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School Education - Teacher Education – Guidelines for implementation of Teacher Performance Indicators - Orders – Issued – Reg.
Read:