Each faculty member prepares a schedule of learning experiences planned for the course she is responsible for, and the same is submitted to the Planning and Evaluation Committee.

The consolidated list is prepared by the Planning and Evaluation Committee after a detailed review and the same is submitted to the IQAC for its approval.

IQAC prepares the estimate of expenditure for arranging guest lectures, field trips, model making competitions, simulation, demonstrations using AV aids etc. and the estimate is submitted to the perusal of the Finance committee.

After a careful deliberation, the Finance committee in collaboration with the IQAC finalises the estimate, and then IQAC coordinates with the Planning and Evaluation Committee in the preparation of the

8

semester-wise schedule and the time-table of the two semesters incorporating the planned learning experiences.

Participation of students in different co-curricular and cultural activities provide informal training in such programmes.

Student teachers and research scholars participate in various workshops, seminars, courses and competitions organized by other institutions. This provides them knowledge about educational trends and practices.

1.2.3 VALUE-ADDED COURSES

B.Ed.,

The position paper on education for peace brought out by the focus group on peace education, as a part of NCF, has enunciated the importance of teacher training for promotion of peace at school level. Based on the recommendations, the course on ‘Peace Education’ has been introduced as an Elective course for the B.Ed. students to re-conceptualize citizenship education in terms of human rights, emphasize environment and its protection, living in harmony within oneself and with natural and social environment, promote peace, democratic way of life and caring values.

To sensitize student teachers and create awareness among them about inclusive classrooms and to develop the pre-requisite knowledge and experience to pursue an advanced degree in special education, an elective course ‘ Introduction to Special Education’ has been inducted into the curriculum.

Awareness of pre-primary education has steadily increased over the few years and it has gained the recognition it deserves as a vital and integral part of educational system. There is paucity in this field for knowledgeable and trained teachers especially in rural areas. The mushrooming growth of colleges of education has resulted in the surplus supply of teachers over the required demand and hence, many freshers remain unemployed. In order to equip them with entrepreneurial skills and also to address the needs of the pre-primary education system, a course on ‘Pre-primary Education’ is offered as an elective course to B.Ed. students.

The unique course ‘Human Development’ has been introduced to develop an understanding of the need for the knowledge of human development for the teacher and the linkage among economic development, human rights and human development. The syllabus is designed in such a way that the teacher trainees are made to realize their potentialities in bringing a change in the socio economic system.

9

‘Basic Computer literacy’ and ‘Communication Skills’ programs are offered to all the B.Ed. students as a capacity building exercise. The computer laboratory and language laboratory are used throughout the academic year to facilitate, self-regulated learning and co-operative learning among the students.

Certificate course on Yoga is a new dimension in B.ED curriculum. In Tamil Nadu, Practice of Yoga is prevalent in Government schools. Course on Yoga for pre-service teachers has been implemented for their physical and mental well being and also train them in mental and physical exercises so that they could apply the knowledge in the school setting. A complete course on VITAL (Value Integrated Teaching and Learning) is organized for the B.Ed., trainees. They are trained about how to weave values while teaching. Soft skills training is also offered to the students. They are all assessed at the end of the Course and are issued certificates.

M.Ed.,

For the M.Ed., students, three new electives namely ‘Curriculum Development’, Teacher Education and ‘Educational Management’ have been introduced.

Curriculum is one of the important and recent branches of knowledge. Curriculum development requires a broad and creative vision to foresee and plan to meet the existing needs. The educational practitioners should be equipped with the perspectives, principles and processes of curriculum development to construct the need based curriculum for different levels of education. This forethought has given impetus to inclusion of the course on ‘Curriculum Development’.

In an increasingly global economy, an educated workforce is vital to maintain and enhance competitiveness. Educational practitioners who are successful in internal management alone can deliver higher educational standards to meet the requirement, since they can link between values, aims, strategy and day to day activities. To prepare the M.Ed. students for the challenges of management, the course on ‘Educational Management’ is offered as an elective course.

The transition from teacher to teacher educator is challenging. Uncertainty about what a teacher educator should be, the difficulties of developing new methods and strategies, stress associated with taking part in a research culture, the gap between knowledge and the practice are some of the concerns to be addressed. The elective course on ‘Teacher Education’ is framed to address all these issues and inducted in the curriculum.

10

1.2.4 CURRICULAR ASPECTS

(i) Multi-disciplinary Nature

o The knowledge component in teacher education is derived from the broader area of the discipline of Education as well as disciplines of Philosophy, Sociology and Psychology. It is thus multidisciplinary in nature within the context of education.

o Conscious efforts are made to embody explanations with the multidisciplinary perspective through techniques namely team teaching, seminars and guest lectures.

o Research with interdisciplinary perspectives are encouraged.

(ii) Multi-skill development

o Certificate courses namely ‘Aerobics’, ‘Lab Technology’, ‘Cosmetology’ ‘Yoga’ and ‘Hygiene for Health’ are conducted for student teachers as capacity building exercises.

o Physical education is made part and parcel of the curriculum to improve the physical and mental health of the teacher trainees. Every student is involved in various sports activities.

o Inter-collegiate Volley Ball Tournament is organized to build social relationship among the students of various colleges of Education.

o Leadership skills are developed by providing training in event management and by involving the students in planning and management of various competitions and programmes.

o Annual citizenship training camp is conducted every year with great vigour and genuine concern for the wholesome personality development of the student teachers. The five day camp is designed in such a way that the students experience the joy of physical well-being, psychological freedom and harmony, the thrill of adventure and the power of creativity.

o SUPW sessions develop creativity and good inter personal relationship among the students.

o Talent Day programs, Club activities, and Inter-collegiate competitions bring out the multiple skills of the students.

(iii) Inclusive Education

o The curriculum is holistic in nature, giving due emphasis to the needs of the marginalized section the community.

o The courses namely ‘Women’s education’ and ‘Introduction to Special Education’ have been introduced as Elective courses in order to enlighten the student teachers in futuristic issues of Equity and Equality and Inclusive classrooms.

11

o The students from marginalized sections of the society, especially the first generation learners are guided and upgraded through regular tutorial programs and remedial coaching.

o TET, TRB and NET coaching are implemented for the upliftment of the students, recognizing the principle of inclusiveness.

o Due attention and care is paid for the differently abled, socially deprived and minority student teachers.

(iv) Practice Teaching

o The Institution allots 40 days for practice teaching to provide the student teachers concrete experiences in the real school environment.

o Student teachers are sent to the practice teaching schools one month before the practice teaching session in order to collect the time-table and syllabus from the concerned faculty members and the same day is used for observing the school’s routine activities.

o During the practice teaching session, first one week is allotted for observation of a) teaching learning process, b) other academic and co-curricular activities taking place in the school, c) the role of teachers in the actual functioning of the school and d) discussion with the teachers regarding maintenance of various records and documents and also the ethical practices followed in the school.

o The student teachers gain holistic experience in teaching, organizing appropriate learning experiences, evaluation procedures and task oriented learning through the practice teaching sessions.

(v) School Experience

o Sustained engagement with learners in school situations and observing them and also the regular teachers in classrooms enhances motivation to continue learning and reflecting.

o Student teachers are grouped into small teams and sent to schools offering curriculum of different boards as a field exposure for two days, organized by the institution in the second semester.

o Such visits to CBSE and ICSE schools are planned in the beginning of the academic year and the members of the IQAC take constructive action in this regard.

o The student teachers analyse and evaluate the internship experiences, prepare a report and submit it to the Principal, for further improvement in the program.

12

(vi) SUPW

o The student teachers are trained to integrate academic learning with productive work through SUPW sessions.

o SUPW sessions are organized in the second semester and the institution involves the women self-help groups in the local area to conduct courses on preparation of fashion jewellery, sanitizers, liquid soaps, scented doopsticks, paper mache products, ready to eat powders and pastes, paper craft, handicraft items etc.

o Peer tutoring strategy is also followed to strengthen the psycho-motor skills of the student teachers.

o The SUPW sessions are beneficial in two major ways. Firstly, the community is brought into the college and the students develop social maturity through their interaction with the women group.

o Secondly, the students are given hands on training in the preparation of these products, the knowledge of which enhances their earning capacity and also capacity to train the school students in various productive activities. (Details of SUPW Programme are given in APPENDIX - III

1.3 FEEDBACK ON CURRICULUM

1.3.1 FEEDBACK ABOUT THE CURRICULUM FROM THE STAKEHOLDERS

Curriculum is planned, modified, structured, and updated only after the approval of the members of the Board of Studies and Academic Council, who are subject experts, professionals from various fields and Principals of reputed colleges of Education.

Alumni meeting is held twice in a year, once in the beginning of the academic year and another on the day of the convocation. The B.Ed. and M.Ed. syllabi are circulated and open for discussion. The suggestions of the old students are appreciated and encouraged.

At the end of the first semester, oral feedback is taken from the present students regarding the learning experiences and examination pattern. At the end of the course, a written feedback is obtained from the students in order to bring qualitative changes in the curriculum.

The Institution values the academic support of the retired staff members who are consulted before any major modification in the syllabi is done.

13

The feedback of the guest lecturers, special invitees and speakers of the seminars and workshops are recorded in the visitors’ note book.

The Institution has a democratic climate and hence upward communication is smooth. The students are encouraged to share the felt difficulty, if any, with regard to the curriculum with the staff members. The staff members present the same during the staff meetings for deliberations.

The Institution has built a strong network with other colleges of education such as Meston College of Education, NKT College of Education, St. Christopher’s College of Education and prominent arts and science colleges namely Ethiraj College and Madras Christian College. This collaboration has contributed a lot to curriculum development.

The suggestions and recommendations of the members of the Governing body which meets twice in a year is recorded in the minutes.

Interaction between parents and teachers during the PTA meeting on one to one basis delivers a valuable feedback.

The senior staff members visiting other colleges of education as conveners of examinations or paper evaluators appraise the academic practices followed in other institutions.

The employers from various schools who visit the Institution for the recruitment of teachers record their views which is a valuable input in curriculum development.

1.3.2 MECHANISM FOR ANALYSIS OF FEEDBACK FROM THE STAKEHOLDERS

The suggestions recorded in the minutes of Governing Body, Board of Studies, and Academic Council are incorporated into the curriculum. Many practical oriented assignments and activities have been inducted into the curriculum based on the recommendations of the board members.

The feedback obtained from the other stakeholders is put up before the IQAC for the constructive review of the curriculum.

The feedback from the present students is given highest priority. The experimentation carried out in the question paper pattern of the semester end exams proves it.

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1.3.3 CONTRIBUTION OF THE INSTITUTION IN CURRICULUM DEVELOPMENT

The management plays a crucial role in enhancing all the aspects of the curriculum which contributes to the holistic development of the students.

The Institution invests a substantial amount in enriching the library for upgrading the knowledge of the staff concerning the latest issues.

At the end of the academic year, the Principal instructs the faculty members to update the curriculum with the latest trends. The IQAC reminds the staff members at regular intervals to update the curriculum.

All the faculty members actively take part in curriculum development by being members of Board of Studies, Academic council and other committees.

The professional growth of the staff has immensely contributed to the updation of the curriculum. Many staff members have published books in their concerned specialisation which have been a valuable source for curriculum development.

The Principal and a few senior staff members play a major role in the curriculum development of other autonomous institutions and TamilNadu Teacher Education university, by being the members of the Board of Studies and Academic Council. Such a collaboration has paved way for bringing qualitative changes in the curriculum of the Institution.

1.4 CURRICULUM UPDATE

1.4.1 MAJOR MODIFICATIONS IN THE COURSES SINCE THE LAST ACCREDITATION

M.Ed. Course - Research Methods and Statistics in Educational Research

To strengthen the research competency of the future teacher educators and to enhance concrete and structured knowledge of various research methods and also statistical applications, the syllabus of the Paper has been offered in two courses, by systematic distribution of the topics, for semester I and semester II. Equal weightage is given to Research Methodology and Statistics in both the papers.

The course for Semester I includes

major steps in research research methods basic statistics upto correlation analysis

15

The course for Semester II includes

Experimental design Selection of tools Construction and standardization of a test Research report Measures of Association Regression Analysis Inferential Statistics

Philosophical and Sociological Foundations

Based on the feedback given by the members of the Board of Studies, a few topics have been included in the course and sociological perspectives have been given due prominence.

In Unit II, the topic ‘Medieval Philosophy and Education’ is included. In Unit III, the concept of ‘Modern philosophy and Education’ is introduced. In Unit V ‘The educational reforms of the 21st century’ is introduced as a sub-topic.

Psychology for Educational Practitioners

The core paper has been modified, focusing on the advancement in the field of Educational Psychology. It focuses on the role of Psychology in understanding contemporary social issues and the role of teachers with regard to mental health and community.

Unit I – ‘Major schools of Psychology’ is replaced by the topic ‘Educational Psychology for the 21st century,’ examining various psychological attributes of the present society of information age and its impact on the socio-economic set up.

Unit II, III & IV are modified as Theories of Personality: Trait Theory and Psychoanalysis, Theories of Personality: Humanism and Social Learning Theory and Behaviorism and Limited Approach Theory. Cognitive Psychology

Major modifications in the course have been carried out. Unit I to IV have been renamed and restructured with the shift of emphasis from cognitive psychologist to cognitive process.

Unit I – The development of Cognitive Psychology is traced with the inclusion of the concepts namely ‘Psycho Physics’, ‘Freud and Cognitive Psychology, ‘The Cognitive Renaissance’, ‘Linguistics’ and ‘Cognitive Neuroscience’ have been included under the heading ‘Evolutionary History of Cognitive Psychology.’

16

Unit II – Perceptual process and various theories related to it are focused in the unit ‘Perceptual process’.

Unit III – Concrete understanding of the concepts ‘Attention’ and ‘Consciousness’ and its related background is attempted through the unit ‘Attention’.

Unit IV- The unit ‘Memory’ is divided into two sub-units namely ‘Short term, working memory and Long-term memory for a broad deliberation of this concept.

Educational Management

This subject has been introduced as an elective course due to its relevance. Concepts and Functions of Educational Management, Theories of Leadership, Leadership styles, Stress Management, Conflict Management, Role of ICT in Educational Management, Change Management and Management by Objectives are focused in the syllabus.

Teacher Education

This course has been inducted as an elective course to facilitate M.Ed. students get a holistic view of teacher education programs. Nature and objectives of Teacher education, Growth and development of Teacher Education, Role of various regulatory bodies and agencies for improving quality in Teacher Education and Teacher Education in the emerging society are covered under this course.

Curriculum Development

Historical perspectives of curriculum, Issues to be considered in the process of curriculum development, Strategies and types of curriculum design, various approaches and models of curriculum development, Role of various agencies of curriculum development get weightage in the newly introduced elective paper.

B.Ed., Course - Educational Technology

This course is completely restructured to induct the knowledge of latest technologies, to organise the sub-topics in a logical way, to make it more practical oriented, to accomplish comprehensive coverage of relevant topics and to spell out the scope of the course to facilitate external assessment.

o In the I and II Chapters, sub topics have been re arranged in a logical way.

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o Concept of communication and a few models of communication are brought under III unit.

o In the IV unit, the sub topics concerning obsolete technologies have been removed and emphasis is for the latest trends in technology.

o Mobile Technology is the emerging concept in the field of educational technology which is covered as unit V.

Current Issues in Education

The syllabus has been updated with the latest concepts to upgrade it to meet the requirements of the knowledge society.

The topics namely Equality Vs Equity in Education, Education in the Indian Constitution, Right to Education Act (2010), Major recommendations on National Knowledge Commission and International Commission on Education for the 21st century are the new additions.

Pre-Primary Education

Objectives and importance of Pre-primary Education, Types of Pre-primary education, Psychological theories on child development, Needs and adjustment problems of pre-school children, Teaching Methods and Curricular activities and Teacher and Parental Education Programs are focused in this new course.

Introduction to Special Education

While considering inclusiveness, introduction of this course is considered viable. The conceptual background of Special Education, Gifted and Talented, Learning Disability, Physical Disability, Neural Disability, Visual Impairment, Hearing, Speech and Language Impairment, Mental Retardation and National and International Agencies are the topics covered comprehensively under this course.

Human Development

Introduced as an elective course, it focuses on Introduction to Human Development, Growth and Development from the perspective of Demography, Health and Education Development, Human Development and Poverty and Human Rights and Security.

Peace Education

The concepts are classified and presented under six major units. The first unit focuses on Meaning and Objectives of Peace Education and associated concepts namely Peace, Nonviolence, Conflict resolution. The topic

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on Violence is dealt in detail in second unit. Approaches to Peace Education within schools, Approaches to Peace Education outside the school, School Environment for Peace, Peace Education to develop Love for Humanity are covered under the other four units.

1.4.2 CURRICULUM REVISION AND UPDATE

Revision and update of the curriculum is done after a careful need assessment by the Planning and Evaluation Committee in collaboration with the IQAC. The strategies adopted for the revision of the curriculum are as follows:

The IQAC under the leadership of the Principal constantly reviews the educational policies and programmes formulated to upgrade the higher education system for enhancing the quality of the curriculum.

Constructive analysis of the feedback of the stakeholders in the staff meeting, leading to a structured deliberation of the issues related to curriculum by the IQAC and Planning and Evaluation Committee.

Presentation of ideas in the staff council by the staff after an in-depth study of the recent trends.

Elaborate discussions on the changes to be introduced during the staff meetings.

The resolutions taken in the staff meetings are presented to the Planning and Evaluation Committee which coordinates with the IQAC for further action.

Consultation with the experts in the field of education regarding the changes to be introduced.

Immediate implementation of the suggestions of the members of the Governing Body, Board of Studies and Academic Council.

Continuous evaluation of the operational curriculum to identify the gaps and to take remedial action

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1.5 BEST PRACTICES IN CURRICULAR ASPECTS

1.5.1 QUALITY SUSTENANCE AND QUALITY ENHANCEMENT MEASURES

B.Ed., COURSE

Introduction of elective courses namely Peace Education, Introduction to Special Education and Human Development that address global and national concerns.

Addition of elective courses namely Pre-primary Education and Guidance and Counselling to prepare the student teachers for future demands in the school/educational scenario.

Regular modification of the syllabi of various courses to meet the needs of the stakeholders and also to incorporate the emerging issues in the Teacher Education curriculum.

Emphasis is given to constructivist methodology by adapting learner centered, participatory and collaborative approach in the teaching learning process.

The curriculum responds to the latest methodologies in Teaching. The student teachers are provided with wholesome training in the ‘Active Learning Method’ and ‘Continuous and Comprehensive Evaluation’, innovative methods implemented in Government schools of Tamil Nadu.

Skill based training programs are made part and parcel of the curriculum. Certificate Courses on effective communication skills and basic computer literacy offered to all the student teachers, are designed to enhance their employable quality.

Paramount importance is given to ICT integration in a) Curriculum planning and development, b) teaching learning process and c) Evaluation process.

Provision for multiple learning experiences for student teachers in the curriculum. Curriculum is highly activity based .

Coaching for TRB and TET is a notable activity of the institution. Promotion of work related hobbies among the trainees of the

Institution. Promotion of and support to co-curricular activities such as debates,

elocution, quiz, visual and performing arts, physical education competitions, yoga etc.

New experiments are carried out in the field of evaluation to make it objective and transparent.

Evaluation of the performance of the students in various perspectives through the process ‘Continuous and Comprehensive Evaluation’.

Assessment of students’ knowledge and skills at regular intervals by conducting a number of tests internally by the teachers in the subjects concerned.

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Introduction of on-line objective type examination, a notable innovation on the part of the Institution.

Immediate assessment of the performance of the students in curricular and extra-curricular activities like SUPW, Community Service etc.

Inclusion of all aspects of practicum except teaching competency under internal assessment.

Organisation of National level Conferences, Seminars and Workshops for qualitative improvement in Teacher Education.

In recent years, the involvement of the community in the college activities is on the rise. Guest lectures on ‘Legal rights’, ‘Women’s rights’, ‘Population Education’, ‘Life Skills’, ‘Equity and Equality’, and many other emerging issues are organised by inviting the leaders and prominent persons from various fields.

M.Ed., COURSE

Introduction of courses such as Curriculum Development and Educational Management as elective courses for M.Ed., is a response to the latest development in the field of education

Inclusion of the course in ‘Cognitive Psychology’ which captures the mental processes in the experimental context is a noteworthy reform.

‘Teacher Education’ Course as an Elective offered to the M.Ed., students with a futuristic vision by the Institution is a noteworthy aspect.

Learning is a dynamic and a continuous process. Self-regulated learning, an innovative technique is adopted in the institution to make learning more meaningful and to direct them to be lifelong learners.

M.Ed., students are encouraged to use multiple resources available in the Institution and outside the campus.

Visits to prominent libraries in the city and the review of various educational books are made mandatory for M.Ed., students.

The students are assigned with the task of assessing and evaluating the B.Ed., students when they undergo rigorous training during the teaching practice session. This field work is a part of M.Ed., curriculum which offers valuable feedback about practice teaching sessions.

“Naan Valarugiren” a Life Skill Training course for Government school students as a project work for M.Ed., students is a noteworthy innovative approach of the Institution with community orientation.

Small surveys conducted by the M.Ed., students on challenging issues contribute a lot to the field of education. A survey about the ‘Attitude of Parents, Teachers and Students on Samacheer Kalvi’ was conducted and the findings were reported to the higher authorities in school education system for continuous improvement in the field.

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Career Counselling Seminars and Exhibitions are organised by the M.Ed., students under the auspices of the Institution, in collaboration with the Employment Exchange Office.

Submission of a dissertation as part of the M.Ed., course is made mandatory.

NET coaching is offered to M.Ed., M.Phil. and Ph.D. Students. Guest lectures and workshops on ‘Research Methodology’ are

constructive learning experiences offered under M.Ed., curriculum. The students are encouraged to select challenging topics and

undertake research. Submission of a research proposal by each student is emphasized at

the beginning of the research. Review of the progress in the research work in a systematic way is

insisted for quality research. Hands-on training in data analysis using SPSS package is given to the

researchers. End semester evaluation is done twice by the external examiners to

maintain standard and quality.

M.Phil., COURSE

Semester pattern has been introduced in the year 2009 and the courses have been finalised.

The course ‘Advanced Research Methodology and Educational Statistics’ has been restructured.

A public Viva Voce examination for the M.Phil., students is a big initiative taken up by the college.

Construction and validation of the tools for conducting the research is encouraged.

Participation and presentation of papers in seminars and national conferences has been facilitated by the institution.

1.5.2 INNOVATIONS IN CURRICULAR ASPECTS

S.No Course Innovative aspects introduced in the B.Ed., Curriculum during the last five years

1. Challenges in Education

Continuous updating of syllabus with comprehensive coverage of philosophical aspects. Panel Discussion, Inter-house Quiz competitions and Power point presentations by the students are encouraged. Technological devices are widely used to support the teaching learning process.

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2. Current Issues in Education

Regular updation of syllabus. Group Discussion technique is often adopted in the classroom. Students are encouraged to review the educational articles appearing in newspaper/ journal. Guest lectures by experts in the field are organized.

3. Educational Innovations

Syllabus is updated with latest trends in education. ICT integration is emphasized. Web based assignments are given to students to motivate them to utilize new technologies constructively.

4. Educational Technology

Information of emerging technologies is given weightage in the syllabus. Group Discussion, Debate, Web based assignments, Power point presentation by the students are a few innovative techniques practiced. Regular updating of syllabus and hands on training given to students to use the latest technologies.

5. Psychology of the Learning

To create an effective learning facilitating environment in the classroom, psychological aspects of the learning process are dealt in this course. Innovative practices such as adoption of Group Discussion technique, presentation of write-ups at the end of each hour by the students, practical oriented assignments that develop social intelligence among students are followed.

6. Psychology of the Learner

The course which covers various topics related to physical, mental, emotional, moral and social aspects of human development and maturation in order to improve ‘self’ understanding and ‘self’ management adds new dimension to the curriculum. Guest lectures by subject experts are organised. Students are encouraged to conduct in-depth studies on individuals and institutions.

7. Tamil I & II Conducting quiz competitions, encouraging students to participate in various co- curricular activities such as poetry presentation, debate, drama, essay writing competitions etc., organising guest lectures, providing hands on training in language lab are some of the novel

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learning experiences provided. Preparation of a model of school magazine is an innovative practical activity done by the department. Tamil festivals are conducted by the department for imbibing values. Field trip to heritage centres to enrich Tamil culture is organised by the department.

8. English I & II Comprehensive coverage of various concepts related to teaching of English. Unique and valuable topics namely ‘English for Specific Purpose’ and ‘Quality improvement in Teaching English’ are included in the course. ‘Spoken English Skill Training’ is given to peer group. Practical training in language lab is offered to students. Collection of language games, preparation of an album of blackboard sketches, album of story sheets, album of collected pictures, album of concepts, composite scene, Book Reviews, Phonetic charts, preparation of remedial material for one unit are some of the assignments that enhance the English language skills of the student trainees.

9. Mathematics I & II Philosophical and Psychological background of Mathematics Education is given weightage in the Curriculum. Inclusion of novel and uncommon topics namely ‘Constructivist Philosophy in Maths Education’, ‘Epistemological Issues’ and current topic ‘Information and communication technology based classroom for teaching Mathematics’ is the noteworthy aspect of this course. Every year model making competition cum exhibition is conducted by the department to create innovative and improvised models to facilitate teaching learning process. Guest lectures by experienced Math students, Math quiz competitions are organized for the benefit of the students. Preparation of albums in selected topics in Mathematics, preparation of research proposal in Mathematics Education are some of the constructive assignments given to students.

10. Physical Science I & II

Inclusion of important topics such as ‘E-learning and e-tutoring’, ‘Net based resources’ , ‘Integration of reflective practices into the

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curriculum’ and ‘Constructivist pedagogy in classrooms’ is the highlight of the course. Through science club, science quiz and Inter-collegiate Science model making competition cum exhibition are being organized every year. Guest lectures by subject experts are organized.

11. Biological Science I & II

The syllabus has been updated with topics ‘Reflective practice in science teaching’, ‘Resources for instruction’, ‘E-learning and e-tutoring’ with a view to enable teacher trainees to understand the role of reflective practice and also ICT integration in curriculum. Students are encouraged to conduct a minor investigatory project. Organising science quiz program, guest lectures by experts from the field and celebration of wild life week are some of the notable activities of the department.

12. History I & II Organising History exhibition, celebrating important Events/days namely Human rights day, U.N.Day etc. arranging guest lectures, visiting Government museums and other historical places are some of the activities of the Department which need to be brought to light.

13. Geography I & II Regular updating of syllabus to give weightage to recent development in Geography and in teaching methodolgy of Geography. Unique assignments such as ‘Preparation of weather report with three months data’, ‘Interpretation of topo sheets and weather maps using current technologies’ are given to students to focus on practical oriented teaching of Geography.

14. Economics I & II Conducting mini surveys to find out the problems of the community, writing scripts on economic issues for T.V and Radio programmes are innovative activities of the department.

15. Commerce I & II Syllabus has been updated with the current topics namely ‘Construction of Commerce knowledge in classrooms’ emphasizing constructivist perspectives, ‘ICT in Commerce Education’ emphasizing the need for integrating ICT in Commerce Curriculum at school level.

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Based on the individual ability, different assignments are given to facilitate learning. Web based assignments are allotted to integrate ICT in Commerce Education. Preparation of self instructional material and informative albums useful for teaching at higher secondary level, research proposal with regard to Commerce Education, are some of the practical oriented assignments.

16. Computer Education I & II

Regular updating of syllabus with current topics in Computer Education. Differentiated assignments such as developing a web page, development of a program in C given to students according to the individual ability, identifying the areas of research in computer science education and preparation of a research proposal by the students are notable activities of the department.

17. Peace Education Detailed coverage of various concepts such as peace issues and concerns, Violence, conflicts and conflict management, human rights, life skills, Environmental issues, pedagogy for peace, peace education in India. Debates, Discussions and co-operative learning are innovative pedagogical techniques followed . Preparation of thematic albums, ICT integrated assignments are a few interesting practical oriented assignments given to facilitate self regulated learning.

18. Human Development

Concepts namely Health and Education, Human Development, Human capital and Human security and Human rights are dealt in detail. Panel Discussion and seminar on topics such as anti-poverty policies adopted in India, role of education in Poverty reduction, human rights are conducted to create awareness among the teacher trainees about the role of teachers in economic development.

19. Pre-primary Education

Psychological perspectives on child development, Needs and problems of children and Remedial measures, methods of teaching pre primary children are some of the important

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concepts covered. Hands-on training in the preparation of toys and Story telling aids using the expertise of teachers of Kindergarten and Montessori schools, preparation of a report on methods of developing effective communication skills among pre-primary children, Case study through observation on coordination of multiple domains in the teaching learning process are some interesting learning experiences of this course.

20. Health Fitness and Sports

This distinctive course introduced as an elective subject aims to channelize the students’ energies into creative and constructive endeavours. Inclusion of skill based topics namely ‘stress Management through sports activities’, ‘application of Sports therapy for common ailments‘ and ‘practice of massage techniques’ makes the course an interesting one. Demonstrations are held twice a week and practice using gym equipments is a notable activity.

21. Women’s Education

This course presents a comprehensive analysis of the change in the role and position of women from early era to post modern era. Guest lectures by women personalities from various walks of life, Group Discussion, Debate, ICT based assignments are some learner centered strategies adopted in the classroom.

22. Introduction to Special Education

With the emergence of inclusive classroom concept this course gains significance in B.Ed. curriculum. Provisions for inclusive classrooms in Right to Education Act, Development of skills to identify the special children, information regarding different Guidance and counselling services to be provided are some special concepts included in the syllabus. Guest lectures by specialists from this field, awareness rally and camp organised by the department, field trips to special schools are interesting activities.

23. Guidance & Counselling

Theories on guidance and counselling and the role of the teachers in health, career, personal guidance services and other relevant topics are

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covered under the course. Learner centered strategies are adopted in the classroom. Career awareness program is conducted by the students.

24. Environmental Education

Introduced as an elective course. Environmental club is active throughout the year. Quiz, Poster preparation competitions are conducted to create awareness about sustainable development among student teachers. Guest lectures by experienced faculty are arranged.

M.Ed., Course

S.No.

1. Philosophical and foundations of Education

Inclusion of modern philosophical Sociological ideas, sociological concepts in education and recent educational reforms is a welcome change which would broaden the outlook of teacher educators. Group Discussion, Panel Discussion and seminars are a few modern techniques of teaching adopted.

2. Psychology for Educational Practitioners

This course highlights the psychological attributes of the present society of information age. Group Discussion and Seminars are organized to encourage self-regulated learning among students. Outreach programme in the form of Guidance services provided to the schools enable the educational practitioners realize the potential of linkage between community and school.

3. Education in the Information Age

Detailed coverage of emerging trends in knowledge economy. Panel discussion and group discussions are organized to facilitate teaching learning process. Critical review of educational articles on educational issues by students is encouraged.

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4. Cognitive Psychology Web Based classrooms, Review of Psychometric tools and preparation of a Report, conducting a laboratory experiment to explain the cognitive process of students’ choice and preparation of a report are some novel aspects of this course.

5. Educational Management Peer Tutoring, Web based classrooms, and Structured Discussion are some of the interesting learning experiences offered in the classroom. SWOT analysis of the Institution and suggestions to tackle problems and Development of models to resolve the conflict in an institution with the reasons for adopting it are creative Practical Oriented Assignments are assigned to the M.Ed. students.

6. Research Methods and Statistics in Educational Research

Guest lectures on Research methods, Research colloquiums, Intensive training in SPSS to facilitate research, Visits to the libraries in Chennai city, Adoption of Team teaching strategy, Peer tutoring are some of the innovative aspects of this course.

7. Teacher Education Comparative analysis of teacher education courses of various countries, Case study of Teacher Training colleges are significant assignments inducted in the course. Learner centered strategies are adopted during the teaching learning process.

8. Curriculum Development Introduced as an elective subject. Structured Discussion, Debates, Web Based classes, Curriculum construction for environmental awareness/health care/ sports and yoga, Critical analysis of National Curriculum Framework are Innovative curricular aspects of this Course.

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ADDITIONAL INFORMATION FOR RE-ACCREDITATION (Third Cycle)

1. The Re-Accreditation Report has not spelt out any major suggestions with regard to curricular aspects.

2. Measures Undertaken for Quality Sustenance and Enhancement since last Re-Accreditation regarding Curricular Aspects.

To meet the future demands of the educational scenario, the

modifications of the syllabi of various courses have been done with emphasis on constructivist perspective.

To provide students with multiple learning experiences, skill based training programmes and ICT Integrated curriculum are given priority.

To make learning more meaningful for the student trainees and to direct them to be life long learners, self-regulated learning is practised.

The institution facilitates the students to participate and present papers in International, National and State level conferences and seminars.

The feedback from the members of the NAAC peer committee, Autonomous Review committee, Board of Studies, Academic Council and IQAC is regarded as a valuable input and inducted into the curriculum for quality enhancement.

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CRITERION - II Teaching-Learning and Evaluation

2.1.1 ADMISSION PROCESS AND STUDENT PROFILE

Admission Policy

Stella Matutina College of Education as a Government Aided Minority College adheres to the admission norms prescribed by the Government of Tamil Nadu in admitting 50 percent of the students. The management exercises its privilege and fills the remaining 50 percent. Priority is given to the Catholic Christian community. However, admission is made open to others without distinction of caste or religion. The underprivileged women and in particular, the first generation learners are given preference. Admission Process

The intake capacity for the B.Ed., course is 200 and the M.Ed., course is 50. Admission are open only to women candidates.

Admission to the B.Ed., course is asper the norms set by the Government of Tamil Nadu. The student is admitted either through counseling in single window system or by direct application to the college. 50% of the total seats is through counseling and the other 50% is done by the college directly.

Admissions into the Government quota of 50% of seats are made through a centralized process (Single Window Counselling) at the State level by the Department of Higher Education, Tamil Nadu on the basis of rank obtained. Allotment is made to the college based on merit and communal reservations.

Admissions into the Management quota of 50% of seats are made by the college scrupulously following all the rules and regulations prescribed by the statutory authorities from time to time. The Admission Committee consisting of the College Secretary, Principal and two senior faculty members monitors the entire admission process and ensures adherence to the admission criteria and transparency in admission decisions.

A candidate shall be eligible for the Degree of Bachelor of Education provided that she has taken the B.A., B.Sc., or a post graduate degree of Madras University or a degree from some other University recognized by TamilNadu Teachers Education University as equivalent thereof. The candidate should have obtained a minimum of 50% of marks in the Part-III of the UG Degree in case of OC, 45% for BC, 43% for MBC/DNC and 40% in the case of SC/ST communities. All the candidates should produce eligibility certificates from TamilNadu Teachers Education University.

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Applications for the B.Ed., and M.Ed., courses are issued along with the prospectus during the first week of June each year. The prospectus provides a profile of the college and information on the eligibility criteria, the optional and electives offered and the admission procedure followed.

Filled-in application forms are received in the College office and an acknowledgement of receipt is issued.

The admission notice is advertised in leading English and Tamil newspapers. The application forms are made available in the College website and the candidates are allowed to download them. Announcements about B.Ed., and M.Ed., admissions are also made in the local parishes.

Both admission test and interview are conducted for admitting students under management quota, as suggested in the previous Accreditation Peer Team Report.

Admission of special categories - Athletic and sports candidates are identified and such students are given a weightage for admission. They are encouraged to participate in collegiate and inter-collegiate sports events. Similarly physically challenged, visually impaired and the marginally poor students are given weightage.

Rank lists are displayed on the college notice board and in the college website, in order to ensure adequate representation of the weaker sections of the society. Subject-wise rank lists are also prepared according to BC, MBC and SC/ST quota. The provisionally selected students are also intimated by post. When the provisionally selected candidates do not turn up for admission, the second and the third lists are prepared as per the norms set by the regulatory body. At the end of each week’s admission, the list of students admitted is sent to the Directorate of Collegiate Education. Quota-wise Admission details for the last Five Years are given in APPENDIX - IV

For admission to B.Ed., and M.Ed., courses, one to one interview is conducted by the teaching staff to all the provisionally selected students, to identify the content knowledge communication skills and speech problems, if any. Based on this, necessary redressal programmes are conducted after admission.

The Secretary and the Principal interview every selected candidate with the parent.

Adequate care is taken to ensure that students of diverse economic, cultural, regional, religious and linguistic backgrounds and physically and visually challenged are admitted to the courses.

The selected teacher trainees are tested for their general knowledge, intelligence, value formation and teaching aptitude during the Orientation course organized for two days at the beginning of every academic year.

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Soon after admission the teacher trainees are given a content test in their respective optional which is assessed based on which necessary follow up action is taken up by the concerned staff. In addition, the communication skills of the students are tested and suitable measures are taken so as to enable them to teach effectively during teaching practice.

Applications are issued for the M.Phil., course in Education Full-Time/Part-Time for which the intake capacity is 20. Candidates having a Master’s degree in any Art or Science Discipline along with M.Ed., are eligible.

Admission for the Ph.D., programme (Full-Time/Part-Time) are made

on the basis of guidelines issued by TamilNadu Teachers Education University. 2.2 CATERING TO DIVERSE NEEDS

The college admits more than 50% of the students from economically backward and under privileged sections of the society. Most of these students are from rural background. Special efforts are being made by the college to cater to their diverse learning needs and the following measures are taken. Orientation: Before the commencement of the teaching programmes a

two day orientation programme is organized which not only helps in ice breaking but also to enable the diverse groups to interact and to know about each other. Student leaders in the group are identified which helps the faculty to plan and organize activities accordingly.

Grievance Redressal: The institution ensures that the educational policies of the institution promote equity and nurture self esteem. Support is generated through the practices and interactions of teachers and students like tutorial sessions and grievance redressal. An effective complaints resolution process is maintained that enables students with difficulties and differences to raise concerns and issues with confidence that they will be resolved in a fair and equitable manner.

Mentoring : Under the tutorial system, a group of 10 to 15 students are put under the care and guidance of a faculty member. Organised tutorial sessions are held once a month. The mentor maintains a record in which she records the family background, academic performance, and any other personal problems/difficulties. This provides the teacher trainee to have a close personal interaction with the mentor teacher. The feedback from the students is passed on to the Principal for further action.

Spoken English Classes: Many students are from rural and Tamil medium institutions. Though the college offers both English and Tamil as medium of instruction, those students who have studied through Tamil medium throughout become a little nervous, as they are not able

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to communicate in English. Certificate course in spoken English outside the class time-table are arranged for the benefit of those who want to improve their communication skills in English.

Student Aid: Economically backward students who are not in receipt of Government Scholarships are given financial aid to help them pursue their studies. Concession in college and hostel fee is also offered to the deserving out station students. Details of Student Aid are given in APPENDIX - V

Hostel Facilities: Since the students hail from far away places, the college provides hostel facilities for them. More than (55%) of the students stay in hostel. Students from economically weaker sections of the society are provided concessions in the payment of hostel accommodation fees.

Book Bank: The students, who cannot afford to buy text books, are encouraged to make maximum use of the books available in the library book bank.

Basic Computer Literacy: As many of the students are from rural areas and underprivileged sections, they have a little or no exposure to computer applications. In the current era computer skills play an important role in knowledge acquaintance, teaching and learning. A compulsory certificate course in Computer Skills is offered to all the student trainees.

Guidance and Counselling Cell: The College has a Guidance and Counselling Cell, which caters to the guidance needs of the staff and students. During tutorial sessions, if a mentor feels that a student needs counselling, she refers the student to the counsellor.

INNOVATIVE PRACTICES FOR DIVERSE LEARNERS

Classroom Management: Effective classroom management enables the teacher to be responsive to diverse learners. The Teacher educator plans effective strategies so that the information delivered reaches the diverse group. The teaching methods adopted addresses diversity appropriately and effectively. Curriculum goals and resources which include ICT usage, task design, and innovative teaching practices are effectively aligned and managed in the classroom.

Innovations in Curriculum: Curriculum is modified to suit the needs and interests of students. Topics and subjects of contemporary importance are included. New electives such as Peace Education, Women’s Education, Special Education, Human Development and Pre Primary Education have been added. New topics related to Educational Innovations and Educational Technology such as mobile learning, role of blogs and social media, virtual classrooms and virtual universities are included in the core papers.

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Life Skill Programs: The institution through a series of personality development programs and activities assists all students to become informed, productive, adaptable, confident, motivated and creative teachers. The soft skills and value integrated teaching and learning programme facilitates intercultural contact through broadening knowledge of the world and promotes the skills and values needed for cross-cultural cooperation and understanding. These soft skills programs create a learning environment where positive community attitudes to cultural and linguistic diversity are promoted. The confidence level of students from diverse back grounds is optimised and their aspirations are supported and extended.

Setting Goals for Students Outcomes: Teaching is focused on high standards of student outcomes for the heterogeneous groups of students. Pedagogical practices enable classes and other learning groups to work as caring, inclusive, and cohesive learning communities. Effective links are created between school and other cultural contexts in which students are socialised, to facilitate learning. New information is linked to student experiences. Teaching includes specific training in individual accountability mechanisms and students demonstrate effective co-operative and social skills that facilitate learning for all participants.

Reflective Teaching: Reflective teaching is a means of professional development which begins in the classroom. It is a process of self-observation and self-evaluation. The teacher educators by constantly exploring, analysing and evaluating their teaching, enable the student teachers to bring about changes and improvements in their teaching.

Remedial Teaching: Students who are poor in their studies due to several reasons like academic incompetence, linguistic, social and adjustment problems are identified and remedial classes are taken so that they can overcome their problems.

Peer Tutoring: Since most of the students are first generation learners initially they find it difficult to grasp in classroom teaching and they lack self confidence. Such students are paired with peers who tutor them in their weak areas and improve their knowledge and self confidence. Benefit of remedial teaching is also provided for the weaker students.

Support from other Stakeholders: The college develops and implement practices which uphold the rights of all students and facilitates participation by parents, alumni, neighbourhood and representatives from the community in student activities .

Institutional Environment: The college builds an environment where students from different backgrounds are treated with dignity and respect and diversity is valued. Scriptures from all major religions are meditated during the Morning Prayer. Most of the International days of the year are observed and reflected upon, during the Morning

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assembly. Festivals pertaining to all religions and culture are celebrated enabling students to participate and celebrate all occasions.

Collaborative Learning: In order to improve their self confidence and communication skills, small group discussions are arranged where diverse students are put together. In such groups, the students find it easy to interact with each other and gain self confidence in facing larger groups and the teacher. Several academic and even personal issues are discussed during these sessions. Many tasks and projects are achieved through interaction among small groups. Each and every individual is made to contribute on the given topic and finally they are presented by the leader.

Teacher Educators: Teacher Educators are sensitized to the diverse groups by assessing the level of the students before the commencement of the teaching programme through pretests and interaction. Based on the performance they are directed to appropriate remedial groups, wherein they are given opportunity to enrich their content knowledge. Classes are handled bilingually to overcome linguistic problems and student based teaching and learning methods are adopted.

Inclusive Practices: The teacher trainees visit several Special schools like St. Louis school for the Visually Impaired and Deaf and Little Flower School for the Blind and Deaf. They also visit Mithra Rehabilitation Centre. They observe the mode of teaching for the special children. The teachers in these schools enlighten the teacher trainees about the various strategies and methods adopted for teaching them. The students are aware of needs and limitations of these children by interacting with them during the day. The Women’s cell of our college also takes tuitions for the students belonging to Sri Raghava Lawrence Physically Challenged School. The college has also introduced an elective on Special education which provides them with the theoretical basis of the teaching methods in these schools. Every year the college observes the physically challenged day through the morning assembly and special lectures.

2.3 TEACHING- LEARNING PROCESS INSTRUCTIONAL APPROACHES AND EXPERIENCES PROVIDED FOR ENSURING EFFECTIVE LEARNING

Though lecture method is used as the main means of teaching, the percentage of other methods supplementing the lecture method has increased over the past few years. Self learning techniques such as assignments, seminars, POA and workshops are integral parts of instructional strategy. Participatory learning techniques such as small group discussions and panel discussions have also been tried out as innovative instructional approaches. These techniques actively engage the students in the learning process and

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promote effective learning outcomes. Guest lectures by outside experts are organized so that the students can avail the expertise of others in the same field. The interactive session followed by the guest lecture helps the students in sharing and clarification of ideas.

2.3.1 ACTIVE LEARNING

The institution initiates a number of strategies to engage the students in active learning. The college focuses on fostering innovation by putting curiosity, critical thinking, deep understanding, the rules and tools of inquiry, and creative brainstorming at the center of the curriculum. The innovative practices adopted are as follows:

Project-Based Learning : By developing a focused question and by choosing meaningful themes, students combine inquiry with accountability. During instruction there is a blend between open-ended inquiry and direct instruction. Skills are given importance as knowledge. Skills related to creativity, collaboration or critical thinking, are incorporated during the teaching learning process. High quality interaction is initiated during the lectures. Reflection is done to anchor learning and stimulate deeper thinking and understanding. Assistance is given to content organisation, elaboration, critical examination and retrieval as well as to the meta-cognitive strategies.

Brainstorming : Brainstorming, sessions are initiated as it is a useful tool to develop creative solutions to a problem. It is a lateral thinking process by which students develop new ideas or thoughts. Current issues in education are discussed for generating new ideas and for problem solving, decision making, creative thinking and team building. It also develops listening skills among students.

Interactive Teaching : Interactive teaching is practised in the classroom to enable all students to participate in the teaching learning process and this changing role of education is inevitable with the introduction of multimedia technology with interactive boards and a number of CAI modules. The staff maintains a cordial relationship with the students. The students can easily access the staff members for personal guidance and support.

Mind Maps : Students are trained in developing mind maps as they are very quick to review, and it is easy to refresh information by glancing once. This enables them to make their students to develop Mind Maps in schools .They engage much more of the brain in the process of assimilating and connecting facts than conventional notes.

Reflective Practices : Reflective practice, during the reflection day and tutorial sessions helps the students to rethink what they have learned, their experiences and various activities. It helps to solve general,

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personal and academic problems and clarification on subjects and issues. It creates better choices in teaching and learning.

Generative Learning and Experiential Learning : Discussions that help in generative learning are organized. Students actively participate in a discussion which helps to generate knowledge by forming mental connections. The teacher incorporates existing knowledge with new ideas based on experiences and open-mindedness. This style of learning encourages team creativity. Direct experiences are provided through the field trips, community based visits, school visits and experimentation.

Library Reference Work and Internet Browsing : The institution has a computerized well equipped spacious library. The library is open from 8.30 a.m. to 6.00 p.m. on all days except on Sundays and the students can access the library at any time. Internet facility is available in the library and the students can have free access. In order to engage the students in self learning through library references and websites, one hour per week is allotted in the time table for library reference work. It also helps them to complete their assignments, seminar and projects.

2.3.2 STUDENT CENTERED ACTIVITIES

Preparation of Instructional material, Teaching aids, Question bank, assignments, seminars, small group discussions, panel discussion ,individual projects and practical oriented assignments are an integral part of curriculum transaction and evaluation. Every student is required to prepare two assignments, present one seminar, prepare one practical oriented assignment as a minimum course requirement in every paper for each semester. The teacher educator scrutinizes the students’ work for accuracy and adequate coverage of the course content. These instructional practices help in enhancing the reference skills and self learning skills of the teacher trainees. Panel Discussion : The teacher assigns a topic to a small group of

students which forms the panel. The panel prepares on the topic and a discussion would be carried out in the class with the members of panel actively leading the discussion. This method is found to be very effective while teaching topics dealing with current issues from Educational Challenges and Educational Innovations.

Seminars : Students are assigned topics in which they are asked to take a seminar. To make the presentation more effective, students make use of a PowerPoint presentation or OHP transparencies. The seminar presentations are evaluated and the marks awarded are treated as part of continuous assessment.

Assignments : Assignments are very effective means of self learning. The students are required to prepare and submit written assignments on topics assigned to them. Each student has to collect accurate and adequate information in books and other sources. The assignments are

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evaluated and marks are considered for continuous assessment. This helps the students not only in gaining knowledge but also in improving their reference skills. The student’s difficulties in information processing writing skills are exhibited through their assignments. Communication skills and involvement are displayed through their participation in seminar and group discussion. As future teachers, proficiency in these are prerequisite for effective teaching. Therefore difficulties in these are identified and individual practice is given.

Educational Field Visits : Field Visit is an integral part of the instructional programme in Stella Matutina College of Education. The teacher trainees get firsthand experience through these visits. As future teachers this experience is a self learning experience for them to plan and take their students to visit the blind, deaf and dumb schools, old age homes, rehabilitation centers, and museum and study tours. The students are required to submit a report of their experience of their visits; such activities are made a part of the practicum component.

Preparation of Improvised Teaching aids, Working and Non-Working Models : The student prepares improvised teaching aids and models which develops creativity and thinking skills among them. Intra and Inter collegiate Physical science, Mathematics and Biology model making competitions are conducted and are evaluated by external judges which motivate the students. This initiates the students to refer several sources and create innovative teaching aids.

2.3.3 INSTRUCTIONAL APPROACHES FOR EFFECTIVE LEARNING

Open-mindedness and usage of a number of alternative methods like Inductive and Deductive approaches, Individualized instruction, Discussion, Debate and Heuristic methods instead of only Lectures provides rich learning experiences to the diverse group enabling them to understand even abstract concepts. The following effective methods of teaching are practiced:

Educational Field Visits, Panel Discussion, Generative learning and experiential learning, Developing Mind Maps, Project Based Learning, Brainstorming, Interactive Teaching, Peer Tutoring, Collaborative Learning, Reflective Teaching, Remedial Teaching and Programmed Instruction.

Students prepare instructional material where a topic is chosen, described and three teaching methods wherein the chosen concept may be taught. They present two conventional methods and one method developed by them. An innovative approach developed by the institution is the Practical Oriented Assignment where students present an assignment after the completion of specific application oriented tasks. In order to make the learning meaningful the students are required to do a project (POA) where the students apply

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theoretical concepts to practical situations. A report is submitted and evaluated and the mark awarded is considered for continuous assessment. Keeping Pace with the Recent Developments : The students and

faculty keep pace with the recent developments in the school subjects and teaching methodologies. The following are some of the means through which the students and faculty update the recent development.

Purchase and Use of Text Books in the School Subjects : The college purchases the latest and revised text books in all the school subjects. The teacher trainees make extensive use of the text books throughout the year. The trainees are required to prepare a number of practical oriented records pertaining to their respective school subjects as a requirement of the practicum component. This gives them an exposure to the recent developments in the school subjects.

Guest Lectures by Experts in the Field : Guest lectures by experts are arranged in order to update the faculty and students on the recent developments in every subject included in the curriculum. (List of Guest Lecturers is given in APPENDIX - VI)

Extensive use of the Internet : As a component of the practicum, every student has to identify, evaluate and compare six websites in their subject. This provides an excellent opportunity for the students to get to know more about the latest developments in their area of specialization.

Preparation of Question Bank : Every student is required to develop a Question Bank on any topic of her choice from high/higher secondary school subject. This in turn helps in keeping pace with the recent developments in evaluation.

Preparation of Instructional Modules and Programmed Instruction Materials : Post graduate teacher trainees are required to prepare instructional module as a requirement of the practicum component. This not only improves their content knowledge, but also provides an exposure to the latest developments in the subject.

Participation in Seminars and Workshops : The staff and students are encouraged to participate and present papers in International, National and State level seminars and workshops organized by other institutions on various subjects, pedagogy etc. They also attend Orientation and Refresher courses conducted by Academic staff colleges of various universities. (Details of the participation and Paper Presentation in International/ National/ State level Seminars by Staff and Students are given in APPENDIX - VII)

Organising Seminars and Workshops : The college organizes State level/National level seminar every year for teacher, teacher educators and research scholars. This provides a platform for exchange of ideas and a forum for discussing about the recent developments. In the

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current year one workshop, one National and one State level seminar were conducted.

Research : The M.Ed. and M.Phil. Students take up a research project as a partial fulfillment of their course requirement. Most of the students take up their projects relating to current issues in schools. The college has also taken up two minor projects sponsored by the UGC. in the current year. There are part-time and full-time Ph.D. candidates pursuing research.

Text Book / CD / Website Review : The B.Ed., students review school text books prescribed by the Government of Tamil Nadu. In addition, the post graduate teacher trainees do a comparative evaluation of the text books prescribed by the Government of Tamil Nadu for school subjects with that of CBSE text books in the same subject. Various Educational CDs and Websites are evaluated using standardized checklists. This activity helps in understanding more about the level and quality of textbooks.

2.3.4 MODELS OF TEACHING

All students are acquainted with the various Models of Teaching as it is theoretically dealt with in the second semester. These models prescribe multiple and effective instructional approaches which enhances learning. Adopting a model of teaching provides a richer and more diverse environment for learners. Hence the student teachers are trained to use them. Students learn to prepare an instructional design specifying the particular environmental situations suitable for learning. It takes them to a higher plane of teaching.

The students learn about several models such as Group Investigation model, Social inquiry model, Concept Attainment model, Advanced Organiser model, Inductive teaching model, Developmental model, Non Directive Model, Operant conditioning model, and Inquiry Training model. The students prepare and teach a topic using any one model of teaching suitable for the topic. The teacher educator and peer students evaluate; discuss and provide feedback after the teaching session. The students are also encouraged to develop their own teaching models. 2.3.5 MICRO TEACHING FOR DEVELOPING TEACHING SKILLS

Microteaching sessions are very useful in developing teaching skills among the students. Teaching sessions are recorded in the Microteaching studio and the students apart from getting feedback from the teacher educator and peer students are also able to view their own teaching and improve on it. Micro Teaching : Micro teaching is used as a technique for developing

teaching skills among the teacher trainees. The trainees are given the

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theoretical basis of micro teaching and the components of 8 to 10 teaching skills. However the teacher trainees practice a minimum of three skills in each optional subject under the supervision of the teacher educator and peer observers. Generally the following skills are practices in each Optional.

o Skill of Set induction o Skill of Explanation o Skill of Questioning o Skill of Re-inforcement o Skill of Stimulus Variation o Skill of Black Board writing

A record is maintained for the practice of the micro-teaching skills. Micro Teaching Sessions : Before the micro teaching sessions, the

teacher educator presents the theoretical basis of micro teaching, need for micro teaching and micro lessons cycle. Each skill is discussed in detail with its components. The teacher educator gives demonstration of each skill in her respective subject of specialization and the students are instructed, how to observe a micro lesson, how to use the rating scale and how to give the feedback. Micro teaching session is carried out for a period of 7 days. Each teaching staff is in charge of 10 to 12 teacher trainees. Each teacher trainee practises 3 skills for each Optional subject under the supervision of the teacher educator and peer observers. The teacher trainees prepare the micro-lesson plans in the selected skills and teach to the peer group under the supervision of the teacher educator and two peer observers. The observer makes use of the rating scale for observation. After the teaching, she modifies her lesson based on the feedback and re-teaches. This continues till the teacher educator and peer supervisors are satisfied with her performance. Each teacher trainee gives a minimum of two lessons per skill.

Pre-Practice Teaching Sessions : The teacher educator gives a minimum of two demonstration lessons in classroom situation and two in simulated situations in her subject of specialiation Teachers from the model school give one demonstration lesson for each subject. four days are allotted for demonstration lessons. Five days are assigned for pre practice teaching sessions. Each student gives at least one pre-practice teaching lesson under the supervision of the teacher educator.

2.3.6 PROCESS OF PRACTICE TEACHING IN SCHOOLS Practice Teaching Period : The teacher trainees do practice teaching

for 40 working days during October to November. The students meet the heads of the respective institutions and mentor teachers one month before the teaching practice begins. The trainees meet the mentor teachers; collect the syllabus to be covered during practice teaching, the

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time-table, of the respective class, the school calendar and the name list of the students who are assigned to them.

Observation of Lessons : During practice teaching each teacher trainee gives a minimum of 40 lessons (20 lessons in each optional subject), of which 20 (10 in each methodology subject) lessons are observed by the teacher educators and 20 by the mentor teachers. The peers observe 6 lessons (3 in each subject).

Feedback Mechanisms : The teacher trainees are provided with rating sheets for getting their teaching assessed. The rating sheets provide the dimensions of teaching to be assessed and the weightage allotted to each dimension. Before giving each lesson, the trainee has to submit a lesson plan and a copy of the rating sheet to the teacher educator/mentor teacher. After completing the class, the teacher trainees meet the teacher educator/mentor teacher for feedback. Feedback is given with respect to the dimensions listed in the rating scale. The teacher educator checks for improvement of performance in further observations of the lessons.

Number of Lessons per Day : The teacher trainee teaches the lesson as per the time table of the classes assigned to them. A teacher trainee gives a minimum of 2 lessons per day. However the number of lessons given by the teacher trainees is much more than two per day as they are assigned more number of classes and divisions in the course of their practice teaching in the schools.

Practice Teaching Schools : The college has identified 19 schools for practice teaching. These schools were identified on the basis of proximity to college, infrastructure, and availability of qualified teaching personnel as mentors, medium of instructions and availability of arts / science subjects at higher secondary level. Each school takes 10-15 trainees for practice teaching and hence 19 schools are found to be sufficient for accommodating the 200 trainees. List of Practice teaching Schools is given in APPENDIX – VIII

2.3.7 TEACHING INTERNSHIP

The teacher trainees collect the syllabus for teaching practice one month before the practice teaching.

During the one month gap the teacher trainees prepare all the 40 lesson plans and the teaching aids for the 40 lessons under the supervision of the teacher educator.

Each teaching staff provides individual guidance and helps in preparing the lesson plans.

Every student is required to prepare and use a minimum of at least one teaching aid for every lesson. Before the practice teaching, students are given training in the use of technology.

Special provision is given in the time table to make use of the ET Lab.

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Since the teacher trainees are fully prepared when they start their practice teaching, they are able to teach with self confidence. Perhaps this is one of the reasons why our students are appreciated and entrusted with more teaching tasks in the schools.

2.3.8 PRACTICE TEACHING PLANS Practice teaching plans are developed in consultation with the heads of

the institutions, teacher educators and mentor teachers. Each teaching staff is assigned a school and she is in-charge of the practicing school assigned to her. The faculty member meets Principal of the school assigned to her and discusses with him/her regarding the feasible dates for practice teaching and a feasible date for the trainees to meet the mentor teachers. In consultation with the staff members, the Principal of the school finalizes the dates for practice teaching. Each school principal also suggests the number of trainees to be sent and the subject preferences, if any. Prior permission is also obtained from the school education department.

2.3.9 PREPARING THE STUDENT-TEACHERS FOR MANAGING THE

DIVERSE LEARNING NEEDS OF STUDENTS IN SCHOOLS Once the teacher trainees are allotted the practicing school, they meet

the staff member who is in-charge of the school. She briefs the students regarding the school, the facilities available, the

nature of students attending the school and the environment prevalent in the school. This gives the trainees an over-all picture of the school. Since the teacher trainees meet the mentor teachers one month before the teaching practice, they get some insight into how to plan the lessons so as to meet the diverse learning needs of their students.

Sufficient practice in developing Teaching skills, link lessons, and macro teaching are given. Students are trained how to handle the various topics in a subject and also activities for the gifted, average and dull students., Link lessons and macro teaching sessions are given.

A one day seminar by Sarva Shiksha Abiyam is also organized to

train the students in ALM (active learning method) which is the practice in

vogue in schools.

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2.3.10 ENCOURAGING STUDENT TEACHERS TO USE TECHNOLOGY IN PRACTICE TEACHING

Most of the schools do not have facilities like computers or LCD

projectors in their classroom. However the teacher trainees are encouraged to browse internet for innovative ideas and methods. The students are encouraged to use OHP transparencies during practice teaching. The students make use of the technology laboratory in the college to prepare charts, models and other audio-visual aids. However teaching sessions inside the college are practiced using the various available resources.

2.4 TEACHER QUALITY

2.4.1 PRACTICE TEACHING PLANS Practice teaching plans are developed in consultation with the heads of

the institutions and mentor teachers. Each teaching staff is assigned a school and she is in-charge of the practicing school assigned to her. The faculty member meets Principal of the school assigned to her and discusses with him/her regarding the feasible dates for practice teaching and a feasible date for the trainees to meet the mentor teachers. In consultation with the staff members, the Principal of the school finalizes the dates for practice teaching. Each school Principal also suggests the number of trainees to be sent and the subject preferences, if any.

Once the teacher trainees are allotted the practising school, they meet the staff member who is in-charge of the school. She briefs the students regarding the school, the facilities available, the nature of students attending the school and the environment prevalent in the school. This gives the trainees an over-all picture of the school. Since the teacher trainees meet the mentor teachers one month before the teaching practice, they get some insight into how to plan the lessons so as to meet the needs of their students.

2.4.2 RATIO OF STUDENT TEACHERS TO PRACTICE

TEACHING SCHOOLS

The college has identified 20 schools for practice teaching. These schools were identified on the basis of proximity to college, infrastructure, availability of qualified teaching personnel as mentors, medium of instructions and availability of arts / science subjects at higher secondary level. Each school takes 10-15 trainees for practice teaching and hence 15 to 18 schools are found to be sufficient for accommodating 200 trainees. The ratio of student teachers to practice teaching school is on the average 10 : 1.

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2.4.3 FEEDBACK MECHANISM TO THE STUDENTS

The teacher trainees are provided with rating sheets for getting their

teaching assessed. The rating sheets provide the dimensions of teaching to be assessed and the weightage allotted to each dimension. Before giving each lesson, the trainee has to submit a lesson plan and a copy of the rating sheet to the teacher educator/mentor teacher. After completing the class, the teacher trainees meets the teacher educator/mentor teacher for feedback. Feedback is given with respect to the dimensions listed in the rating scale. The teacher educator checks for improvement of performance in further observations of the lessons. 2.4.4 UPDATION ON THE POLICY DIRECTIONS AND

EDUCATIONAL NEEDS OF THE SCHOOLS

Once the teacher trainees are allotted the practising school, they meet the staff member who is in-charge of the school. She briefs the students regarding the school, the facilities available, the nature of students attending the school and the environment prevalent in the school. This gives the trainees an over-all picture of the school. Since the teacher trainees meet the mentor teachers one month before the teaching practice, they get some insight into how to plan the lessons so as to meet the needs of their students. 2.4.5 KEEPING PACE WITH THE RECENT DEVELOPMENTS IN THE

SCHOOL SUBJECTS AND TEACHING METHODOLOGIES The students are encouraged to use OHP transparencies during

practice teaching. The students make use of the technology laboratory in the college to prepare charts, model and other audio-visual aids.

The teacher trainees are given wholesome training in ‘Active Learning Method’ which is an innovating teaching method implemented and practiced in all Schools in Tamil Nadu.

2.4.6 PROFESSIONAL DEVELOPMENT OF FACULTY

The institution encourages and deputes teacher educators to attend seminars, workshops, refresher courses and training programmes.

The Principal inspires teacher educators to present papers on Current Issues in Education at the International, National and State level Conferences.

Teacher educators are motivated to publish research articles in reputed journals.

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Faculty are encouraged to pursue higher studies. Teacher educators with good experiences are assigned as research

guides for M.Ed., and M.Phil., 2.4.7 MECHANISM TO REWARD AND MOTIVATE STAFF MEMBERS

Good work done is appreciated by the Principal and mentioned in the staff meetings.

Every teaching staff member’s activities and notable performances are mentioned in the College Day Report and during the Annual Convocation.

The individual Faculty Appraisal Report of each academic year is published in the College magazine and the College website.

2.5 EVALUATION PROCESS AND REFORMS

2.5.1 CONDUCIVE ENVIRONMENT The barriers regarding conducive environment, infrastructural facilities

and teacher quality, if any pointed out by the student representatives are immediately taken into consideration and follow up action is provided by either principal/Management.

The Grievance Redressal Committee is actively involved in seeking feedback periodically from the students and in procuring solutions.

2.5.2 PROCESS OF ASSESSMENT Semester pattern for the B.Ed., and M.Ed., courses is followed. Both

the courses are for two semesters. The first semester is from August/Sept to December/ January and the second semester is from December/January to April/May.

The academic growth of the student is evaluated through continuous assessment and end semester examinations. 50 percent weightage is given for continuous assessment and 50 percent weightage to the end semester examinations for the B.Ed course and for the M.Ed and M.Phil, 40 percent weightage for continuous assessment and 60% weightage for the end semester examination .

The continuous assessment has the following components

o Two (three) organized tests o Online Test o Seminars o Assignments

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o One Practical Oriented Assignment o Any other course related activity

The relative weightage to these aspects is decided by the subject

teachers concerned. In the beginning of the year, the Principal explains in detail the common evaluation method, the components of the practicum and the aspects of continuous assessment. This is followed by each subject teacher orienting the students in detail about the components of the practicum and the relative weightage assigned to each component of the continuous Assessment in their respective subject. External Evaluation : For the end semester examination for B.Ed.,

M.Ed., and M.Phil question papers are set by external examiners and centralized external valuation is followed. For M.Ed., and M.Phil centralized double valuation is followed. The valuation of the scripts takes about a week’s time.

2.5.3 COMMUNICATION OF THE ASSESSMENT OUTCOMES

Every year during the middle of the first semester, a PTA meeting is held.

The date of parent teacher meeting is indicated in the college calendar and communication is also sent to the parents by post. More than 90% of the parents attend the PTA meeting. Parents meet the teachers and teachers brief the parents regarding the progress of their students. Model examination mark lists are posted to the parents in order to monitor the student’s progress. 2.5.4 ICT IN ASSESSMENT AND EVALUATION PROCESSES

An online test is conducted each semester. Students are allowed to take mock online tests before the final test. ICT is also used.

In printing the question papers Preparing mark statements Computing grade point average Maintaining hard and soft copies

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2.6 BEST PRACTICES IN TEACHING / LEARNING PROCESS

2.6.1 Teaching-Learning process is enhanced through the following

strategies, approaches and techniques.

Reflective Teaching Interactive Teaching Technology Integrated Teaching Remedial Teaching Generative Learning Experiential Learning Investigatory Project based Learning Collaborative Learning Peer Tutoring Developing Mind Maps Individualized Instruction Brainstorming Panel Discussion Field Visits Practical Oriented Assignments

Best Practices in Evaluation

o Equal Weightage to Internal and External Assessment. o Comprehensive and Continuous Internal Evaluation. o Extensive external evaluation comprising different types of questions

through the end semester examination. o Public Viva-voce for M.Phil. students. o Online Test at the end of every Semester.

2.6.2 Delivery of Instruction Using Technology (Best Practices)

Technology is widely used inside the classroom through the LCD projectors, interactive boards, computers, OHP etc.

Internet facility is provided for research scholars to pursue then research.

Smart classrooms are used intensely by faculty and students. Students are free to contact their teachers at any time even during

holidays by phone or e-mail enabling learning at all times from admission till they leave the institution.

Interesting educational clippings from television and internet are shown to the students making classes more interesting.

Technology is also used for student evaluation. Online objective test is conducted at the end of every semester.

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1. Action Taken Upon The Suggestions Made In The Re-Accreditation

Report A test on English Reading Comprehension and Teaching Aptitude is

conducted, followed by an Interview, to assess the entry behavior of the students enrolled under management quota.

Today’s education is highly dynamic and student centered. The Institution has felt it imperative to upgrade the technological resources such as Language Laboratory, Computer lab, Educational technology lab, Studio, Smart classrooms to integrate technology in the teaching-learning process. Thus, the teaching-learning process becomes highly interactive, promoting thinking skills.

INNOVATIVE PRACTICES IN THE EVALUATION PATTERN SINCE THE LAST ACCREDITATION

Changes in Examination Pattern

Year Question Paper Pattern Mode of Evaluation

2009-2010

• B.Ed. – Marks for the theory exams will be split into 30+70. • Very short answer questions for 30 marks will be set and evaluated internally by the faculty members. •End semester exams–70 marks 5 short answer questions with 8 marks each. 2 essay questions with 15 marks. ** The total marks will be reduced to 60.

External Evaluation

2010-2011

• Internal continuous assessment marks – 100 marks 5 unit tests with 12 marks each (60 m) have to be conducted.

Internal Assessment: There are two components 40 marks are allotted for seminars an assignments. 60 marks for unit test with very short questions.

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4 questions out of 6 very short questions have to be answered. ( 4*3= 12marks)

Semester end (Theory) – 100 marks Part A consists of 8 short questions out of 10 questions each carrying 8 marks each. Part B consists of 2 essay questions carrying 18 marks each.

End Semester papers are valued for 100 and reduced to 50 marks. Internal assessment for 100 will be reduced to 50 marks.

2011-2012

• Continuous Internal Assessment : Break up of 40 marks Assignment - 10 marks Seminar - 10 marks P.O.A - 10 marks Student Interaction - 10 marks Question Paper Pattern Essay questions – 2 * 20 = 40 marks with Internal choice 6 questions out of 8 carrying 10 marks each.

During the commission the teaching competency of all the 200 students have to be assessed. Practical commission would be held for one day and eight external examiners to examine 25 students each.

2012-2013

Question paper setting will be totally external for B.Ed., and M.Ed., B.Ed. course: Part A : Objective type – 12 * 1 = 12 marks Part B : Very short type- 6 * 3 = 18 marks Part C : Short type – 5 * 8 = 40 marks Part D : Essay type – 2 * 15 = 30 marks M.Ed., Course Paper pattern : Objective type– 20 * 1=20 marks Short questions – 8 * 5=40 marks Essay questions–2 *20=40 marks

Valuation is also external. B.Ed. Practical component split up- Group-A-Optional I & II Teaching competency 200+200 = 400 marks Group-B- Practical work for both practicals – 320 marks Group-C- Community based activities- 180 marks

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2013-2014

Objective type questions are to be set internally and online examinations to be conducted for both B.Ed. and M.Ed. B.Ed. Paper Pattern: Part A: Very Short Answers – 10 * 3 = 30 marks Part B: Short Answers – 5 * 8 = 40 marks Part C: Essay Type – 2 * 15 = 30 marks M.Ed. Paper Pattern: • 8 short questions with 5 marks each totaling 40 marks • 3 essay questions with 20 marks each totaling 60 marks

B.Ed., Internal Assessment split up

Test 1 Test2 Online

test Mod Sem ASS CI POA

10 10 10 30 10 10 10 10 M.Ed.,

Test 1 Test2 Online

test Mod Sem ASS CI POA

10 10 15 40 10 5 10 10

2. Measures undertaken for Quality Sustenance & Enhancement since last Re-Accreditation Regarding ‘Teaching-Learning’

Web-based and web-assisted teaching and learning. Extensive usage of Interactive white board both by student teachers

and teacher educators. Teaching competency development through studio. Preparing a lesson plan and executing it based on the models of

teaching such as Inquiry Training model and Advance organizer model.

Availability of Question Bank for Review. Remedial Teaching is a regular practice. Availability of sample teaching-learning modules in the college

website.

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CRITERION - III

RESEARCH, CONSULTANCY AND EXTENSION

3.1 Promotion of Research 3.1.1 FACULTY IN RESEARCH

The college has a rich and long legacy of nurturing research. Every member of the faculty is encouraged to engage in research activities.

They plan and execute research projects, right from the stage of making project proposals, obtaining project funding, and reporting and presenting the results.

Net qualified teacher educators are also encouraged by the institution to guide M.Ed., students in the field of research which enhances their research orientation and knowledge of the latest trends in research.

Research colloquiums are conducted regularly for enabling the teacher educators and the research scholars to pursue quality research. (Details of Research Colloquium held in the last 3 years is given in APPENDIX - IX

Application of resources offered by the library, assists the teacher educators to engage in research activities.

The college grants leave for taking up research or any other academic work and in turn the faculty have to submit a report after availing leave.

Faculty members are encouraged to attend seminars and conferences and present papers, and are readily sanctioned on duty leave for the purpose.

They are also motivated to publish research activities in reputed journals. FOLLOWING TEACHER EDUCATORS SECURED THEIR DOCTORAL DEGREE SINCE LAST ACCREDITATION

1. Dr. Mrs. Joseph Catherine 2. Dr.Mrs. Jeyanthi Alwan 3. Dr.Mrs. K.A.Sheeba

FOLLOWING STAFF MEMBERS ARE PURSUING Ph.D.,

1. Mrs. Rubina. J 2. Mrs. Caroline Jeba Sorna. P 3. Mrs. Annapoorani. B 4. Mrs. Annapriya. J 5. Mrs. Krishnapriya. N

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FOLLOWING FACULTY MEMBERS HAVE BEEN RECOGNIZED AS Ph.D GUIDES BY TAMILNADU TEACHERS EDUCATION UNIVERSITY

1. Dr.Mrs. Ezhisai Vallabi-Principal 2. Dr.Mrs.A. Alma Juliet Pamela 3. Dr.Mrs. Joseph Cathrine

FOLLOWING FACULTY MEMBERS HAVE BEEN RECOGNIZED AS M.Phil., GUIDES BY TAMILNADU TEACHERS EDUCATION UNIVERSITY

1. Dr.Mrs. Ezhisai Vallabi-Principal 2. Dr.Mrs.A. Alma Juliet Pamela 3. Dr.Mrs. Joseph Cathrine 4. Dr.Mrs. K.A. Sheeba

3.1.2 THRUST AREAS OF RESEARCH The thrust areas of research have been diverse, varying from

Educational Psychology Cognitive Psychology Educational Philosophy Technology Integrated Instructional Methods Educational Administration Curriculum development Teacher Education Special Education Environmental Education Value Education Educationally significant ideas in Tamil Literature English Language Education

(List of Ongoing Research Projects by Faculty and Research Scholars is given in APPENDIX – X)

3.1.3 ACTION RESEARCH The institution promotes and encourages the faculty members to

undertake action research. Action Research is introduced in the syllabus of B.Ed. and every student

has to prepare the action research proposal so as to fulfil the practical work.

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As a part of the course, every student teacher undertakes action research, and the required guidance is provided by the institution’s faculty members from time to time.

Each student selects a topic which is relevant to her particular situation and does a small research study on it, presenting it as an Action Research Record.

MAJOR OUTCOMES OF ACTION RESEARCH Helps in effective teaching-learning process. Identifies the creativity among the student teachers to indulge in

innovative practices. Creates awareness among parents and school teachers about their wards.

SOME OF THE NOTE WORTHY ACTION RESEARCH ACTIVITIES News paper reading for improving reading skills in English. Use a minute and Spell – the – Word- group fun activity for checking

spelling error. Yoga practice for better classroom climate. Meditation practice for teaching reflective learning. Erikson’s psycho social stages as effective teaching method Effect of lesson plan prepared incorporating Erikson’s psycho-sexual

stages. Involving indifferent students through show your skill and win points in

the unit examination. Behavioural problems of secondary school students. Writing skill and grammar focused presentation. Problems and solutions of slow learning. Problems of Girls education in schools. Learning disabilities in school students. Midday meal, Wastage and Stagnation of students.

3.1.4 DETAILS OF THE CONFERENCE / SEMINAR / WORKSHOP /

ORGANISED BY THE FACULTY MEMBERS IN THE LAST FIVE YEARS

GIVEN IN APPENDIX - XI

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3.2 RESEARCH AND PUBLICATION OUTPUT

3.2.1 DEVELOPMENT OF INSTRUCTIONAL MATERIAL The faculty members have developed their own instruction material in

their concerned subjects. They have been uploaded in the web. Power point presentations are a notable feature of the teaching learning

process. Previous years question papers and question banks prepared by teacher

educators are uploaded in the College website. Working and non-working models are prepared by student teachers

under the guidance of teacher educators and are regularly used in classroom teaching as instructional aids.

3.2.2 RESEARCH INFRASTRUCTURE AND SOPHISTICATED EQUIPMENTS

Studio room for demonstration and micro teaching sessions. English Language Lab has been installed with a software to enrich the

students on communication skills. Internet Facilities are available for web assisted instruction and research

reviews. Library has internet facility with volumes of text books, reference books,

journals and magazines. Computer Lab has 55 computers which are used to train students in basic

computer skills as well as to prepare instruction material.

3.2.3 DEVELOPMENT OF ICT RELATED INSTRUCTION MATERIALS The modern gadgets in ET Lab are made use to prepare teaching materials

in e-form. Power Point Presentations are prepared for effective curriculum

transaction which are available in soft copies also. The demonstration lessons are recorded and available for future use. Technology based instruction manuals for developing knowledge base.

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3.2.4 TRAINING PROGRAMMES ON MATERIAL DEVELOPMENT The institution organizes workshops on ‘ALM Methodology’ and

‘Continuous and Comprehensive Evaluation’ regularly to train both teacher educators and student teachers.

SSA, Chennai chapter is involved in conducting Demo classes and training the student teachers in the preparation of instructional material.

Training for the development of research tools is given for both the teacher educators and the students.

Staff members attend National and International seminars regularly to update their knowledge on the construction and standardization of tools.

Web assisted sources are identified and appropriately applied in the field of research through peer group guidance programmes.

3.2.5 BOOKS AND PAPER PUBLICATIONS IN JOURNALS BY FACULTY

MEMBERS IN THE LAST FIVE YEARS ARE GIVEN IN APPENDIX - XII

3.2.6 Details of the awards, honors and patents received by the faculty members in last five years - NIL

3.2.7 TWO MINOR PROJECTS Two minor projects which are to be sponsored by UGC are in progress. Life Skill Intervention Programme for First Generation Rural Student

Teachers – Principal Investigator – Dr.A. Alma Juliet Pamela Teacher Stress and Teacher Commitment among Women Teachers of

Rural Primary Schools – Principal Investigator –Dr.J. Jain Shanthini 3.3 CONSULTANCY 3.3.1 DETAILS OF CONSULTANCY SERVICES IN THE LAST FIVE YEARS

IS GIVEN IN APPENDIX - XIII 3.3.2 AREAS OF COMPETENCY OF STAFF MEMBERS IN THE FIELD OF

CONSULTANCY Training in communicative skills Guidance and Counselling

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Stress management Coaching for NET, SLET & TET Computer skills training programme Inclusive Education Research guidance

A report on the consultancy services offered by the staff members is

uploaded in the college website. The same is presented by the Principal on the College day and published in the college magazine.

3.3.3 The consultancy service is fully free of cost and it does not charge any

amount for the service. Hence no revenue is generated. 3.3.4 No revenue is generated. Consultancy is offered free. 3.4 EXTENSION ACTIVITIES

3.4.1 LOCAL BENEFICIARIES

The college is in close association with the local community and undertakes many extension activities to meet the needs of the society

Various awareness programmes are conducted by the faculty and the student teachers in association with the neighbouring schools, hospitals and voluntary organizations.

The Youth Red Cross of the college actively organizes various activities for the upliftment of the local communities.

Eye camps are conducted by Vasan Eye Care, Chennai in the campus for the benefit of the neighbourhood slums.

Regular Blood donation camps are conducted by various blood banks in our college premises to render services to the nearby hospitals.

Free medical camps are organized with the help of few Doctors from the nearby hospitals. Dr.Chowdappa, Dr.Ganapriya and Dr.Padmapriya offered consultation and medicines to the deserving people.

First Aid Training Programme for the volunteers of the Youth Red Cross Awareness given on First Aid Measures to nearby school students Special talk on the importance of First Aid by Mr.Sivakumar, Secretary,

St.John’s Ambulance, Ambattur A Memorandum of understanding is established with “Little Drops” a

voluntary organization run by Doctors with a vision of inculcating awareness regarding Health and Hygiene among school and college students. The activities of the little drops are as follows:

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o Dr.Manivannan, Coordinator of little drops delivered a lecture on Health and Hygiene to the students

o A certificate course on Health and Hygiene was given for 20 hours to a group of 40 students every year during the second semester.

o The students learn effective teaching methods, teaching aids and models to explain the importance of Health and Hygiene to school children

CAREER GUIDANCE SEMINAR CUM EXHIBITION

o A career Guidance Seminar and Exhibition was organized as a joint venture in partnership with District Employment Office, Chennai for school students during November 2010 to create awareness among them about the various courses offered in higher Education.

ACTIVITIES OF WOMEN’S CELL

The Women’s Cell co-ordinates many special activities for the deprived women folk of the nearby community.

Programmes on Adult Literacy and vocational training are offered to the women of the nearby locality to promote basic reading-writing skills and for a better living.

Tailoring Classes are conducted to the nearby women in campus in batches.

A medical check -up for women is organized every year and A special talk on developing awareness towards common communicable diseases was delivered by Dr.Sr.Cruz of the Presentation Congregation

A talk on “Rights of Women” was delivered by Mrs.Athalakshmi Logamurthy, Practicing Lawyer of the Chennai High Court during Women’s Day Celebration.

Visit to a village near Kolapakkam to give awareness for women on women’s issues through cultural programme

Few students attended a one-day Conference related to “Women Empowerment” held at Sathya Murthy Bhavan, Chennai.

Ms.Mallika I.P.S was the Chief Guest for the Women’s Day Celebration and motivated the student teachers to aspire higher positions in life.

A Rally was organized to nearby slums of the campus with Placards highlighting the importance of education and to enroll the children in nearby schools. Skits and Songs to enhance the message were performed by the student teachers.

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WOMEN EMPOWERMENT PROGRAMME

The target group from the local community is identified through the help of women teachers of the primary school in the campus and orientation programmes are given through the volunteers of the women’s cell.

The special programmes for the women folk include vocational training in teaching needle work and handicrafts, preparation of house hold basic amenities like Phenyl, Sabena, Incense sticks and Detergent.

Awareness regarding basic Banking Procedures and Adult Literacy Programmes in training to render signature in both English and the Regional language were also a part of the orientation.

VISIT TO OLD AGED HOMES

Regular visits to old age homes and child Rehabilitation centre like Mercy home, Annai Illam, Sahaya Illam and Mithra are carried out by the women’s cell to empathise with them. The inmates of the Homes are given basic needs like health and sanitary kits and mosquito repellants for their daily needs.

WORKSHOP FOR SCHOOL TEACHERS

A Workshop on Yogic Practices for healthy living is also conducted for the school teachers of various city schools during October 2013 which enables them to train their school children.

PROVISION FOR RESEARCH

Few school teachers of the nearby schools with interest towards Research in Education are entertained to pursue their M.Phil and Ph.D degrees through part-time mode under the Guide ship of our faculty members.

3.4.2 SUPPORT SERVICES FROM COMMUNITY

The Doctors of the surrounding neighbourhood extend their honorary services to the college during eye camps, medical camps and health awareness programmes.

Guidance and Counselling is given to the adolescents in the Government schools

The Model School inside the campus extends its co-operation by permitting their staff and students during Demonstration Sessions, Practical Examinations and Sports Day Band.

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The teachers of the nearby Schools are invited as judges for various events during Talent Day Competitions, Sports Day and Subject Associations.

The Rev. Fathers of the Church adjacent to college campus actively render Guidance services to the students with various needs as well as handle Moral Instruction Classes.

The schools in the vicinity of the college are invited for campus interview to select candidates for their schools.

3.4.3 FUTURE PLANS FOR COMMUNITY ORIENTATION

To involve B.Ed students to conduct a socio-cultural study through survey method in the nearby locality and to offer suitable help to the deserved.

To offer Tuitioning services involving B.Ed trainees to the school children residing in the nearby slums.

To engage M.Ed students to conduct a door to door Campaign cum Survey to identify child labour and Drop outs.

To organize Health and Hygiene Programmes in the campus to families of construction labourers working in Metro Project.

3.4.4 PROJECT ON COMMUNITY SERVICE

o Name of the Project - Slum Outreach Programme o Year of Initiation - 2008 o Project In charge - Women’s Cell o Target Group - 45Women folk of nearby slums and 135 School going

female children of the nearby locality o Objectives - Imparting basic literacy, vocational skills, awareness towards

sanitation, and awareness about Family Planning, Personal Hygiene, Aids and small savings to women.

IMPLEMENTATION OF PRACTICE:

A leader with other ten students are appointed for conducting the various activities in the slums

Tuition to the female children is conducted in the college campus in 20 small groups

Vocational Training in Sewing, Handicrafts and basic Computer Skills are given in campus between 9.00 a.m to 5.00 p.m in scheduled batches

Intensive awareness Programmes on Child birth, Family Planning, Pregnancy, Immunisation and AIDS are given to women.

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Counselling Programmes for women and girl children from slums to relieve them from Psychological Stess and Depression

Free Medical Camps by local Doctors Competitions in cooking, handicrafts and stitching are conducted and

prizes are given.

IMPACT OF THE PRACTICE

Increase of the level of interest towards girl students in studies Employment for women in tailoring companies and shops Handicraft items are regularly displayed in the campus for sale Women are able to adopt self-employment for better living Life style practices regarding health and hygiene showed great

improvement Small family norm is being realized Saving for future and cleanliness improved immensely.

3.4.5 DEVELOPING SOCIAL AND CITIZENSHIP VALUES AMONG STUDENTS

The VITAL (Value Integration for Teaching-Learning) is a course offered for students to develop own values and to infuse them to the children while teaching.

The mentoring sessions offered by the faculty members in the institution enables the students to develop their mental, academic and emotional dimensions and to enhance their coping skills.

During the remedial sessions for the slow learners, an orientation on Life Skills is also offered.

The electives Peace and Value Education, Human Development, Guidance and Counselling and Health Fitness are offered to imbibe common core values in them.

The Five-Day Citizenship camp conducted once a year stimulates the students to experience harmony in living with a desire toward co-operative activities.

Moral Instruction Classes are given to students every Friday during the first hour in the morning.

All Faith Prayer is observed in the college. Special Prayer Services are conducted during the beginning of every

semester, New Year and Valediction. Self-Discovery day is organized to deepen the faith and prayer life of

students.

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A theme oriented assembly involving time for meditation and reflection of all scriptures imbibes the value of secularism among students

The main notice board depicts the necessary values that need to be imbibed by student teachers.

The Principal and the staff develop a sense of decorum, discipline and duty Consciousness among the students during their interactions.

3.5 COLLABORATIONS

3.5.1 NATIONAL LEVEL LINKAGES

NCTE

Our senior members of the faculty had gone for inspecting teacher education colleges as a member of the peer team towards continuation of affiliation, additional intake of students and recognition for the post graduate courses. The details are given below in the table

Name of the faculty Institutions Purpose Dr.Sr.Ruby Alangara Mary

1. SPG College of Education, Andhra Pradesh 2. Tagore D.Ed College, Andhra Pradesh 3. Sai Prathibha Educational Society, Andhra Pradesh 4. Sadiya D.Ed College, Andhra Pradesh 5. Sri Sai Prathiba Educational Society,Andhra Pradesh

Inspection of Teacher Training Institute

Dr.Sujitha Sangamithra 1.Kerala Inspection regarding opening of College of Education

2.Karnataka do 3.Andhra Pradesh do

Dr.Jain shanthini 1. Fatima College of Education,

Guntur, Andhra Pradesh. 2. EVRS College of Education, Guntur, Andhra Pradesh. 3. New Era College of D.Ed, Guntur, Andhra Pradesh 4. Sana D.Ed. College,

do

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NAAC

Our former Principal Dr.Sr.Philomena Pushpa Mary had gone for affiliation and accreditation of few teacher education institutions established in India as a peer team member of the NAAC visiting team.

NCERT

Resource persons are invited for various National and State Conferences from the National Council of Educational Research and Training. Dr.Krishna Kanth, Director of NCERT delivered a talk during the Inaugural Session of the National Seminar held during the year 2011.

VITAL

A memorandum of understanding has been established with VITAL in 2013 (Value Integrated Teaching and Learning) for enhancement of quality in curricular and co-curricular activities through the mode of integrating values in the curriculum. Certificates are issued to the students at the end of the course. VITAL course details are given in APPENDIX - XIV

Nellore, Andhra Pradesh 5. SV College of Education, Guntur, Andhra Pradesh (7th June 11th June 2012)

Dr.Joseph Catherine 1. MAK Azad College of Edn, Ibrahimpatnam, Hyderabad. 2. Mallar Reddy B.Ed.Institute, Qutubminapur, Hyderabad. 3. Manasa College of Edn, Mehaboobnagar, Hyderabad 4. Sooraj College of Education, Siddipet, Medak Dt, AP. 5. Sai College of Education, Tandur, AP.

do

Name of the faculty Institution Purpose

Rev .Sr. Philomena Pushpa Mary

Murti Devi Memorial College of Education, Baghpat, Uttar Pradesh

Inspection regarding assessment and accreditation in 2011.

Y.V. Rao Siddhartha College of Education, Vijayawada, Andhra Pradesh

Inspection regarding assessment and accreditation in 2012.

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EVERONN

There is a memorandum of understanding with Everonn, a leading India’s first Education and training company which has a commitment of spreading quality education across rural India. There is a memorandum of understanding with Everonn a National level organization well known for its premium educational and training programmes. It is India’s first Educational and training company and a pioneer in offering Education through Technology. It offers Personality development Programmes to our students in campus to face the challenges in classroom and personal life. The College has signed a memorandum of understanding with St.Xavier’s

College of Education, Palayamkottai, TamilNadu.

3.5.3 LINKAGES

The linkages established at the national, state and local levels have contributed immensely in the following areas.

Curriculum Development

Active participation in the Board of Studies and Academic Council through suggestions and recommendations for the revision of syllabi pertaining to integrating values in the curriculum

Teaching and Training

Through proper utilization of the Library resources of the institution and other teaching learning material, they provide teaching and training to teacher trainees and teacher educators.

Research

Extension of services to research scholars of our institution through eminent resource persons has been offered periodically.

Consultancy

Additional support in guidance and counseling services for B.Ed., and M.Ed., students to implement value integration methodology in classes was provided.

Extension

Value integration workshops are conducted apart from teaching and training through video clips, power point presentation, exercise and games. Some of the trained student teachers and faculty members were entertained to join VITAL team as resource persons and to render services to similar institutions.

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3.5.4 LINKAGES WITH THE SCHOOL SECTOR

The schools in which our student trainees undergo practice teaching for forty working days maintain a good rapport with the faculty of our institution.

Our faculty members are invited to motivate and evaluate students during exhibitions, model making competitions, literary competitions. Children’s day, Sports day and other National festivals.

The schools recruit our fresh teacher trainees through the assistance provided by the placement cell of our institution for various positions in their school.

3.5.5 PRACTICE TEACHING

A team of faculty members are engaged in identification of corporation schools in and around the campus.

They identify the number of student teachers needed for various subjects according to the need and with due permission from the CEO of the Government Education Department.

A letter of requisition is sent for permitting the trainees for the practice teaching to the heads of the respective schools.

The students are then sent to visit their Guide Teachers of their respective optional subjects and to obtain the syllabus for their intensive teaching practice.

The schools allow the student trainees to observe their Guide teacher’s classes in order to gain knowledge in teaching strategies and classroom Management.

After obtaining practice and evaluation in the respective college from the faculty members they are sent for intensive practice teaching.

The evaluation offered by the Guide teachers and the college faculty are taken into consideration towards allotting marks for teaching competency.

3.5.6 COLLABORATION WITH COLLEGE FACULTY

Faculty members of the other aided and Government colleges of Chennai extend their help in question paper setting, invigilation and in evaluating answer scripts during end semester examination.

Our faculty members also contribute the same to other colleges. A friendly climate is further developed within the faculty members of

various colleges during inter-college cultural meets, Sports meets and other academic competitions.

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Interactions with the faculty of other institutions are further strengthened in University paper Valuation and in Practical Examinations.

An opportunity to interact with the faculty of other Institutions was enhanced during National and State Level Conferences, Seminars and Workshops.

COLLABORATION WITH UNIVERSITY FACULTY

Our faculty members are actively involved in the academic functioning of various Universities by playing a vital role in the Board of Studies, Curriculum construction and academic consultation.

Name University Purpose

Dr.Anice James

1. Institute of Advanced Study in Education affiliated to TamilNadu Teachers Education University

2. Lady Willingdon Institute of Advanced Study in Education affiliated to the Tamilnadu Teacher Education University

3. Meston College of Education affiliated to TNTEU

4. Academic Staff College, Government of Tamilnadu

5. University of Kerala

Member of the Board of Studies (2009-2012) Member of the Academic Council Member of the Board of Studies Resource Person Ph.D Examiner

Dr.Sr.Ruby Alangara Mary

TamilNadu Teachers Education University

Member of the Board of Examiners

Dr.Nirmala

1. Institute of Correspondence and Continuing Education , University of Madras

2. Indira Gandhi Open University

3. Tamilnadu Open University

Guest Faculty in Education Academic Counsellor Guest Faculty

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Dr. Ezhisai Vallabi

1.TamilNadu Teachers Education University

2. Institute of Advanced

Study in Education affiliated to TamilNadu Teachers Education University

3. Meston College of

Education affiliated to TamilNadu Teachers Education University

4.Tamilnadu Open

University

Member of the Board of Studies from 2014 for a period of 3 years Member of the Board of Studies from 2014 for a period of 2 years Member of the Doctoral Committee Guest Faculty

Dr.Sujitha Sangamithra Tamilnadu Open University

Member of the Board of Studies

Dr.Alma Juliet Pamela

Institute of Advanced Study in Education affiliated to TamilNadu Teachers Education University

Member of the Doctoral Committee

Dr.Jeyanthi Mother Teresa University, Kodaikanal

Member of the Doctoral Committee

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3.6 BEST PRACTICES IN RESEARCH CONSULTANCY AND

EXTENSION Regular conduct of Research Colloquiums to update the knowledge of the

research scholars and M.Ed., students in the research process. Intensive guidance from the senior retired faculty members to upgrade

the quality of research. Extensive computer assisted / based training programmes for statistical

analysis and Interpretation of the data. Publication of Bi-annual National research journal ‘The Indian

Educational Researcher’ which provides a valuable linkage with the research community.

Participation, presentation and publication of papers in seminar, conferences, workshops and reputed journals.

Faculty members act as academic consultants to practice teaching schools, teacher education colleges and the universities.

Free tuitioning for school students belonging to marginalized section of the local community.

Visits to old age homes and orphanages to do service to the needy. Free medical camps, eye camps, blood donation camps, first aid training

are notable activities of YRC. Career guidance for school children and teacher trainees. Inflibnet facility enhances research culture.

BEST PRACTICE OF THE WOMEN’S CELL – ON-GOING PROJECT

Name of the Programme Gypsy Outreach Programme Year 2013-2014 onwards Location Kothimangalam Village,

Near Thirukazhukundram, Tamil Nadu.

Target Group 30 families of Gypsy Community

NEED FOR THE PROGRAMME

The Gypsy community people lack awareness about Education, health and hygiene, good standard of living and social skills due to their ignorance, illiteracy and superstious belief. As a consequence they neglect their children and fail to offer their basic needs. Hence, there was a felt need of giving orientation to adults and children of the Gypsy community among the women’s cell members.

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OBJECTIVES

To offer awareness about communicable diseases and its cure, basic health and hygiene measures immunization and vaccination for the women folk.

To brief about the small savings schemes of the Government to adults and children.

To train them to keep their environment and home clean and free from pollution.

To distribute clothes, school kits, sanitary kits and medicines for the community.

To enable them to realize that advancement in social and economic status can be achieved through education.

To demonstrate social and family values like small savings, small family norms and values through role play and songs.

ACTION PLAN

VISIT 1 : DAY – 4th JANUARY, 2014 A group of 15 students accompanied by Principal and two Professors spent a day in Kothimangalam Village giving orientation and distributing relief material for them. VISIT 2 : DAY – 8th FEBRUARY, 2014 Demonstrations regarding clean home, environment, personal hygiene and nutrition for adults and children.

VISIT 3 : DAY – 15th MARCH, 2014 Awareness about illiteracy, environment schemes for vocational education, training in basic crafts and sewing were given to the women folk

VISIT 4 : DAY – 22nd MARCH, 2014 Orientation for the youth in the community to pursue higher education in nearby schools availing scholarships from Government and NGO’s. Clothes, medicine, tooth brushes, tooth paste, hair oil and other items were distributed to the gypsy families.

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ADDITIONAL INFORMATION FOR RE-ACCREDITATION (Third Cycle

1. Action Taken upon the Suggestions made in the Re-Accreditation Report

Addressing the suggestions. Minor projects undertaken by the faculty. Inter-disciplinary approach in research. Research colloquiums to deliberate on research activities. Encouragement to staff members to take up additional research projects. Regular publication of research papers in International and National

journals by the staff members and Research scholars. Action research both at the school level and at teacher education level has

been carried out extensively.

2. Measures undertaken for Quality Sustenance & Enhancement since last

Re-Accreditation Regular conduct of Research Colloquiums to update the knowledge of the

research scholars and M.Ed., students in the research process. Steady increase in the intake of M.Phil., and Ph.D., candidates with the

induction 3 Ph.D., guides and 4 M.Phil., guides. Faculty members act as research consultants for Doctoral candidates from

other institutions. Minor research projects sponsored by UGC are undertaken by the faculty. Memorandum of Understanding with VITAL, Everonn Education

Limited, Little drops and St.Xavier’s College of Education, Palayamkottai, TamilNadu.

Intensive coaching for NET, SLET, TET, TRB. Women Empowerment programmes for the target group (Women

members identified from the local community) conducted by the Women’s Cell.

Gypsy Outreach Programme.

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CRITERION – IV

INFRASTRUCTURE AND LEARNING RESOURCES PHYSICAL INFRASTRUCTURE 4.1.1 THE INSTITUTION HAS THE PHYSICAL INFRASTRUCTURE AS

PER NCTE NORMS; THE AMOUNT INVESTED FOR DEVELOPING THE INFRASTRUCTURE IS Rs.60,48,711/-. THE FACILITIES OF THIS INSTITUTION ARE AS FOLLOWS:

MASTER PLAN ENCLOSED (APPENDIX) CAMPUS

Area - 5 Acres and 2385 sq.mts Garden area - 1177 sq.mts Play ground - 2000 sq.mts Buildings GROUND FLOOR

Lourdes Hall - 1100 sq.mts(Multi-Purpose Hall) Secretary room – 149 sq.mts Controller cum Conference hall - 400 sq.mts Staff Room - 248.7168 sq.mts Principal Room - 153.62 sq.mts Office room attached with computer room- 1829 sq.mts Non teaching staff room - 80 sq.mts Parlor - 148.13 sq.mts Computer Lab - 239.57 sq.mts Day Care center - 154.64 sq.mts Toilet, Pump Room etc - 200 sq.mts Aerobic Room - 181.05 sq.mts Games Room - 150 sq.mts Tailoring Room - 158 sq.mts Women’s Cell Room - 145.05 sq.mts Matutina hall - 900 sq.mts Alumni Cell - 240.50sq.mts Placement cell - 20 sq.mts Open Air Stage - 190.80 sq.mts

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FIRST FLOOR

Ph.D. Room - 150.60 sq.mts English Room - 153.62 sq.mts History Room - 153.62 sq.mts Biology Room - 153.62 sq.mts M.Ed. Class Room - 170 sq.mts Research Guide Room 1 - 30 sq.mts Research Guide Room 2 - 30 sq.mts M.Phil. Class Room - 153.62 sq.mts Geography Room - 153.62 sq.mts Biological science lab - 159.64sq.mts Physical Science Lab - 159.64 sq.mts Toilet, Pump Room etc - 200 sq.mts Students lunch cum rest room - 155.60 sq.mts Library - 673.61 sq.mts

SECOND FLOOR

Commerce Class Room -- 153.62 sq.mts Language laboratory - 238.80 sq.mts Psychology Lab - 269.44 sq.mts Studio cum Audio Visual Room - 239.57 sq.mts Tamil Room - 153.62 sq.mts Seminar Hall - 869.899 sq.mts Common Room - 30 sq.mts Maths Room - 170 sq.mts Councelling Room - 40 sq.mts Economics Room - 153.62 sq.mts Phy.Sc Room - 241.40 sq.mts TNOU Office - 149.62 sq.mts Pump Room - 64 sq.mts Common Verandah - 182 sq.mts

4.1.2 INSTITUTIONAL PLANS FOR ACADEMIC GROWTH SMART class which is self monitoring accessing reporting technique is

conducted for the students. Studio room is utilized by the students for taking micro teaching class. The institution now has a spacious, well-ventilated multipurpose hall with

a stage.

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The hall has a seating capacity of 300 with all the modern facilities required to conduct conferences, International, National Seminars and Workshops.

The Computer Room is well-equipped with computers and sufficient classroom space.

The Audio Visual Room has all the necessary facilities meant for classroom teaching practice.

The Science labs and Psychology lab is well-equipped and provides opportunity for student development.

Language laboratory is well equipped to enhance the language skills of the students.

The well-furnished library has been extended with internet facility which was a long felt need. This enables the students to learn at their own convenience.

Counselling service is available in the institution where the students get counseled about their studies, academic problems, anxiety in exams, low level of confidence, hostel life etc. All counselling is confidential and the counselor resolves certain issues.

Campus is enabled with WI-FI. The physical infrastructure thus offered in this institution offers newer

avenues for academic growth and development.

4.1.3 INFRASTRUCTURE FACILITIES FOR CO-CURRICULAR & EXTRA

CURRICULAR ACTIVITIES One multipurpose field for athletic events. One court with a well maintained cemented floor for basket ball. Regarding recreational facilities there is an aerobic room well equipped

with tread mill, abking, stepper, cycling, twister etc where students work out for physical fitness.

A games room stores all the sports equipment such as dumbles, wands, hoops, net and balls, lezimes and one table tennis board, Students play various minor games like carom, chess etc.

The Physical Education department conducts various tournaments like intercollegiate volley ball, basket ball, throw ball and indoor games like shuttle cock. The students have active participation in all the events.

The cultural programmes like fresher’s day, camp activities, sports day, talents day, college day are conducted to motivate and encourage students to take part in various events which are held round the year. The aim is to bring out the latent talents of the students. Various national and other festivals like Christmas, Deepavali, Pongal, and New Year are celebrated in our institution every year.

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4.1.4 USE OF INFRASTRUCTURE FOR OTHER PROGRAMMES DURING VACATION AND WEEK ENDS

Tamil Nadu Open University Study Centre Sri Lankan refugees- Rehabilitation Programme Annual Summer Camp for children Time- Triumphant Institution of Management Education Law Coaching classes- Vision Academy Cricket coaching centre. Sree Sasta University contact classes for B.Ed., Bharathidasan University contact classes for M.Ed., Tamil Nadu Teacher Education University Exams & Valuation Centre. Tamil Nadu Public Service Commission Railway Recruitment Board Exam Centre.

4.1.5 FOLLOWING FACILITIES ARE AVAILABLE IN THE INSTITUTION TO ENSURE THE HEALTH & HYGIENE OF STAFF & STUDENTS

There is sufficient number of toilets in every floor of the college building where wash facilities are also available. There are separate toilets for men and women non teaching staff.

There is separate toilet for teaching staff in staff room. Water purifiers have been installed in staff room, parlour and in each of

the floors. There is rest room cum lunch room for students, teaching and non

teaching staff. There are fire extinguishers placed in three floors. There is a canteen facility where staff and students refresh themselves. Regarding health and hygiene facility for the students there is regular

general check up by the doctor and a talk given by a gynaecologist on various health issues for women and also various awareness programmes given by NGOS like CAPACS.

Red Ribbon Club also conducts HIV AIDS awareness programme for school and college students.

Youth Red Cross committee organizes Blood donation camp and Eye camp for the welfare of the students and the local community.

Herbal garden is maintained behind the college office. “Go Green, Go Clean” is followed to add beauty to the campus.

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4.1.6 HOSTEL FACILITY

The institution has a hostel attached which is well furnished with lunch room, common room for the students. The capacity of the hostel is 150 students; there are 52 rooms whereas there are 84 B.Ed students and 6 M.Ed students staying in the hostel. Ground floor

No of rooms -- 8 No of Bath rooms -- 8 Toilet ---6 Kitchen Office room Guest room Mess Store room Common room-- 3

First Floor

No. of Rooms -- 22 Prayer Room Bath room—9 Toilet---6

Second Floor

No of rooms—22 No of Bath rooms --8 Toilet ---6

4.2.1 MAINTENANCE OF INFRASTRUCTURE- BUDGET ALLOCATION

S.No Particulars 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

1 Building 301100 111900 5192900 150000 278000

2 Laboratory 712000 418700 838400 977100 800300

3 Furniture 102300 375800 15500 76000 25800

4 Equipments 758000 438300 836000 1156700 978000

5 Computer 57200 252400 52600 180600 75700

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4.2.2 OPTIMAL USE OF THE PHYSICAL INFRASTRUCTURE The infrastructure of the College is put to optimal use. The existing

infrastructure is used for conducting certificate courses and other multi-farious activities besides the regular B.Ed., and M.Ed., classes.

Lourdes Hall-A huge spacious hall with 300 as seating capacity which is used for all important occasions such as College day, National, State level seminar and workshops, annual convocation and all programmes.

Matutina Hall –A large hall with a stage & 200 as seating capacity is used to conduct daily assemblies & other internal activities such as orientation course, talent day competitions, and Christmas & Pongal celebrations and so on.

Seminar Hall-A hall with 200 as seating capacity is used for regular lecture sessions.

The Library is well furnished with the sitting facility of 100 students at a time and has ennumber of text books, reference books, encyclopaedias, educational journals, magazines newspapers. The library is also used by students and faculty from other universities.

LABORATORIES IN THE COLLEGE Psychology Lab

The Psychology lab is equipped with more than 100 psychological test

materials and apparatus which are being used both for research work and for training the teachers in the usage of administration of psychological test. There are also play-therapy equipments and tests meant for psychological counseling

o Number of Tests in cognitive processes -11 o Number of Tests in Performance Type -26 o Number of Tests in Verbal Tests of Intelligence-14 o Number of Tests in Creativity-9 o Number of Tests in Aptitude-11 o Number of Tests in Concept Formation/Problem Solving/Memory/

Motivation-7 o Number of Tests in Personality -40 o Number of Tests in Adjustment -4 o Number of Tests in Anxiety-5 o Number of Tests in Motivation-5 o Number of Tests in Attitude/Interest/Values-18 o Number of Tests in General-10

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o A number of Play therapy equipments o A number of paper pencil test materials o Tachistoscope o Mirror drawing o Steadiness tester o Progressive wt.Discrimination set o Finger dexterity test o Memory drum o Depth perception test o Muller Iyer illusion test o Ravens Progressive Matrices (projecting slides)

Physical Science Lab

In the Physical Science Lab, practical classes related to high school and

higher secondary school syllabus is conducted and records are maintained. The students also learn to arrange the lab for practical classes. The lab is also utilized to prepare working and non-working models. The science students also rehearse the experiments that they would be teaching during their practice teaching. Biology Lab

In the Biology lab, the science students make a collection of specimens and

they also carry out practical related experiments and maintain a record of them. Each student prepares microscopic slides. The Biology lab is also utilized to conduct a Certificate course in clinical lab technology. The lab is well-equipped and properly maintained. The old and broken items are replaced every year and a stock register is maintained. Audio Visual Room

The college has an audio visual room for the students, the classes are

taken with the help of projectors and slides to help them delve deeper in to what they get to study in books. Besides, this room is revamped to enable the institution to conduct seminars and symposium. The various institutions in the college campus use audio visual facilities for their own programmes. The B.Ed candidates of other universities also avail the technological aids and the computers during the contact classes. Audio Visual Equipment

o 16mm sound projector o 35mm film slide automatic projector-3 nos. o Epidiascope

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o Over head projector-4 nos. o Television set 3 nos. (LED) o V.C.R -2 nos. o Radio with a amplifier -6 nos. o Cassette recorder and record player-6 nos. o Audio intercom system and cordless mike -4 nos. o Microscope o Reflecting microscope o Audio and video cassettes o Head phones-22 nos. o Collar mike with wireless set o Cordless mike with Amp 8 nos. o LCD-9 nos. o 100 video cassettes. The optimal use of Audio visual facilities is one of the course

requirements for the B.Ed. students to prepare appropriate teaching aids which are audio visual aids in nature. For each of the optional subjects during practice teaching, the teacher trainees prepare film strips, tapes, slides and transparencies. They also learn to handle about 5 different types of Audio visual equipments during their A.V classes.

During the vacation and the weekends, the infrastructure of the institution

is shared with other programmes of this institution and with other organizations and universities.

4.2.3 ENVIRONMENTAL ISSUES ASSOCIATED WITH THE

INFRASTRUCTURE Herbal garden is maintained in the college campus.

There is water proof facility in terrace.

There is rain water harvesting method to conserve water.

‘Go green, Go clean’ is followed strictly and the trees and plants in the

campus are well maintained

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4.3 LIBRARY AS A LEARNING RESOURCE

4.3.1 The college has a full time, fully qualified Librarian, who is supported by an assistant for issuing, receiving and stacking of books.

4.3.2 Library Resources

The library resources available to the staff and students ever since the last accreditation have increased considerably. The library is endowed with multiple learning resources namely books, National and International journals, CD’s and DVD’s on various subjects, magazines, inflibnet facility and internet access.

The library is very well starcked with 20,960 books comprehensively covering various subjects under 97 titles.

To produce quality research, nearly 39 National journals and 6 International journals are purchased every year and 130 CD’s are available for reference/usage

The library is equipped with a mini computer room having 5 computers with Internet facility. Inflibnet facility is notable resource offered by the library. (Details of the Number of Books – Volumes and Titles, list of Journals, Magazines and list of CDs are given in APPENDIX - XV

4.3.3 LIBRARY COMMITTEE

COMPOSITION OF THE LIBRARY COMMITTEE Principal-Chairperson Librarian-convener Two members of the faculty. One student representative.

FUNCTIONS OF THE LIBRARY COMMITTEE Meets twice each semester Reviews library functioning and takes appropriate decisions. Discusses about the addition of reference books and new journals. Book bank facilities. Encourages research activities. Updating the CD section. Access to the Internet. Appropriate measures taken with regard to the grievances about library

facilities.

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4.3.4 COMPUTERIZATION OF THE LIBRARY

The library is a major learning resource of the Institution accommodating the needs of the primary stakeholders of the Institution. The well-equipped library is fully computerized to facilitate the distribution of books to the faculty, students and the staff members of the sister Institutions.

To digitize the library, a special software package ‘Global Multi Technology’ has been installed and it is made operational.

4.3.5 ICT FACILITY IN THE LIBRARY

There are 5 computers in the library with ICT facility. One computer is meant for administrative purposes of the library under the control of the librarian. Each staff member is provided with a PC for carrying out academic and research work.

B.Ed. and M.Ed, students have easy access to the computer lab which offers multiple facilities for self-learning.

The computers in the library are meant exclusively for the research scholars who extensively use the same for qualitative research.

There is no rigidity in the accessibility. The staff and students if necessary, can utilize the mini computer lab within the library working hours which is from 8.30 a.m. - 6.00 p.m.

4.3.6 INFLIBNET

The Institution is a registered member of Inflibnet Centre, GandhiNagar, Gujarat and has received access to e-resources under the N-LIST program. The faculty members, research scholars and M.Ed., students are the beneficiaries of this facility.

Inflibnet facility details Login ID – User 1@St3959 Password – St 3959400, St 3959401……………… 4.3.7 LIBRARY TIMINGS

The library is open throughout the academic year on all working days. It is kept open from 8.30 a.m. to 6.00 p.m. There is no lunch break for the library. The students have access to the library during the lunch time also.

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4.3.8 NEW ARRIVALS

Information regarding the new arrivals is made known to the staff members and students, through the following models of communication.

Announcement of new arrivals during assembly. Display of the list of new books in bulletin boards, office room, staff room,

lunch room. Circular sent to the faculty members to evaluate the quality of the books. Books, periodicals, journals and pamphlets are displayed on the new

arrival rack inside the Library.

4.3.9 BOOK BANK FACILITY

The library has enriched Book Bank facility with a considerable sum of 1300 books. The Institution, with a value orientation, reaches out to all the deserving students from marginalized sections of the society and the economically backward students irrespective of the community.

In the beginning of the academic year the list of enrolled students is prepared with details of their socio economic status, after the admission process is over.

The library committee reviews the list and selects the deserving beneficiaries of the book bank and intimates to the librarian.

The students are given a complete set of books, semester wise and the

books are collected back after the semester examinations.

(Book Bank details are given in APPENDIX - XVI)

4.3.10 FACILITIES FOR VISUALLY AND PHYSICALLY CHALLENGED

Scribe facility is arranged for blind students, to facilitate reference with

regard to physically challenged persons, the needed reference books are sent to

them through attenders or peer group.

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4.4 ICT AS LEARNING RESOURCE

4.4.1 ICT FACILITIES AVAILABLE IN THE INSTITUTION

The institution has a very resourceful ICT enabled learning environment.

The computer lab has fifty five computers apart from twenty computers used for academic and administrative purposes with Intel Dual Core Processor LAN environment and complete air conditioning facilities.

The Compter lab has UPS with 15 KVA online UPS. There has Cannon LBP 2900 PRINTER-1 NUMBER All the Computers access to internet with 4MB speed. Language lab software installed in all the systems All the systems are equipped with modern headphones and speakers. In computer room there is LCD PROJECTOR for teaching theory classes. Every system is maintained with suitable, modern peripherals to assure

easy usage. All the systems are connected with wider internet facilities with out any

interruption. The audio visual aids are appropriately upgraded keeping in mind the

nuance of the curriculum. The available ICT learning materials are well used by both teachers and

students for enrichment of their knowledge. LCD projectors with screens are installed in all the halls where core papers

are conducted so as to infuse ICT into the teaching learning process.

4.4.2 BASIC COMPUTER SKILLS

All students are given a basic computer course in which they are trained to use Microsoft office to do their power point and seminar presentations and creating instructional material.

4.4.3 NEW TECHNOLOGIES IN CURRICULUM TRANSACTION

Theory and Practical classes are taken with the help of LCD projector by the faculty members

Power point presentations are done by the students and the faculty. The faculty members integrate ICT intensively in the curriculum

transaction by adopting web assisted instruction blended learning strategy and ICT based learning material.

Exhaustive applications of Smart class room techniques which prepares the learners for technology oriented learning.

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4.4.4 TEACHERS USE OF TECHNOLOGY IN PRACTICE TEACHING

Lesson plans are developed using the modern ICT facilities. Information is downloaded from the internet and provided to the students

in preparation of teaching aids such as pictures, power points, slides, wiki etc.

Teacher educators in all the methodologies demonstrate by using AV aids and also encourage student teachers to use them.

In practice teaching, student teachers are insisted on using all AV aids for effective teaching.

4.5 OTHER FACILITIES 4.5.1 OPTIMAL USE OF INSTRUCTIONAL INFRASTRUCTURE The instructional infrastructure is optimally used by enabling the students

to connect their learning experience with ICT tools in preparation of various records and presentations.

Their subject knowledge is tested through objective type tests and their creativity is tested via preparing multimedia presentations, comparison of web sites, critical analysis of content CDs.

The College is a study centre for TamilNadu Open University, Sastha University and Bharathidasan University. The candidates avail the ICT and library resources.

The research scholars from other colleges are also permitted to use the reference books in the library.

4.5.2 AUDIO-VISUAL FACILITIES

LCD projectors with screen, Epidiascope, computers, televisions, tape

recorders, DVD players, cameras, sufficient CDs, slides; interactive White

Boards and smart boards are available with the institution.

Lessons are taught using power point presentations, and references are

made through web sources, which promotes a conducive technology

driven teaching learning program.

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4.5.3 GENERAL LABORATORIES

Psychology laboratory, computer laboratory, language laboratory,

educational technology laboratory, science laboratory, geography

laboratory are available with the institution. They are well maintained and

optimally used by both faculty and students.

Equipments are overhauled periodically. The damaged equipments are

replaced by new ones.

4.5.4 DETAILS OF OTHER FACILITIES

Three multipurpose halls are available they are used for general

gatherings, seminars, workshops and cultural programs.

Every room is equipped with all modern amenities including LCD

projector with screen.

There are fixed amplifiers with good acoustics.

In addition to the playgrounds and courts for different games, the college

has an aerobics room and games room with all necessary equipments.

The Management provides transportation as and when required. 4.5.5 USE OF LATEST TECHNOLOGIES FOR TEACHING

Every classroom is provided with LCD projector, black boards and

interactive white boards for modernized teaching learning experience. Besides

these the institution also plans for future expansion adhering to the then

demands of the field.

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4.6 BEST PRACTICES IN INFRASTRUCTURE AND LEARNING RESOURCES

Optimum utilization of ICT facilities. Well equipped computer lab with modern amenities to enable technology

integrated teaching learning process. WI- FI enabled campus. SMART classrooms for developing technology orientation among student

teachers. Modern language lab to enhance the language skills of the students. State of the art studio for recording demonstration and for constructive

review of teaching. Appropriate utilization of ICT for providing technology enriched

classroom environment. Highly resourceful library facility to meet the demands of the primary

stakeholders. Availability of an aerobics room with gym equipments to focus on the

physical fitness of the students and also to offer courses on ‘Aerobics’ and ‘Health fitness’.

All Budget utilization audit for the institution is maintained electronically.



Constant upgradation of the Educational technology lab to commensurate with latest trends.

Computer lab has been shifted from II floor to a spacious room in the ground floor in order to facilitate individualized instruction.

Interactive software is installed in the language lab. Regular investment in psychological tools is done to upgrade Psychology

lab. Additional number of books have been added for M.Ed., M.Phil., and

Ph.D. programmes since last Accreditation (Details are given in APPENDIX – XVII)

The institution has links with libraries of other teacher education colleges in Chennai city and also a tie-up with major libraries namely British council library, American embassy library and the library of University of Madras in Chennai.

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2. Measures undertaken for Quality Sustenance & Enhancement since last Re-Accreditation

Conducive technology driven teaching programs using WI-FI facility. Exhaustive application of smart class room techniques to prepare student

teachers for digital age. Techno pedagogical method for curriculum transaction. Spacious multipurpose halls to conduct workshops and seminars for

professional growth of teacher educators and for broadening the knowledge base of student teachers.

Well equipped studio for reflective practice. Well stacked library to accommodate the needs of the primary

stakeholders. Digitised library with global multi technology. Enhancing the academic standards through e-resources and web-based

research through INFLIBNET facility

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CRITERION – V STUDENT SUPPORT AND PROGRESSION

5.1 STUDENT PROGRESSION

Stella Matutina College of Education has adopted student centered approach in all the activities and is planning and executing these activities, keeping in mind the progress of the students so as to equip them with all the skills required for a teacher and to develop a better society in future.

5.1.1 STUDENTS’ PREPAREDNESS FOR THE PROFESSIONAL EDUCATION PROGRAMME

Mastery of the subject matter is very important for a teacher. To ensure and to assess this, content knowledge is tested in every subject by the respective subject teachers.

Quiz programmes, discussions, seminars and workshops are also arranged to strengthen the content knowledge of the teacher trainees.

To prepare them for the regular classroom teaching and to enable them to master in the various teaching skills, microteaching practice sessions are arranged and all the teachers are made to practice all the important skills required for effective knowledge transmission.

A two day orientation programme given to the teacher trainees at the beginning helps them to know about the course, their responsibilities and also on ethical values.

The introduction programme helps them to overcome hesitation and face the audience, express their thoughts and display their abilities.

Experienced teachers and teacher educators take demonstration classes for the trainees and they go to schools and observe the teachers handling the classes and get to know the techniques of effective class room management, time management and teaching strategies.

The feedback mechanism used during the micro teaching session, practice teaching, seminars, demonstrations, presentations helps the student teachers to strengthen each and every aspect of the teaching process.

5.1.2 CAMPUS ENVIRONMENT

The infrastructure of the institution provides a serene and good academic ambience and is sufficiently equipped with labs, spacious well-furnished halls and classrooms, an open-air stage, library and recreational facilities.

The institution conducts seminars on the qualities and role of teachers in shaping the citizens of tomorrow. Many programmes on personality development, value orientation, writing of the curriculum vitae, attending interviews, communication skills and spoken English motivates the students.

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The theme based daily morning assembly, celebration of religious festivals, talent day, inter-collegiate competitions, intra-college competitions, annual reflection days, tutorials and extracurricular activities ensures motivation, satisfaction, development and performance improvement of students.

5.1.3 MECHANISM ADOPTED FOR CONTROLLING THE DROP OUT

This institution is meant for women only. Throughout these years the dropout rate has been very minimal. The dropout rate for the last five years is given the below as under.

Academic Year Course Dropout Rate

2009-2010 B.Ed M.Ed

M.Phil

Nil Nil Nil

2010-2011 B.Ed M.Ed

M.Phil

0.5% Nil Nil

2011-2012 B.Ed M.Ed

M.Phil

0.5% Nil Nil

2012-2013 B.Ed M.Ed

M.Phil

Nil 2% Nil

2013-2014 B.Ed M.Ed

M.Phil

0.5% Nil Nil

During admission the management informs the candidates about the mission and vision of the college, great responsibility of each and every teacher, and the type of activities as a part of this course and tries to know the real attitude, aptitude and interest of the students. But the above shown minimal dropout rate was due to health problems. In the year 2012-2013, out of the total strength of 35 M.Ed. students, 4 secured Government posting as Teachers.

5.1.4 ADDITIONAL SERVICES TO STUDENTS

The institution arranges coaching classes for the SLET / NET exams. Subject Experts and NET cleared Alumni orient the post-graduate students in their respective subject areas. (List of beneficiaries of NET coaching is given in APPENDIX – XVIII )

Separate classes are arranged for coaching the trainees for TET and other competitive exams.

Quiz competition on General Knowledge and Current affairs are arranged for the students. They also pass through online testing which concentrates on only objective type questions which also enables them to compete for the jobs.

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List of students appeared/qualified for SLET, NET for the last two years is given below.

Academic Year No.of students appeared

No. of students qualified

2012-2013 19 5

2013-2014 12 4

5.1.5 FURTHER STUDIES

After completion of the B.Ed degree, about 80% of the students enter into jobs, either in regular government services or in private sectors.

Remaining students go for higher education i.e. for M.Ed or M.Sc/M.Phil in their respective subject areas.

About 90% of students, who complete M.Ed, enter as teacher educators either in B.Ed. colleges or in Teacher Training Institutions. Others go for further education like M.Phil or Ph.D in Education.

Details of Students choosing further studies / Career

Academic Year Further studies Career

2011-2012 10% 90%

2012-2013 12% 88%

2013-2014 17% 83%

5.1.6 LIBRARY RESOURCES FOR ALUMNI

About 60 – 65% of the students are from outstation and so they go to their respective places for jobs or for higher education. The alumni who pursue higher studies (M.Phil., Ph.D.,) are allowed to use the library and other resources.

5.1.7 PLACEMENT CELL

The college has a placement cell with a faculty as co-ordinator. Nearly 18 to 20 schools from Chennai and its surrounding places send their experienced staff members during the second Saturday of March to the college and they conduct face to face interviews, demonstrations and written tests to select candidates for their schools.

The Principal permits the students to attend interviews arranged in schools.

The requirements of teachers sent by various schools are put upon the notice board. (List of Schools that attended Campus Recruitment is given in APPENDIX – XIX )

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Details of Placement services provided for the last two years.

Year No. of Schools No. Recruited 2012-2013 23 103 2013-2014 17 137

5.1.8 DIFFICULTIES FACED BY THE PLACEMENT CELL

The placement cell contacts schools in Chennai and its surroundings and invites them for campus interview. Some outstation schools find it difficult to come for campus interview because of the date, timings and accommodation related issues. To overcome these, the schools are requested to send their requirements and the students are informed.

5.1.9 ARRANGEMENTS WITH PRACTICE TEACHING SCHOOLS FOR

PLACEMENT OF STUDENT TEACHERS

The students are sent to three different types of schools during teaching practice – Government, aided and private. Letters informing about campus interview are sent to all schools. They respond and select candidates.

5.1.10 RESOURCES PROVIDED BY THE INSTITUTION TO THE

PLACEMENT CELL

The management provides regular finance to run the one-day Campus Interview in the college premises.

The co-ordinator of the placement cell, who is a staff member along with student volunteers, sends letters to all the prominent schools in Chennai as well as to schools who make requisitions for teacher candidates.

All the staff members are involved in making suitable arrangements and in directing the students to attend interviews.

The college uses the ICT facilities effectively during the campus interviews. The students prepare their curriculum vitae in the computer lab.

The details regarding the requirements of candidates in the respective subjects, the name and address of the school, room in which interview is being conducted are displayed on the screen in the main hall, to enable the student teachers to know the requirements and attend the interview.

During interview, candidates are allowed to use LCD Projector and smart boards for taking demo classes.

The details regarding campus interview are stored in the system for further reference.

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5.2 STUDENT SUPPORT 5.2.1 PLANNING OF CO CURRICULAR AND EXTRA-CURRICULAR

ACTIVITIES To enhance the learning abilities of the students an effective

curriculum is framed, which in turn would make the teacher trainees to cope up with the existing challenges of the globalised society.

The curriculum that is prepared by the staff members is approved by the Board of Studies members comprising two subject experts from outside the college, one expert nominated as the university nominee, alumni working as Principal of a college of Education and a senior faculty from a school along with the heads of departments in the college.

The academic calendar prepared by the Planning and Evaluation committee at the beginning of the year provides an elaborate account of the tasks that need to be completed during the academic year.

This year planner enables the students to plan and prepare well ahead and execute the assignments and complete them in the given time frame.

At the beginning of each semester the teachers plan and inform the dates on which internal tests, assignments and other practical works are to be carried out.

The students are encouraged, guided and trained to participate in co curricular and extracurricular activities in other colleges.

Both the inter college and intra college competitions tend to inculcate competitive spirit among the students.

The institution is well connected with electronic gadgets and good interpersonal relationships which make the communication across effective.

This enables the students to give her best in the total work distribution throughout the semester.

Every activity is pre-informed and the students do receive and perceive it effectively and accomplish them without any delay. Since the communication is a top down process the information flow is systematic.

Feedback from the students is obtained at regular intervals and necessary redress measures are taken to address the grievances of the students.

All the curricular, co curricular, extracurricular activities that were carried out by the institution are directed towards achieving academic and all-round development of the student community which ever remains as a primary objective of the institution.

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5.2.2 CURRICULAR PLANNING FOR THE PHYSICALLY

CHALLENGED Adequate changes are made to suit the physically challenged pupils in

their learning process, giving enough room to make them feel comfortable throughout the teaching learning process.

Curricular activities are tailored in such a way that it suits all learners irrespective of their physical status, but sufficient provision is provided so as to create a congenial learning environment for physically challenged students in particular according to their requirements.

5.2.3 MENTORING The mentoring programme is designed to meet up the ailments of the

students both physically and psychologically, and keeping in mind the fragility of the learners. A careful attitudinal change is prescribed to cure themselves and come out of such individual traumas.

Every month a tutorial session is conducted on second Saturdays. Each teacher educator is designated with systematically chosen seventeen students belonging to various departments.

Demographic details are recorded .Additional details are acquired from the students by the mentee to endow with effective mentoring.

Workshops and seminars are conducted to facilitate the mentees to comprehend and execute the shift in the paradigm and incorporate the same in their course of mentoring.

5.2.4 FACULTY ENRICHMENT PROGRAMMES

This institution thrives hard to develop the faculties in a multirole perspective. Staff are constantly encouraged to professionally enhance their abilities

to muddle through existing scenarios. Every teacher periodically enhances their teaching skills by going

through various programmes organised by the parent institution and other institutions in the way of attending workshops, seminars, and conferences at state, national, international levels.

The faculty members present papers and participate in the above mentioned forums by the way of gaining and contributing knowledge.

Besides these the institution also encourages them to publish articles in the journals of national and international repute. Staff publish their own contributions in the form of books too; they are getting published by renowned publishers.

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5.2.5 COLLEGE WEB SITE The institution has a website which is every now and then updated

periodically with adequate information. www.smce.chennai.com . The web site’s home page provides links* through which one can seek

additional information about the institution. After every programme, information about the programme along with

the photographs is uploaded. Information about the oncoming programmes is getting posted so as to

provide the viewers with adequate information. Faculty Appraisals are also available. Results are published through the websites to maintain objectivity. IQAC activities are made known in the website. Sample teaching-learning modules for every subject. Home page, Courses, Exam results, Infrastructure, Alumni, Faculty,

IQAC, Faculty Appraisals, Gallery, contact.

5.2.6 REMEDIAL PROGRAMMES

The students are categorised according to their level of academic attainments. The slow learners are identified and trained through remedial programmes such as Coaching classes Peer tutoring Slip tests. Rigorous re-coaching Revision of selected units. Small group discussions Students are highly benefited by these remedial programmes. The subject teachers make required arrangements in the form of

slotting time table, accommodating and motivating the students to be active participants of the programme. (Details of Remedial Programme are given in APPENDIX – XX )

5.2.7 SPECIFIC TEACHING PROGRAMMES FOR ADVANCED AND

SLOW LEARNERS The advanced learners are provided with enough opportunities to go

ahead and improve their knowledge and skills acquired in an effective manner.

Instead of the age old techniques they are provided with additional information through digital version of learning.

The students are allowed to take seminars in which their expertise can be well exploited.

Web based assignments are given as a challenge to the students. According to their optionals, students are given different assignments.

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They are also encouraged to submit action research projects. The slow learners are identified and provided with various types of

tutoring techniques. Advanced learners help the slow learners through peer tutoring. Teachers provide assignments suitable for learners of this category by

motivating them accordingly. They are given remedial coaching and enough scope is provided so as

to clarify their doubts and relearn. Thus both slow learners as well as advanced learners are given equal

opportunities to satisfy their learning needs.

5.2.8 GUIDANCE AND COUNSELLING PROGRAMME The guidance and counselling programmes offered are

Academic counselling Student centered counselling Inter personal relationship counselling Marital counselling Family counselling Career guidance Health guidance is provided by inviting eminent speakers from the

same discipline in the form of guest lectures. Students are highly benefited by these programmes and it well reflects

in their professional and personal growth.

5.2.9 GRIEVANCE AND REDRESSAL MECHANISM

The institution has a student grievance cell in which the serious issues are raised by the students. The committee comprises Secretary of the college, Principal, staff

members and student body members. Every month a meeting is organised and the grievances raised by the

students are addressed with utmost concern. One of the serious redressal measures taken up was arranging clean

water supply to the students. 5.2.10 MONITORING STUDENT PROGRESS

Students are imparted with good amount of knowledge.

Providing knowledge alone does not suffice their development.

Monitoring their progress throughout their course of study is also a

much required aspect of the programme.

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THE MONITORING STAGES

Academic progression evaluated through

Practice Teaching Internal tests. Objective type tests(online) Class tests (after completion of each unit) Model Examination Semester Examination Practical oriented assignments Preparing records with reference to their options and core papers. Preparing critical analysis(measuring their statistical perception) Practical Commission

Non Academic Progress

Their creativity is tested through various competitions and their talents are identified. Enough persuasion and scope is provided for further developments in their specialised areas. Annual Citizenship Training Camp (5 days) Talent Day Competitions Sports Day Model making competitions Observing International Days and National Days and Festivals SUPW and Community Service Women’s Cell activities Youth Red Cross and Red Ribbon Club activities The institution provides a holistic opportunity for all the students

taking into consideration their varied talents. 5.2.11 TEACHING PRACTICE

The institution offers a rigorous forty days teaching internship programme as per the allocation of the TamilNadu Teachers Education University. The Students are divided into groups and sent for the Teaching

practice. Before the commencement of the Teaching practice the students are

given preparatory practice through Micro Teaching. Micro lesson plan preparation for a minimum of three skills. Demonstration classes by subject experts. Macro lesson plan preparation (guided and corrected by teacher

educators) Preparation of Teaching Aids Follow up support Lessons plans are corrected and suggestions for improvement are

offered by the concerned teachers.

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Faculty Inspection list is prepared and approved by the Principal During the school visits the teacher educators visit their concerned

students and monitor their teaching skills. Suggestions and corrections are offered as per the standards of their

teaching, for better performance. Their Teaching ability is evaluated objectively by using an evaluation

form. Besides the teacher educators, the guide teachers of few respective

schools assess the students and offer suggestions. The teaching aids are pre-checked by the teacher educators for their

appropriateness and relevance and approved for execution. Such monitoring promotes greater amount of development among

student community and remains as a perpetual face lift for the institution in preparing future teachers.

5.3 STUDENT ACTIVITIES

5.3.1 ALUMNI ASSOCIATION

There is a very active Alumni Association. The Alumni Association conducts meetings and holds an annual get together for all the members. The association aims at establishing and maintaining close contact and friendship with all those who leave this college after their studies. A separate room is allotted for Alumni Association which has a computer, printer, the necessary furniture and a cupboard to stock the Alumni Registers.

i) List of Current Office Bearers

The Alumni Association functions with the following office bearers.

Patron : Dr.Sr.Ruby Alangara Mary Dr.Mrs.J.Ezhisai Vallabi

President : Mrs.Seema Ramachandran Vice-President : Mrs.B.Angel Sahaya Reega Secretary : Mrs.J.Annapriya Treasurer : Mrs.C.Bagyalakshmi Staff Coordinator : Dr.Mrs.Alma Juliet Pamela Executive Committee: Mrs.N.Krishna Priya Mrs.B.Sarala Advisory Committee: Dr.Mrs.Sujita Sangamitra Dr.Mrs.Joseph Catherine Dr.Mrs.Jain Shanthini Dr.Mrs.Sheeba

Dr.Mrs.Jeyanthi Dr.Mrs.C.Bhooma Mrs.J.Rubina

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ii) Year of the Last Election

The Alumni Association conducted the last election on 13th April, 2013.

iii) Alumni Association Activities of the last two years

Arranged periodical interactions with Alumni. It conducted seminars on Social Themes. Organized workshop on “How to write Research Articles” for M.Ed

students. Arranged panel discussion on Equity education with present students. Initiated seminars on various issues in education. Conducted coaching classes for M.Ed. to attend NET/SLET exam. Raised funds for the college. Organized Colloquium on Right to Education Act.

iv) Top Ten Alumni Occupying Prominent Positions

Sl.No Name Batch Present Position

1 Dr.Palanichamy 2003 Director of School Education, Chennai Region

2 Dr.Sr. Philomina Pushpa Mary

1980

Former Principal of SMCE & Principal of Shantha College of Education, Sivaganga

3 Dr.Sr.Ruby Alangara Mary

1979 Secretary, SMCE & Principal of Poondi Pudhumai Madha College of Education

4 Dr. Mrs.J.Ezhisai Vallabi 1999 Principal of SMCE

5 Dr.Rajendran 2005 Chief Educational Officer, Chennai Region

6 Dr.Sr.Mercy 2001 Principal of Auxilium college of Education

7 Dr. S.Kausalya 1988 Principal of MEASI College of Education

8 Mrs. Elizabeth Thomas 2001 Principal of Jawahar Vidyalaya

9 Dr.Sr.Marice 2004 Principal, Holy Family College of Education, Palakkad

10 Mrs.Ugin Rositta 2010 Assistant Professor, University of Madras

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v) Contribution of Alumni to the growth and development of the institution.

A true indicator of the love for and loyalty to one’s alma mater is the extent to which one is willing to support it financially. The Association serves as a lifelong resource and encourages alumnae to contribute to the continued excellence of the College.

When there is a major revision contemplated in the curriculum by the college, feedback from the alumni is obtained through the association.

They raise funds for the development of the college. Outreach programmes and common celebrations are organized by

them. They have been instrumental for getting internship placements for

students in various schools. An endowment has been created in the name of the Alumni and

awards are being contributed for the outstanding students every year. Besides this our Alumni gives guest lectures to our present students. Our Alumni who occupied top hierarchical positions in the department

of education help us in various ways abiding to the rules and regulations.

The faculty is being invited by the Alumni who are working in prestigious institution.

Our present students are being allowed to take up various training programmes such as SUPW, Women’s Cell etc.

Alumni provide feedback and inputs in the job scenario and career planning.

5.3.2 STUDENT PARTICIPATION IN EXTRA CURRICULAR ACTIVITIES (SPORTS & GAMES)

The institution is interested in the overall development of the students. It believes that students’ potentials need to be tapped appropriately

and nurtured effectively. In this connection the students are encouraged to participate in Intra-

College, Inter-College competitions in and around Tamil Nadu. They win medals and awards in competitions such as elocution, fine

arts skills, essay writing and poem writing competitions. Varied sports activities such as volley ball, kho-kho, throw ball and

athletic meets are being held every year in which the students actively participate.

Enough training is given to the students to participate in the events. (Details on the achievements of students are given in APPENDIX- XXI )

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5.3.3 INVOLVEMENT OF STUDENTS IN PUBLICATIONS

The institution provides opportunities and encourages students to contribute the materials in various academic bodies. The publications include

The students contribute to the college magazine in the form of articles in English and Tamil as well as poems, sketches.

Their creativity is brought out during any occasion through the representation of various themes on the bulletin boards.

Besides their contribution to the college magazine they do subscribe for other journals and publish their research articles.

Students are widely encouraged to publish their academic excellence in diverse ISBN publications and enough credit is given to them for their academic excellence.

List the major publications / materials brought out by the students during the previous academic year.

College magazine Indian Educational Researcher- College Bi-annual Journal LISSTAR Journal of Social studies Online Journals etc.

5.3.4 STUDENT COUNCIL – CONSTITUTION AND MAJOR ACTIVITIES

The Institution has a student council. The elections were held to elect the student union members on 27.09.13.The following students were elected as office bearers of SMCE’s student union.

Sl.No Position Name

1 President Sabina Getsy 2 Secretary Marsilin Jonci Xavier 3 Cultural Secretary Verjil Christina 4 Sports Secretary Varsha P.Prakash

House Captains

5 Jyothi House Mary Flora.A 6 Nirmal House Saranya Sivashanmugam 7 Shanthi House Sahaya Ignacia Sherlin.P 8 Preethi House Amul Selva Rani 9 Women’s Cell N.Padma

10 YRC Secretary Usha Swaminathan 11 SUPW Secretary Suganya.J 12. RRC Secretary Saranya. S

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CONSTITUTION

The members of the council are selected in a democratic way. The students are allowed to vote of their choice. The council abides by the rules and regulations of the institution.

MAJOR ACTIVITIES

The student council is a liaison between the students, the Staff and the management.

The information by the staff and the management reaches the students through this body.

The council organises all the functions. Daily activities of the institution are taken care of by the council. It is responsible for providing a variety of services to students.

FUNDING

The management allots fund for the activities of the student union. Every year Rs.30/- is collected from each student which is inclusive from their annual fee. The funds are intended to provide supplemental financial support to student groups seeking to host or participate in activities, programs, and special events that enhance the co-curricular experiences of students.

5.3.5 ACADEMIC AND ADMINISTRATIVE BODIES

Various committees are formed in the College for the smooth and efficient management of activities. It also gives the opportunity to the student which has their representation on it. The following are the student members of various committees.

Sl.No Committees Student Representatives

1 IQAC Usha Swaminathan 2 Admission Committee Archana 3 Planning and Evaluation Committee N.Padma 4 Examination Committee Varsha P.Prakash 5 Research Development Committee Latha Nallasivam 6 Grievances Committee Janice Shilpa 7 Library Committee Sahaya Ignacia Sherlin 8 Student Welfare and Extra Curricular

Activities Sabina Getsy

9 Academic Audit Committee Mary Flora 10 Finance Committee Marsilin Jonci Xavier

The functions of the above mentioned committees are given in APPENDIX-XXII

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5.3.6 FEEDBACK MECHANISM FOR GROWTH AND DEVELOPMENT

Curriculum of the courses are planned, modified, structured and updated only after the approval of subject experts, professionals from various fields and principals of reputed colleges of education.

All the faculty members actively take part in curriculum development

by being members of Board of Studies, Academic council and other

committees.

The syllabi of B.ED and M.ED are circulated to the staff members and

open for discussion.

At the end of the first semester, feedback is taken from the present

students regarding the learning experiences and examination pattern.

At the end of the course, a written feedback is obtained from the

students in order to bring qualitative changes in the curriculum.

The retired staff members are consulted before any modification in the

syllabi is done.

The students are encouraged to share the felt difficulty, if any, with

regard to the curriculum with the staff members.

The staff members share the student’s opinion during staff meetings

for deliberations.

The senior staff members visiting other colleges of education as

conveners of examination or paper evaluators appraise the academic

practices followed in their institutions.

The feedback obtained from the staff members and the students are put

up before the IQAC for the constructive review of the curriculum.

(Sample Feedback forms are given in APPENDIX – XXIII )

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5.4 BEST PRACTICES IN THE STUDENT SUPPORT AND PROGRESSION

Students are involved in academic and academic related activities Guidance and counseling programmes are offered in the form of

tutorial at periodical intervals. This helps them to gain emotional balance and concentrate on their academic accomplishments successfully.

Life skills are taught to identify ourselves with the existing outside world. They are imparted with interpersonal aspects of living, maintaining self esteem, integrating ones thoughts and ideas, not only sympathizing but also empathizing with others in their difficulties and gaining emotional intelligence.

Yoga classes are organized to cope with both physical and mental health.

Communication skill programmes are organized in the form of certificate course and certificates are issued towards end of the programme. These classes help them in great deal to gain positive outlook and give scope for better employability.

VITAL Course (Value integrated teaching and learning) helps the students in great deal since it focuses on the holistic development of the students.

ADDITIONAL INFORMATION FOR RE-ACCREDITATION/ REASSESSMENT

1. Action Taken upon the Suggestions made in the Re-Accreditation

Report

Alumni Association has been made more dynamic, by continuous and constant involvement in various academic and non-academic activities.

Initiatives have been taken by the Alumni association to mobilize funds for conducting women’s cell activities, life skills programmes and also for upgrading the library resources.

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Rigorous coaching is given for M.Ed., M.Phil., and Ph.D., candidates to appear for NET/SLET.

Intensive coaching is offered for B.Ed., candidates to enable them face TET and TRB exams.

Hands on training for M.Ed., and M.Phil., students on the application of various statistical techniques to analyse and interpret the data.

Continuous increase in the number of candidates employed through the Placement Cell.

Participation and presentation of papers by M.Ed., M.Phil., and Ph.D., students in International and National conferences, Seminars, etc.

Publication of articles and research papers by the M.Phil., and Ph.D., scholars in reputed journals.

Our college website is student friendly that includes teaching-learning material, previous years’ question papers, question banks and the publication of results.

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CRITERION – VI

GOVERNANCE AND LEADERSHIP

6.1 INSTITUTIONAL VISION AND LEADERSHIP 6.1.1 COMMUNICATION OF THE INSTITUTION’S STATED PURPOSE,

VISION, MISSION AND VALUES TO THE VARIOUS STAKEHOLDERS

The stated purpose of the institution is to train deserving women

candidates to be teachers with self confidence, self discipline and a holistic outlook to life. The Mission Statement of the Institution

Stella Matutina College of Education will remain as one of the best Teacher Preparation Institutions at the National level, producing globally competent teachers, adopting scholastically superior curriculum and transacting the same through advanced technological means. The Vision of the Institution

Evolving the future in Teacher Preparation by celebrating tradition and heritage. The Values of the Institution

Spiritual vigour, value orientation, sensitization to social and environmental needs ,holistic outlook to life and commitment to the goals of national and educational policy are the hallmarks of the institution’s educational values imparted to the student trainees. Mode of disclosure

The institution makes known its mission, vision and values to the stakeholders in the following ways:

The mission, vision statements and the values are mentioned in the

Prospectus of the B.Ed. program, the college calendar, college magazine and the web-site of the institution.

The Principal at the inauguration program of the B.Ed. instills in the minds of the prospective teacher-trainees about the mission, vision and values of the institution.

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The Secretary shares the vision, mission and values in meetings with the student teachers in various functions and educational visits organized by the institution.

Vision, mission statements are prominently displayed at the concourse, in the library, Principal’s office, the staffroom, and the classrooms.

Teacher educators reinforce and accomplish the mission, vision and values of the institution through their lecture programs and day-to-day activities.

The vision, mission and the objectives of the Institution are made familiar to the parents, practice teaching schools and the non-academic communities during occasions such as Parent-Teachers Meet, College day, Convocation, and also during seminars and workshops.

6.1.2 THE OBJECTIVES OF THE INSTITUTION IN CONSONANCE WITH MISSION AND VISION

The vision and mission of the institution are in tune with the objectives of

the Higher Education policies of the Nation. Through its academic policy, extension activities and extra and co-curricular activities, the institution helps the students, even as it trains them for successful careers, acquire knowledge and values, imbibe good citizenship and culture, and develop life skills. With the objectives of inclusive growth, it tries to reach out and help the socially and economically backward, the disadvantaged sections of women and differently-abled students, by constituting various measures in its operations.

The mission statement of the institution reflects the objectives of the institution which are redefined as follows:

To inspire the student-teachers to meet the challenges of dynamic society. To prepare student-teachers to bring in quality in all their

accomplishments. To instigate individual, social, emotional and intellectual competence. To create an awareness among student-teachers about community,

national and global issues. To provide opportunities to interact with experts in the field of education. To develop networking skills with their contemporaries. To cultivate organizational skills through team work, collaborations and

co-operation. To provide supportive skills in dealing with academic and personal

problems of learners. To nurture the thirst for knowledge and skills in the latest innovations and

technologies in education.

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6.1.3 MANAGEMENT’S ROLE AND INVOLVEMENT IN THE TEACHING AND LEARNING PROCESS

There is continuous monitoring of the activities of the institution by the

management. The management at frequent intervals reviews all activities to ensure that the institution is imparting high quality education integrated with values and technology. The secretary gives total freedom to the student-teachers and for that matter to any member of the organization to approach her for redressal of grievances and for any help. To increase the efficiency and ensure quality, different committees have been formed to look into the details.

For the effective and efficient transaction of teaching learning process, the management has devised the following practices which shows their commitment, leadership role and its involvement – Adequate financial support for facilitating the academic achievements. Recruitment of qualified staff as per government and university rules. Motivation, guidance, appreciation, incentives and moral support to

stakeholders. Developing effective mechanism for monitoring the activities. The

management receives regular feedback from the students and staff and the activities are reviewed on the basis of information gathered through the above means.

Arranging periodical meetings for interactions with teaching and non-teaching staff.

(Composition and functions of the Governing Body, Board of Studies and Academic Council are given in APPENDIX- XXIV).

6.1.4 COMMUNICATION OF WORK DISTRIBUTION TO THE STAFF

The administrative functions of the institution are carried out by the Head of the Institution through various committees.

Each staff member is involved in 2 or 3 committees with clearly defined responsibilities. Powers are delegated to these committees for the smooth functioning of the academic activities with the Principal having a supervisory role. As the head of institution, the Principal ensures that responsibilities are defined and communicated to the staff members of the institution. The management is kept informed about the progress and programmes of the institution by the Principal. The responsibilities assigned to individual members of the faculty are displayed on notice board and also conveyed to them in the following ways: The Principal organizes meetings with the staff members on a regular

basis. The Principal clearly describes the expectations from the subordinates and

the timeframe for accomplishment.

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Activities to be conducted in each portfolio such as Practice Teaching, Examinations, Extension Work, Community Work, Co-curricular activities, Visits etc., are discussed in the staff meetings.

Staff meetings takes place every month to discuss and review the work of various associations and committees. Any problem faced by the teachers is shared to find solutions.

Prior to organizing National Seminars/Workshops organizing committees are formed to plan the proceedings

During staff meetings the Principal inspires and commends the contributions of each staff member and appreciates them on completing any specific task

The Principal also assigns specific duties to the administrative staff. The management provides the resources and funds needed to accomplish

the various tasks.

6.1.5 MECHANISM OF FEEDBACK FOR REVIEW

The management and the head of the institution encourage a continuous feedback on the academic activities, extra-curricular activities and administrative efficiency from students, peers and alumni.

The data collected through these feedbacks are analyzed and a detailed report is made. This is then discussed with the management committee.

The Secretary and Principal in informal meetings and casual interaction with the student teachers discretely elicit information about the efficiency with which activities are carried out by the institution.

Self-appraisal reports are obtained from the faculty to get information about their overall performance during the academic year.

All such information is discussed by the Principal with the management and the resolutions taken are used for quality enhancement of the institutional activities.

6.1.6 IDENTIFICATION AND SOLUTIONS TO BARRIERS (if any)

The Principal with the constant support of the management and teacher educators endeavor to identify the barriers and facilitate them to reduce it to the minimum and increase the efficiency to achieve the mission and vision of the institution.

Review meetings are arranged after every activity. The feedback obtained through these meetings is communicated to the

concerned teacher educator involved in the respective portfolio to find out solutions to the drawbacks identified (if any) during the execution of the activities.

All activities are pre-planned and are entrusted to each teacher educator with the responsibility of executing the task effectively and efficiently.

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6.1.7 ENCOURAGEMENT BY THE MANAGEMENT FOR STAFF INVOLVEMENT

The management encourages the staff for the improvement of the

effectiveness and efficiency of the institutional processes in the following ways: All the teacher educators are involved in the different activities organized

by the institution. Teacher educators are involved in admission procedure, quality

management and maintenance and inspection of different facilities. The institution encourages and deputes teacher educators to attend

Seminars, Workshops, Refresher courses, training programs and present papers at State, National and International levels.

Good work done is appreciated by the Principal The office staff and the supporting staff are given importance by

felicitating them in the formal gatherings of the college

6.1.8 ROLE OF THE PRINCIPAL IN GOVERNANCE AND MANAGEMENT

The success of an organization depends on how effectively the head of the organization leads and guides the organization. The Principal is the academic head of the institution. She has full freedom

to act in academic matters. She initiates changes in the curriculum in consultation with the faculty

members. She meets the faculty individually, especially after the staff evaluation and

gives feedback. She is in touch with the public, the alumni, and members of the parent-

teacher association as spokesperson of the college. As head of the institution the Principal acts as the facilitator of the staff,

guide for the students and above all, the co-ordinator of all the activities of the college.

All her endeavors are constantly supported and encouraged by the management.

The entire curricular as well as co-curricular activities are organized under the governance and leadership of the Principal.

ADOPTED STRATEGIES FOR FACILITATING THE PROGRAMME :

The administrative planning by the Principal helps the smooth functioning of the college. Specific targets are set for various tasks and delivery on time is the

philosophy adopted by the Principal. To monitor the progress of work done in each portfolio, meetings are held

with all the teacher educators.

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Opportunities are given to share problems faced by the teacher educators in executing the tasks assigned. The problems are discussed and solutions are sought through discussion.

Total freedom is given to approach the Principal when teacher-educators face any problem in the execution of the assigned portfolios.

The teacher educators in-charge of different activities plan the activities and discuss them with the Principal to bring about the suitable changes (if any). Implementation of the plan takes place only after getting the consent and approval of the Principal.

The Principal acts as a link between the teacher educators and the management. Any financial help, infrastructure creation or expansion and other help from the management is sought through the Principal.

Principal’s encouraging attitude and progressive outlook have helped not only the institution but also the teacher educators and student teachers to evolve into a supportive group in seamless implementation of the programmes.

Humane and understanding approach of the Principal makes it easy for teacher educators to carry out various portfolios smoothly.

6.2 ORGANIZATIONAL ARRANGEMENTS

6.2.1 VARIOUS COMMITTEES FOR EFFECTIVE MANAGEMENT

For the smooth growth and development of the institution and to manage different institutional activities various committees have been constituted.

The entire teaching and learning aspects are governed, regulated and monitored by Academic planning and Evaluation committee, Academic auditing committee, Finance committee, Examination committee and Staff council.

All these committees are interlinked and also are linked with other statutory bodies such as Governing body, Board of Studies, and Academic council.

Besides this, the above said bodies are also wired with Parent Teacher association, Alumni Association etc.

The output from the efficient feedback mechanism coupled with self-reflection done by the faculty and students results in constructive management of different institutional activities. (Details of the meetings held and decisions made by the different committees during the last year are given in ANNEXURE- XXV )

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6.2.2 ORGANIZATIONAL STRUCTURE OF THE INSTITUTION

Governing Body

Internal Quality Assurance Cell

Parent TeacherAssociation

AlumniAssocation

INFORMATION

&

FEEDBACK

Academic Audit

Exam Committee

Welfare Committee

GrievanceCommittee

ExtensionActivites

Committee

Library Committee

Sports & Cultural

Committee

Staff Council

Student Council

Community

Cooperative Schools

Academic Council

Board of Studies Planning and

Evaluation Committee

Finance Committee

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6.2.3 DECENTRALIZATION OF THE ADMINISTRATION

The administration of the college is decentralized by establishing the various committees representing the teaching and supporting staff in order to carry out smooth and effective administrative functions of the college.

Every plan conceived through participative approach comes to reality with the effective involvement of the staff members.

The institution has OCTAPAC culture (openness, confrontation, trust, autonomy, proaction, authenticity, collaboration) in the sense that the faculty members are free to share their views and opinions for enhancing the quality of the academic programmes to the head for consideration.

Proposals are implemented after scrutiny by the appropriate committee.

6.2.4 COLLABORATION WITH OTHER SECTIONS/DEPARTMENTS AND

SCHOOL PERSONNEL

The institution often conducts training programs for the teachers working in schools and also career guidance for the students.

Teacher educators are deputed for setting question papers,as examiners and moderators

The institution co-operates with the other colleges of education by deputing teacher educators and students to attend seminars conducted by them.

The institution in collaboration with SSA conducts workshop on Active Learning Method and continuous and comprehensive evaluation which are practiced in schools.

The institution conducts inter-school competitions and encourages students to participate in various extra-curricular activities

It provides material support as well as remedial teaching to the needy in the community.

Different organizations are invited to deliver special lectures for the Extension Work on topics like HIV-AIDS awareness, legal rights of women, Human Rights

The institution collaborates with Tamilnadu Teachers Education University to organize International conferences, State Athletic Meet and other programmes

The institution renders support to the Directorate of Collegiate Education in all Government related activities.

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6.2.5 USE OF THE VARIOUS DATA OBTAINED FROM THE FEEDBACK IN DECISION-MAKING AND PERFORMANCE IMPROVEMENT

The institution carefully analyses the various data and information obtained from the feedback in decision-making as well as performance improvement. The Principal and the staff jointly do the analysis work.

Feedback from the students, parents and question paper setters, examiners provide significant contribution in designing and revision of syllabus.

The Parent teacher meet, Student council, Staff council and Examination Committee provide platform for the collection of feedback on major curricular aspects.

The feedback on Practice teaching is obtained from the trainees, the Guide teachers and the teacher educators and suitable guidance is provided.

The Grievance Redressal Committee is actively involved in seeking feed back and obtaining solutions if necessary. Collecting feedback after every event is the regular practice in the institution.

Students are encouraged and appreciated for constructive criticism and feedback. When there is a major revision in the curriculum, feedback from the alumni is also obtained.

6.2.6 INSTITUTION’S INITIATIVES IN EMPOWERMENT OF THE

FACULTY

The institution takes initiatives in promoting co-operation, sharing of knowledge, innovations and empowerment of the faculty in the following ways: Equal work distribution policy. Organization of seminars, workshops and conferences for sharing of

knowledge and innovations. Encouragement offered by the management to the staff to participate in

National , International Seminars and Conferences and also in Orientation and Refresher programs

Sharing of experiences and special contributions by teacher educators during staff meetings.

Encouraging the staff to pursue higher studies for professional growth.

Encouragement for taking up U.G.C minor research projects and other commissioned research projects.

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6.3 STRATEGY DEVELOPMENT AND DEPLOYMENT

6.3.1 MANAGEMENT INFORMATION SYSTEM (MIS)

Management Information System (MIS) is a subset of the overall internal control by management to solve organizational problems.

An up-to-date MIS (Management Information System) is available in the college to academic and administrative functioning.

It gives student information, faculty information, salary accountings system, and records etc.

This system facilitates in the retrieval of needed information and reduction of documentation.

6.3.2 ALLOCATION OF RESOURCES (HUMAN AND FINANCIAL)

The human and financial allocations are made on the basis of past experience, present and emerging needs, proposals and suggestions received from different functionaries and committees.

Faculty can present action plan, which they find necessary for quality sustenance, or excellence and can submit the proposal before the Principal either individually or through the committee they represent.

The proposal is approved by Internal Quality Assurance cell after perusal. The management values the recommendations, proposals, etc. for making

extra resources available as and when needed and requested/demanded. This way, all the support necessary for creating and sustaining an

environment conducive to learning and development is made available. 6.3.3 USE OF RESOURCES (HUMAN AND FINANCIAL) FOR

INSTITUTIONAL GROWTH

Our institutional management provides strong support for human resource and finance in the implementation of the mission and goals.

The most important asset of any institution is its effective management of human and financial resources.

It requires strong leadership, selecting the right team members, ensuring ongoing performance, and developing people for the future.

The financial resources of the institution are Grants from U.G.C, income from self-financing courses, Contributions from P.T.A, and Endowments instituted by the well-wishers.

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The finance committee, by judicious management of resources, ensures availability of funds for all the developmental ventures of the institution.

The democratic management strategy instills in every person the spirit of growing along with the institution.

The institution takes special care in developing appropriate competencies in the staff that enable them to carry on their career responsibilities with ease and accuracy.

6.3.4 PROCEDURE OF ACADEMIC PLANS

The institutional plan is developed on the basis of the opinions expressed to the Principal by students, teachers, administrative staff and the management.

The IQAC helps to prepare the perspective plans of the institution. The curricular, co-curricular and extra-curricular activities are planned in advance at the beginning of the academic year.

Meetings are called whenever necessary to take the necessary decisions. Annual review meeting is conducted at the end of each semester. This helps us in developing perspective plan for the next academic year.

The responses from the students by way of feedback are used while preparing this plan.

There is a separate Planning and Evaluation committee for preparing perspective plan. The committee consists of teachers, IQAC Co-ordinator and administrative staff. The committee considers the opinion of the staff and the students while preparing the development plan of the college. The suggestions of the IQAC are taken into account while preparing the institutional plan.

6.3.5 COMMUNICATION OF OBJECTIVES FOR INSTITUTIONAL DEVELOPMENT

The objectives of the institution are communicated in the following manner:

Oral communication through staff meetings with the faculty and supportive staff.

Written notices displayed in the staff room. Formal and Informal meetings of the Principal with the student

community Vivid presentation of the objectives in the college handbook

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Well communicated objectives are organized to be attained through the following strategic measures

The roles of all the administrative functionaries are clearly defined and communicated

All administrative and academic transactions are computerized The Academic Council and the Board of Studies are fine-tuned to work

effectively The curriculum is updated on a regular basis Modern and innovative methods of teaching-learning like smart

classroom which is a transformative strategy to transition from traditional ways of working to a digital way of working that is meaningful, engaging and connected are introduced and encouraged

Academic innovations are made through involvement of the staff, alumni, industry experts, heads of the schools and the students

Forming a highly functional quality circle, IQAC in the institution IQAC is a part of the institution towards achieving the goals of academic

excellence and ensuring quality. IQAC develops a system for conscious, consistent and catalytic improvement in the performance of the institution and to make significant and meaningful contribution to the quality initiatives of the institution.

6.3.6 MONITORING THE VISION AND MISSION PLANS

The institution monitors and evaluates its implementation plans at different stages.

The Principal conducts term end meetings. The plan which was discussed in the beginning of the academic year is evaluated in this meeting and finalized by the IQAC.

The Principal takes feedback about the academic plans from the students as well.

The faculty does the needful for revision and adopts measures that are required at a specific stage.

The vision and mission of the institution are monitored and evaluated each year and revisions are made whenever necessities are felt.

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6.3.7 PLANNING AND DEPLOYMENT OF NEW TECHNOLOGY

New and emerging technologies have a profound impact on how we communicate, interact, access and use information.

The institution always tries for the optimum utilization of technology in teaching, learning and research process.

The institution has a well equipped computer laboratory for developing computer skills and for conducting computer based practicals.

In today’s age of technology, the institution has been trying to inculcate proper attitude to use it for the teacher trainee’s professional and personal development.

Skills based learning provides classroom environments where independence, thinking skills, collaboration and active learning are developed at the same time as knowledge is acquired.

Internet facility is provided in the computer lab, library, staff room and office and in the technology room.

Teachers, trainees and office staff use this facility in their day to day work. Studio and language lab improve the teaching environment. After the purchase of new advanced gadgets, a demonstration session is organized by the technology department.

Teachers use laptops and projectors for presentations while conducting lectures. The teacher trainees use laptops during internship program to conduct technology based lessons and practical work.

6.4 HUMAN RESOURCE MANAGEMENT

6.4.1 IDENTIFICATION OF THE FACULTY DEVELOPMENT NEEDS

The institution identifies the need of each teacher-educator and works towards their career progression in the following ways:

The institution sends teachers to attend seminars and workshops held by various colleges of education, universities and other institutions to equip the teacher-educators with latest knowledge and to keep up with the recent trends in education

The Principal inspires teacher-educators to publish and present papers on various topics at both local and national level.

Teacher-educators are encouraged to undertake short-term research projects on various topics and action research projects.

The teacher-educators who have proficiency in using the computer, train the other staff to use the computer effectively.

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Portfolios are exchanged every three years so that each teacher-educator acquires competency and proficiency in handling all portfolios.

Teacher-educators are encouraged to write articles for various magazines and research based bulletins.

Teacher educators are encouraged to pursue higher studies. The management encourages members of the staff to become members in

various academic bodies to gain exposure, contributing to the academic growth.

Teacher-educators with good experience are assigned as research guides for the students who are pursuing M.Ed. degree. It adds to the profile of the teacher-educators and trains them to become future guides for the doctorate degree.

6.4.2 MECHANISMS FOR PERFORMANCE ASSESSMENT OF FACULTY

Performance appraisal is an integral part of the institution. The college identifies the Key Result Areas for each teacher educator. These KRAs are informed personally to all the teachers individually. The faculty is evaluated in the following ways: Teacher-educators appraise themselves through a questionnaire for Self

Appraisal. The teacher-educators are appraised from the students’ perspective also. A questionnaire is used to take feedback from the student teachers about

the performance and guidance provided by teacher-educators. The questionnaire consists of ratings on the content delivery of teacher-educators, communication skills, classroom interaction, methodology adopted, attitude of the teacher educators, etc.

The Principal also appraises the teacher educators by continuous monitoring, observing and through the results achieved by each teacher-educator in her field, researches conducted, seminars and workshops organised and attended, guidance is provided in general and in the tutorial group, etc.

Informally the management conducts the appraisal of the teacher educators by casual talks with the student teachers.

The management appraisal stresses on the fact that healthy practices should prevail and positive thinking be developed.

The students can also give feedback or put forward their grievances arising out of dissatisfaction about teacher-educators through the Suggestion Box.

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6.4.3 WELFARE MEASURES FOR THE STAFF AND FACULTY

No organization can flourish without winning the trust and confidence of the people working in the organization and it is here at S.M.C.E that people who enter into the organization are bound to it because of the respect and trust it has shown towards its employees. Many welfare measures have been adopted by the institution to improve staff well-being, satisfaction and motivation of the staff.

To number a few: The institution spends for the seminars, workshops and training programs

attended by the staff. The management comes forward in presenting mementoes, additional

increments in deserving cases and grants leave for pursuing higher studies and other urgent personal needs.

It also provides the traveling expenses incurred by teacher-educators in visiting various schools during practice teaching.

Loan facility from the college Internet facility Research facilities Library facility P.F.loan facility from the government The Staff are provided with a computer. Most of the administrative

communications are sent through e-mail over the internet. The staff and students are provided internet access from within the campus.

The Staff are given freedom to attend seminars, to update their knowledge and to cater to the needs of the society.

Above all, the management respects, appreciates and recognises the work done by each and every member of the organization right from the senior level to the support staff.

6.4.4 STAFF DEVELOPMENT PROGRAMMES

The institution conducts staff development programs for skill up-gradation and training of the teaching and non-teaching staff in the following ways. Our management invites experts from different fields to conduct

workshops, visitor’s talks, and training programs for the teacher-educators to hone their skills and enrich knowledge.

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Programme for the development of ICT Skills, Yoga training programme Technical writing work shop and Research colloquium were organized for teaching staff

To enhance the efficiency of non teaching staff members the institution conducts workshops on personality development, spoken English and basic computer skills. They are trained to use and install the computer, the LCD, OHP and other equipments in the classrooms

The College librarian and computer department staff also attend workshops and seminars conducted in other colleges which help for their professional growth and development.

Through our ‘Research Forum’ a number of activities in the area of research methodologies are conducted for the teacher educators.

6.4.5 STRATEGIES TO RECRUIT DIVERSE FACULTY

The college follows the following procedure for recruiting the staff based on (the needs of the college and) NCTE norms.

Advertisements are given in leading newspapers A panel of experts constituted by the Secretary, interviews the candidates In filling vacancies the norms of the authentic bodies and concerns of the

governing body are given due care when the institution decided to introduce new courses like Economics, Commerce, Computer Science etc.

Additional staff are recruited by the management and the finance load is managed by an effective internal finance management.

6.4.6 CRITERIA FOR EMPLOYING PART-TIME/ADHOC FACULTY

The management, staff are appointed after giving the advertisement in the leading newspapers so that they can apply to the Secretary.

The applications are scrutinized by the Secretary and Principal and the senior staff members.

The interview is conducted according to the requirements of the institution.

The workload of the management staff are decided according to the needs of the institution.

The management staff are paid by the management

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6.4.7 POLICIES, RESOURCES AND PRACTICES FOR PROFESSIONAL DEVELOPMENT OF THE FACULTY

Effective distribution and delegation of work to all the teacher educators in the institution

The institution takes special interest in the personal/professional career development of the faculty.

The institution encourages teachers to attend seminars/workshops and to pursue higher studies for professional growth.

The institution spends for the seminars, workshops and training programs attended by the staff and to attend National/International seminars leave is provided and work arrangement is made.

Encouragement for taking up U.G.C minor research projects and other commissioned research projects

It provides the travelling expenses incurred by teacher-educators in visiting various schools during practice teaching.

The faculty members are actively involved in various professional and community engagement programmes.

Our institution has linkage with a number of international, national and regional agencies of academic and professional interest

6.4.8 PHYSICAL FACILITIES PROVIDED FOR FACULTY

The institute provides the following physical facilities for the staff:

The institution provides a well maintained and functional office. Our institution has a separate staff room with essential facilities for the

teacher educators such as comfortable chairs, tables, lockers , necessary stationery, aqua-guard drinking water

It provides technology such as wireless internet facilities, individual laptops to each teacher educator, printer in the staff room, intercom telephone facility, photocopier.

The institution has a huge library with many educational books and reference books, educational journals and news papers. The library provides open access and proper seating arrangement for student teacher as well as teacher educators.

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6.4.9 MAJOR MECHANISMS FOR FACULTY AND STAKEHOLDERS

Any institute must provide its stakeholders a mechanism through which they can seek information and address their complaints and grievances. The faculty and stake holders can seek information from the Principal and

Office staff. Students can address their grievances through the Student Council. There is a provision for the students to drop their grievances and

suggestions in the Suggestion Box. Feedback form is designed and relevant information is collected from the

alumni of the College. The feedback is collected during Alumni Meet and meeting of the Alumni Association.

Performance Appraisal conducted by the Principal and Self-Appraisal forms help the head of the institution to know the performances of each teacher educator and also to take corrective action for the shortcomings.

The institution collects data from the practice teaching schools. The methods in which lessons are taught in the schools are closely monitored by the teacher educators visiting the schools for supervision and also by giving effective and personalized guidance to teach the lessons. Problems faced by student-teachers in practice teaching schools are handled by the teacher-educators in-charge of the concerned schools.

6.4.10 WORKLOAD POLICIES AND PRACTICES

Effective distribution and delegation of work to all the teacher educators in the institution ensures that the goals and objectives are met and proper monitoring and check is done with respect to every portfolio. The Principal ensures that work load is evenly distributed and every teacher-educator is exposed and given experience in handling diverse jobs.

The institution follows the workload policies and practices recommended by the NCTE for B.Ed., The Principal at the start of the academic year plans the portfolios subjects

to be given to the teacher educators. The decision is made judiciously taking into consideration the previous portfolios handled and the qualification of the teacher-educator.

Portfolios are carried on by teacher-educators for three years and then are exchanged and given to other staff as per the decision made by the Principal. In this way every teacher educator gets hands on experience in

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handling different subjects and every teacher educator develops competency in handling any portfolio.

Teacher educators are entrusted with the responsibility of bringing up the college journal, college magazine, the newsletters and the research bulletin.

All the teacher educators are involved in visiting the practice schools for supervising practice teaching lessons of the student-teachers.

The Principal motivates teacher-educators to undertake research projects in their field of interest.

6.4.11 MECHANISM TO REWARD AND MOTIVATE STAFF MEMBERS

The institution motivates the staff in the following ways: The Principal at the institutional level appreciates good work done by the

teacher educators in the staff meetings. Once in six months the provincial of the congregation meets the staff

personally and enquires their institutional climate, teaching learning process.

The eligible teacher educators are recommended for suitable university activities, committees panels etc.,

The achievements and the notable performances of the faculty are mentioned in the college day report which is read out during the college day function as well as published in the college magazine.

6.5 FINANCIAL MANAGEMENT AND RESOURCE MOBILIZATION

6.5.1 FINANCIAL GRANT FROM THE GOVERNMENT

The College is an aided institution the grant is received in the form of salary from the state government. It also offers scholarships for students.

S.No. Particulars 2010 -2011 2011 -2012 2012 -2013

1 Salary - Teaching Staff 9898062 7946465 7395007

2 Salary - Non Teaching Staff 2441975 2310086 2803612

3. Scholarship 621480 672625 553750

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6.5.2 QUANTUM OF RESOURCES MOBILIZED THROUGH DONATIONS

The institution created an endowment which has a corpus fund. The sources were received from benevolent donors. The available fund is used for the development of students.

2011-2012 2012-2013 2013-2014

1 Income from Endowment 85875.00 110062.00 441161.00 6.5.3 OPERATIONAL BUDGET

The operational budget of the institution is inadequate. To meet out the adequate staff needs, the management recruits staff and their salary is borne by the management and compensated by the management.

2011-2012 2012-2013 2013-2014

1 Management Contribution 1000500 1002254 1084761 6.5.4 BUDGETARY RESOURCES

The college is under grant in aid system of Govt. It receives grants from UGC for development and maintenance. UGC also provides grants for research and development activities and for organizing seminars, workshops and conferences etc. Income and expenditure statement is attached with this report.

6.5.5 AUDIT PROCEDURES

Yes the accounts of the college are audited annually and properly. Internal Audit is conducted and the report is submitted to Auditor

General Office Internal Audit Report is submitted to the UGC office at Hyderabad for

their verification External Audit by Regional Joint Director of Collegiate Education’s office

annually External Audit by Auditor General Office once in three years External Audit by UGC once in five years There are no objections raised and no major pending audit paras.

6.5.6 COMPUTERIZING FINANCE MANAGEMENT SYSTEMS

Major finance management aspects are not computerized. But Tally is used for maintaining miscellaneous accounts.

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6.6 BEST PRACTICES IN GOVERNANCE AND LEADERSHIP

Follow up of vision, mission and objectives to originate individual, social, emotional and intellectual competence.

Academic freedom for innovative methods to provide for classroom environments where autonomy, rational thinking skills, collaboration and active learning are developed.

Financial forethought to accomplish various tasks for creating and sustaining a conducive environment for quality learning and development.

Dynamic academic planning and execution for constructive management of different institutional activities.

Vibrant leadership of the Principal with consistent support from the Management and IQAC to run the administration in a smooth manner.

Decentralised delegation of authority and responsibility to infuse in every person the spirit of growing along with the institution.

Feedback mechanism for improvisation of the institutional activities. Faculty development programmes to nurture the thirst for knowledge

and skills in the latest innovations and technologies in education. Motivation and support to the staff by management for the

improvement of the efficiency of the institutional processes.

ADDITIONAL INFORMATION FOR RE-ACCREDITATION/ REASSESSMENT


Since accreditation, the mechanism for financial budgeting highlighting the grant in aid and non grant income is streamlined. The comprehensive account is given in APPENDIX - XXVI

Various programs and activities are systematically documented by way of maintaining Logbook, Records, Video clippings, Photo Albums, Minutes of Committees and College Magazine.

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Recruitment of qualified staff for sustaining quality

Continuous evaluation of the staff and student activities through systematic feedback mechanism.

Constant encouragement from the management for the professional growth of the staff.

Financial support for conducting quality academic programmes. Participatory management to incorporate the suggestions of the

stakeholders.

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CRITERION - VII 7.1 INTERNAL QUALITY ASSURANCE SYSTEM 7.1.1 OBJECTIVES, COMPOSITION AND MAJOR ACTIVITIES OF IQAC

Internal Quality Assurance cell was established in 2002 to develop a quality system for conscious, consistent and quality programmed action. Specific measures were taken to promote measures for institutional functioning towards quality enhancement through internalization of quality culture and institutionalization of best practices in the academic and administrative performance of the college. OBJECTIVES OF IQAC

To promote excellence in the sphere of teacher education. To prepare teaching personnel who are intelligent, social minded,

spiritually vigorous, vocationally prepared and committed to the cause of Indian Education.

To develop relevant skills for Quality Management in schools, to keep abreast with the latest technological advancement.

To enhance commitment to the community through extension activities. To organize and evaluate all the activities of the college which includes

the national/state level seminars and feedback from stake holders.

COMPOSITION OF IQAC

Secretary : Dr. Sr. Ruby Alangara Mary

Chair Person : Dr. Mrs. J. Ezhisai Vallabi Principal

Co-ordinator of the IQAC : Dr. Mrs. Joseph Catherine Assistant Professor

Administrative Officers : 1) Sr. Sebasti Mary 2) Mrs. V. Hema Rani

Staff : 1) Dr. Sujita Sangamitra Associate Professor

2) Dr. Mrs. Alma Juliet Pamela Associate Professor

Secretary : Dr. Mrs. K.A. Sheeba Assistant Professor

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Members from the Management : Dr. Sr. Marsiana Secretary, Shantha College of Education Sivagangai.

Nominees from Local Society : 1) Dr. Mrs. Nirmala Associate Professor of English Ethiraj College of Education, Chennai. 2) Dr. Mrs. Doreen Gnanam Associate Professor Meston College of Education, Chennai. MAJOR ACTIVITIES UNDERTAKEN BY IQAC

The IQAC facilitates the creation of a learner-centered environment conducive for quality education and faculty maturation to adopt the required knowledge and technology for participatory teaching and learning process. It initiates usage of a number of alternative methods like Inductive and Deductive approaches, Individualised instruction, Discussion, Debate and Heuristic methods instead of only Lectures.

The Principal, Co-ordinator and Secretary document the various programmes and activities leading to quality improvement that are being carried out every year.

The display of Vision Statement and Mission Statement in prominent places on the campus helps the stakeholders identify the goals and objectives of the college.

The goals and objectives are made known to the fresher’s during the Orientation conducted at the beginning of the academic year.

Guest lectures are organized to update the teacher educators on the innovative teaching practices that could be adopted by them.

The IQAC organizes inter and intra institutional workshops, seminars, National and State level on quality related themes.

The IQAC of the college co-ordinates the various quality-related activities, adoption and dissemination of best practices.

It provides a sound basis for decision-making to improve institutional functioning, internal communication and planning of activities.

It acts as a dynamic system for quality changes in the institution. The IQAC creates its exclusive window on its institutional website, to

report on its activities. It initiates new certificate courses like Spoken English, Aerobics, Lab

Technology, Yoga, Health and Hygiene according to the needs and interests of learners and to create awareness and enrich the mental and physical health of the teacher trainees.

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Self discovery days are organised to fulfill the spiritual needs of our students.(28th Feb. 2014)

New academic programmes and electives (An Introduction to Special Education, Women’s Education, Pre-Primary Education for B.Ed and Educational Management, have been initiated at the M.Ed level.

Every academic year begins with an orientation course to enhance the communication skills and leadership qualities of the students. (9th and 10th Sept.2011, 10th and 11th Sept.2012, 12th and 13th Sept. 2013)

The students are encouraged to work as a team as well as independently in academic activities, activities of the camp and sports.

Numerical skills and exposure to software packages are developed through lectures and hands on experience by experts.(Feb.12th 2014)

The students learn and develop improvised apparatus and craft which can be used as teaching aids.

Model making competitions are conducted in Physical Science, Biological science, Mathematics and History which helps students to develop their creativity.(20th March 2012,13th March 2013 and 19th Feb. 2014)

The IQAC organises orientation and seminars for the non-teaching staff, thereby upgrading the qualification of the non-teaching staff by additional degrees, providing opportunities to make use of the Computer for financial statement, Auditing, correspondence etc. ( Jan.27th to Feb. 3rd 2014)

The quality of the research is upgraded by organizing research colloquiums (23rd Oct. 2014) and initiating action research. Lectures related to important topics in research, and usage of statistical software like SPSS, PSPP are organized every year. A three days workshop on statistical analysis using SPSS was conducted from 3rd to 5th March, 2014.

The IQAC promotes several activities that promote knowledge about inclusion. The teacher trainees visit several Special schools like St. Louis school (12.3.2013, 17.2.2014) for the visually impaired and deaf and Mithra rehabilitation centre for the physically handicapped, blind and deaf students (1.3.2013). The college has also introduced an elective on Special education which provides them with the theoretical basis of the teaching methods in these schools. Every year, the college observes the International disabled day (3.12.2013) through the morning assembly and special lectures.

It monitors the financial management in the institution. Stakeholders’ relationships- The various stake holders readily access to

various information on organizational performance through active Parent Teachers Association, (9.11.13) Alumni Association (21.12.13), Magazines, Seminars, frequent interaction of the Board of Studies members of other Colleges and Placement cell.

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Inter departmental (22nd and 23rd Feb.2014) and Inter collegiate cultural competitions are conducted every year.(7.3.2014)

A citation index of the Research papers of the faculty and PhD scholars of the institution is presented.

Value Education (26.2.2014) and Personality development (20th and 21st March 2014) programmes are organized by the IQAC.

Remedial and Tutorial programmes were organized for the academically weak students. (April 2014).

Extension programmes such as tuitioning (Mar.3rd to 24th), neighbourhood cleaning, counseling and awareness (Mar.12th to 15th) were initiated.

E-learning, e-tutoring, online search and examinations are initiated by the IQAC.

Training programmes for teachers in virtual classrooms was conducted with the assistance of Everonn, a MNC in Ashok Nagar.

The Guidance and Counselling cell organizes a seminar cum exhibition on career guidance every year. (List of the Major Activities of the year 2013-2014 is given in APPENDIX-XXVII)

7.1.2 MECHANISM USED TO EVALUATE GOALS

The IQAC of the institution constantly assesses the pre and post accreditation quality sustenance and enhancement endeavours through effective feedback mechanisms both from internal and external sources.

The goals set by the IQAC are monitored and analysed by constant evaluation and feedback. The achievements of students and staff members, infrastructure, and psychological climate are all assessed from time to time. It ensures internalization of the quality culture; and ensures enhancement and integration among the various activities of the institution and institutionalizes best practices.

Overall SWOT analysis of the institution is done, from time to time considering the suggestions made by the previous NAAC peer team report, feedback of staff and students. Redressal of grievances or issues identified as hurdles to the progress of the institution is also taken care of.

It initiates feedback by students about the staff and facilities provided at the end of every semester. Peer evaluation among the staff is also done every year.

Qualitative methods such as informal feedbacks, surveys, focus groups, portfolios and direct observations often provide a rich array of evidence.

The staff meetings which are held once a month discuss and analyse the various events that have taken place during the month. The various committee meetings like admission, planning, grievance redressal, library, research, examination etc. critically discuss and analyse about the issues related to their committees.

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The IQAC ensures that feedback responses are obtained from students, parents and other stakeholders on quality-related institutional processes. Feedback responses are also obtained after the teaching practice, camp, campus interview and important activities in the college. Suggestions and criticisms are noted for further action and improvement.

Innovations in the evaluation procedure are introduced from time to time and a feedback is also obtained. Evaluation is continuous and comprehensive and technology is incorporated in evaluation process also. These innovations are critically evaluated.

The executive members of Parent Teachers Association members meet once a month to discuss on the possible improvement measures that can be taken.

The co-ordinator of the Alumni association has continuous contact with the alumni members for suggestions and assistance for the various activities of the college. Alumni are invited to give lectures in the various association meetings, citizenship training camp and special occasions. They are also invited as judges during the model making competitions and talents day. Constructive feedback is invited from them.

Senior staff members from other colleges are invited for lectures, as judges and for valuation of the practicum and theory papers. Feedback is given by them which helps in the improvement of the college activities and relationship building.

The co-operating schools constantly support the institution in giving useful feedback and extending human resources in the various activities of the institution. In-service programmes like yoga, teaching methods, evaluation and counseling services etc. are extended for the benefit of supporting schools.

The internal processes are consistently identified, understood, adapted and outstanding practices from other organizations considered to be best-in-class are benchmarked and incorporated. In this respect the institution constantly interacts with the stakeholders internally and externally for support and feedback.

7.1.3 QUALITY ASSURANCE OF ACADEMIC PROGRAMMES

The learning opportunities that the institution provides for its students; inside and outside the campus are discussed in the staff meetings.

The IQAC ensures the comprehensive knowledge of students in their subject and its related skills, at an appropriate level of sophistication by multiple evaluation programmes.

Student’s feedback for all academic programmes is obtained and negative impulses of the students are immediately taken into consideration.

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Grievance and suggestion boxes are placed in each floor so that the students are able to express their need and problems at any time. The boxes are checked every week and their needs are immediately looked into.

The extent and usage of related student support services are listed out from time to time.

Public information about the institution and its quality, intended to meet the needs of a range of stakeholders are obtained informally from the neighbourhood.

Students are engaged in institutional quality systems in order to gain insight about their perspectives.

The maintenance of overall quality is reflected in the percentage of job secured each year in the campus interview and from other sources in the neighbourhood, other parts of the country and abroad.

Feedback is obtained by visitors, external examiners, supporting schools formally and informally.

7.1.4 QUALITY ASSURANCE OF ADMINISTRATION AND FINANCIAL MANAGEMENT

The interaction between the IQAC and the various sub-units of an institution is important for effective implementation of best practices and achievement of goals.

In order to facilitate the interaction, a five member Core Committee has been formed, comprising the Secretary, Principal, IQAC Co-ordinator, IQAC Secretary, Controller of Examinations and senior faculty members who meet regularly to evaluate the administrative procedures.

The issues and development programs in administration are presented in the IQAC meetings for discussions.

The academic audit facilitates SWOC (strengths, weaknesses, opportunities and challenges) analysis and helps the various constituent parts to document all the quality enhancement aspects regularly.

The IQAC with the help of the finance committee prepares the budget in the beginning of every year and presents the same for scrutiny in the governing body meeting held in the beginning of the year.

The amounts allotted are scrutinized and finalized. The finance committee meets every semester to evaluate the financial expenditure and needs. The auditing done by government and management every year ensures its correctness and the auditors also give appropriate feedback on maintenance of accounts and quality of financial management.

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7.1.5 IDENTIFICATION AND SHARING OF GOOD PRACTICES

The regular staff meetings and group discussions helps in the sharing and dissemination of good practices. The discussions and decisions in the committee meetings are shared in the group discussions and resolutions are taken.

The local teachers from schools are invited for demonstration lessons. All staff share their experiences during their visit to other institutions,

seminars conferences, NCTE visits etc. formally and informally in the common staff room. Thus they get acquainted with innovative practices in other institutions. Some of these are adopted after suitable discussions with the Principal, teacher educators, experts and students resulting in new practices each year.

The members attending the Board of Studies, Academic Council and IQAC meetings provide valuable suggestions and innovative methods that the college can adopt.

The suggestions and good practices put forth by the External Examiners during the Central Valuation (Theory and Practical Commission) are taken up seriously and rectified.

The morning assembly and the college notice board provide information about the activities and best practices that are to take place.

The staff is in touch with the current affairs and practices in education through the dailies, magazines and journals which are shared and implemented.

The cordial relationship maintained with other institutions help in sharing of new strategies in vogue which can be implemented.

Constructive suggestions from Experts who visit the college, Alumni, Parents, External examiners and Students are invited and considered for implementation.

The experienced teacher educators from the Colleges of Education, Universities and Arts and Science Colleges are invited to chair Paper presentation sessions during Seminars, as resource persons and subject experts.

In this respect, the management is able to identify the best practices that may be adopted and through the cordial interactive mechanisms are able to disseminate them at all levels.

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7.2 INCLUSIVE PRACTICES

7.2.1. FOCUS GIVEN TO ISSUES OF INCLUSION

The elective paper on Special Education has been introduced in the revised curriculum of B.Ed. (2008). The teacher educator who teaches the above topics ensures that student teachers are sensitized to inclusive practices through discussions of the basic topics.

The institution organizes every year a one day workshop on “Inclusive Education” for teacher educators.

While following the admission procedure for management quota, justice is done to physically challenged and female students.

The physically challenged students are also admitted. They are taken care of through various measures. The class rooms are given to them in the ground floor. The teaching practice schools are allotted near their residence.

The year plan of the college includes organization of orientation lectures, and workshops on several topics like inclusion, empowerment and equality of gender throughout the academic year. Through these lectures the teacher trainees are made aware about inclusion of exceptional students, gender differences and their impact on learning.

Some units in the elective paper of the B.Ed. Course-“Guidance and Counselling” are useful for teacher trainees to learn about inclusion, exceptionalities, gender differences and their impact on learning. These units are in the context of social aspects of education.

The teacher trainees have further opportunities when they conduct practice lessons. During the internship program, they have better opportunities for longer duration to sensitize them about inclusive education.

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7.2.2. GUEST LECTURES ON INCLUSION

Our college conducts life skill courses and moral value education programmes every year.

The college invites guest lectures from nearby institutions who deliver lectures on inclusion and empowerment of women.

GUEST LECTURES ON INCLUSION

Sl.No Topic Date Resource Person

1 Women’s Rights 07-03-2010 Mrs.K.P.Kiran Rao

2 Woman Empowerment 08-03-2012 Mrs. Mallika I.P.S

3 Legal Rights of Women 15-12-2012 Mr. Arogyam

4 Women’s Well being 25-02-2013 Dr.Premalatha

5 Rights of Women 08-03-2013 Mrs.Athalakshmi Logamurthy

6 Awareness towards common communicable diseases

23-09-2013 Dr.Sr.Cruz

7 Achievements of disabled people

03-12-2013 Ms.Chitra Mr.Aditya

8 Women Empowerment 07-03-2014 Dr. Kadambari

9 Nutrition and Dietics (Siddha Medicine)

12-03-2014 Dr.Sr. Rosita

10 Women’s Rights and Schemes for Women

17-03-2014 Mrs. Krishna Priya Dr. Bhooma

11. Legislations and Government Provision for Special Children

12-04-2014 Ms. Ugin Rositta

7.2.3 CO–CURRICULAR ACTIVITIES TO CREATE LEARNING ENVIRONMENT

The college has proper infrastructure and a conducive learning environment. Every teacher trainee has several opportunities for social interaction. They come into contact with various personalities from all walks of life while completing the practice lessons and internship program. These programs provide them a real picture of their future responsibilities as a teacher.

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There are a number of activities, practical, tests, co-curricular and extra curricular activities undertaken which lead to positive social interaction, active engagement in learning and self motivation.

The college has adequate library facility, Internet facility and various laboratories that promote active learning and self learning.

The college provides a good scope for academic competition, co-operation and adjustment. High achievers, meritorious students and prize winners are felicitated. This creates self motivation and an urge for excellence.

The following curricular and co-curricular activities are provided to the students for fostering positive social interaction, active engagement in learning and self motivation.

o Annual Citizenship training camp o Field trips o Educational tour o National and international festival celebrations o Seminars o Participation in cultural competitions on Talents’ Day o Using library books o Teaching practice o SUPW o Yoga o Red Ribbon Club o Youth Red Cross o Women’s Cell o Participation in club activities o Personality development sessions o Value Integrated Teaching And Learning Programme o Sports Activities

7.2.4. TRAINING GIVEN TO STUDENT TEACHERS TO CATER TO CHILDREN FROM DIVERSE BACKGROUNDS

By providing training of various multi sensory teaching methods and use of appropriate teaching aids, the proficiency of trainees is increased.

It develops proficiency for working with children from diverse backgrounds.

Regular feedback of every practice teaching session also helps them for the same.

Along with this, trainees’ over all personality is developed by various activities such as reading of news, narrating stories with moral, rendering of speeches and proverb during the assembly.

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Our college student teachers make a visit to schools of special children every year.

The student community consists of pupils from diverse backgrounds and they possess exceptionalities due to their environment and individual differences.

The institution provides maximum opportunities to its teacher trainees to have exposure to these diversities.

The practice lessons are assigned in different schools having different social strata. Some schools are located in slum areas as well. When the teacher trainees conduct their lessons in such schools, they get exposure to the student’s background, learning motivation, educational facilities and achievement levels of the learners. They can compare the pupils from different background.

The lessons are organized in aided as well as unaided schools and the strata of students enrolled in these schools are also different.

Thus, the trainees develop a reasonable proficiency to deal with students from diverse backgrounds.

ACADEMICALLY WEAK STUDENTS

Extra coaching, counselling and guidance is given in carrying out various academic activities.

Uses of co-operative learning technique to boost students confidence are the various measures put to use for catering to the needs of the academically weak students.

Remedial programme is organised for selected weak students at the end of each semester.

GIFTED STUDENTS

Students, who demonstrate high achievement, are encouraged to participate in elocution, poem - writing and essay competitions that is conducted by outside NGO’S and other Colleges of Education.

Gifted students are encouraged to present papers in conferences and seminars and are included in the planning of various curricular and co-curricular activities.

Students who are economically and socially deprived are allowed to pay fees in instalments in case they are not eligible for any scholarships.

The faculty members help the students who are from rural and tribal areas, to get adjusted with college atmosphere.

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Spoken English classes organized in the college have proved to be beneficial in improving English language skills for the student’s from Tamil medium.

Every year, the college organizes educational visits to special schools. This experience helps the students to know and get firsthand experience of the differently abled and challenged students.

7.2.5 SPECIAL MEASURES FOR PHYSICALLY CHALLENGED AND DIFFERENTLY ABLED STUDENTS

Classroom and examination halls are arranged according to the convenience of the physically challenged students

They are encouraged to participate in all the college activities without any discrimination.

Every academic year, only two to three physically challenged and differently abled teacher trainees are assigned and admitted in the college. They generally include students who are blind, physically and orthopedically challenged and hearing impaired.

For such teacher trainees, the institution provides various facilities according to the needs of the special child.

After the university examinations, the placement department communicates job opportunities to them.

Practice lessons are organized in the schools that are located in the campus or near the campus.

7.2.6 GENDER SENSITIVE ISSUES

The institution makes provisions for handling and responding to the gender sensitive issues by organizing one day workshops and lectures on several issues related to women empowerment and gender equality.

The institution organizes a special program on 8th March on the occasion of International year of Women.

Personality development programs and Guest lecturers are invited to inform the female teacher trainees about their legal rights and special concessions made available to them by the government.

ACTIVITIES OF WOMEN’S CELL

The Women’s Cell co-ordinates many special activities for the deprived women folk of the nearby community.

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Programmes on Adult Literacy and vocational training are offered to the women of the nearby locality to promote basic reading-writing skills and for a better living.

Tailoring Classes are conducted to the nearby women in campus in batches.

A medical check-up for women is organized every year by the management and a special talk on developing awareness towards common communicable diseases was delivered by Dr.Sr.Cruz of the Presentation Congregation

A talk on “Rights of Women” was delivered by Mrs.Athalakshmi Logamurthy, Practicing Lawyer of the Chennai High Court during Women’s Day Celebration.

Visit to a village near Kolapakkam to give awareness for women on women’s issues through cultural programmes and thoughtful message

Few students attended a one-day Conference related to “Women Empowerment” held at Sathya Murthy Bhavan, Chennai.

Ms.Mallika I.P.S was the Chief Guest for the Women’s Day Celebration and motivated the student teachers to aspire higher positions in life.

A Rally was organized to nearby slums of the campus with placards highlighting the importance of education and to enroll the children in nearby schools. Skits and Songs to enhance the message were performed by the student teachers.

Every year Inter collegiate competitions are held during Women’s day celebrations on topics related to women. The items include

S.No. Item 1 Essay Writing (English and Tamil) 2 Poem Writing (English and Tamil) 3 Poster Making

GYPSY OUTREACH PROGRAMME

Regular visits were made on Saturdays by women’s cell volunteers to Kothimangalam village in Thirukazhikundram, Tamil Nadu where gypsies reside. They were enlightened through talks, discussions and street plays about Health and Hygiene, Family Maintenance, Small savings and so on. The children were taught to read and write.

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7.3 STAKEHOLDER RELATIONSHIPS 7.3.1 ACCESS TO INFORMATION ON ORGANIZATIONAL

PERFORMANCE

The institution ensures access to the information on organizational performance (Academic and Administrative) to the stakeholders in the following manner:

An annual report of the College is presented by the Principal on College day.

Website is updated to provide up to date information. Regular meetings are held with the stakeholders, i.e. members of the

Society, the parents, the students and the staff. Information is shared through E-mails. Various functions are organized and stakeholders are invited. Parent teacher meetings are organized for discussion of behaviour,

achievements of students and expectations of college from the students. Alumni meetings are organized and achievements of the college, future

plan and feedback are discussed. The college magazine includes all the information about faculty’s

academic achievements and students’ achievements.

7.3.2 FRAME WORK FOR QUALITATIVE IMPROVEMENT

Meetings are conducted with stakeholders to discuss different issues and suggestions are invited on various aspects of the college.

Suggestions are also invited from stakeholders through suggestions box. Feedback is taken from all stakeholders in written and verbal form and it

is assessed by IQAC. Discussion on causes of failure and success of curricular and extra

curricular activities is undertaken by Principal and faculty members on a regular basis.

Feedback from the examiners, question paper setters and students is obtained about the mode of evaluation

Outputs of the students in various evaluative measures are discussed to improve their performance.

Remedial teaching programmes are organised during each academic session.

Regular meetings of faculty members with the Principal keeps a check on success and failure of plans and their implementation.

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Feedback from prospective teachers about vision and strategies of institution is collected and also sustainable changes and improvements are made for next academic session.

Creating appropriate committees to monitor the proper standards in the program.

Visitor’s book is maintained for remarks and suggestions meant for future Improvement

7.3.3 FEEDBACK MECHANISMS IN VOGUE FROM STAKEHOLDERS

Towards the end of each semester of every academic year, a written feedback from teacher trainees is collected for assessing the teaching competency of teacher educator.

Feedback from the students, parents and question paper setters, examiners provide significant contribution.

The Parent Teachers’ meet, Staff council and Examination Committee provide platform for the collection of feedback on major curricular aspects.

The Grievance Redressal Committee is actively involved in seeking feedback and obtaining solutions if necessary.

Collecting feedback after every event is the regular practice in the institution.

When there is a major revision in the curriculum, feedback from the alumni is also obtained.

Institution obtains feedback from participants regarding organizing and relevance of seminars, workshops at the end of the event.

Feedback is being obtained from the heads of practicing schools regarding the performance of the teacher trainees and needful action is taken as per their feedback.

The feedback is obtained from Campus Interview recruiters about students’ suitability for job in relation to knowledge, skill component and soft skills. This feedback is also used in curriculum design and development.

The data thus collected is analyzed by the Internal Quality Assurance Cell

(IQAC) which in turn suggests necessary changes to the management and

corrective measures are implemented to improve quality.

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APPLICATION OF THE CORE VALUES OF NAAC FOR SUSTAINED INSTITUTIONAL GROWTH

NATIONAL DEVELOPMENT

The curriculum is attuned to the social needs and aspirations of emerging nation and evolves a better balance between the learning of factual knowledge and the mastering of concepts and processes

Technology based lessons, team teaching and lessons based on models develop professional skills of the student teachers to serve the information economy.

Capacity building of the students is focused through the provision of internet , INFLIBNET and language lab facilities.

Thematic assemblies conducted by students, conduct of various scholastic and co-scholastic programmes, observance of National and International days of importance widens the knowledge base and citizenship skills.

Equity and Equality being the focal point of the institution ,priority in admission to under-privileged groups is a notable aspect

FOSTERING GLOBAL COMPETENCIES AMONG STUDENTS

Re-designing the curriculum to include the frontline areas of the knowledge society

Opening of new inter-disciplinary/ job-oriented certificate courses like Lab Technician course, Yoga, Spoken English, Cosmetology, Aerobics and basic Computer skills

Enhancement of communication skills through language lab. Establishment of linkages with E-learning companies, NGOs and

Employers

INCULCATING HEALTHY VALUE SYSTEM

Role Modelling by the dedicated and committed teacher educators as idols of the students creating the human capital.

Holistic approach to education to create a class of intellectually, morally and spiritually sound and committed teachers.

Observing days of International and National importance to inculcate the values of international understanding and national integration

Celebration of important local and national festivals for the development of cultural, ethical and moral values among students.

Promotion of leadership qualities like teamwork, sportsmanship through extra-curricular activities and annual citizenship camp

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Conduct of Value based programmes namely VITAL(Value Integrated Teaching and Learning), Moral Science classes and Value based Morning Assembly.

Observation of Self-discovery day to deepen the spiritual vigour among students

PROMOTING THE USE OF TECHNOLOGY

Changes in teaching-learning methods using ICT. Provision of advanced technological equipments namely, laptops, LCDs

and OHPs to support teaching-learning process Appropriate application of Internet and INFLIBNET facility to enhance

the quality of curriculum transaction and the process of research. Upgrading a few classrooms as SMART classrooms to promote multiple

media usage Setting up of State-of-the-art Video Production lab for large group

Communication and demonstration (Studio)

QUEST FOR EXCELLENCE

Periodic update of curriculum to be on par with national and global trends.

Quality promotion through IQAC. Innovative teaching-learning and evaluation methods. System Evaluation through feedback from all stakeholders. Grievance Redressal mechanism. Strengthening of Placement Cell. Democratic and Decentralized management Keeping abreast with the latest trends through research(Emphasis on

inter disciplinary research) Building Knowledge and Attitudinal competencies through Library

resources. Constructive and Productive participation by Alumni in academic

activities.

Manual for Self - Appraisal of Teacher Education Institutions

Weeks 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33

Admission and Orientation

Preparation of Intership: Demonstration / Observation of lessons / micro teaching / simulationsPractice Teaching / Internship

End-Term Examination

Note: A week is of six working days and a day is six clock hours

The table should cover the entire academic session and may be extended as per the requirement

Mapping of Academic Activities of the Institution

Tutorials / SeminarsSessional Work - Tests & Assignments

Practical Work

Co-curricular Activities

Working with community / project work

Theory


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Declaration by the Head of the Institution

I certify that that the data included in this Self-Appraisal Report (SAR) are true to

the best of my knowledge.

This SAR is prepared by the institution after internal discussions, and No part thereof has been outsourced.

I am aware that the Peer team will validate the information provided in this SAR during the peer team visit.

Signature of the Head of the institution with seal:

Place: CHENNAI-83. Date:

Documents

CONTENTS · Manual for Self-appraisal of Teacher Education Institutions (Re-accreditation) NAAC for Quality and Excellence in Higher Education 1 A. Profile of the Institution 1. Name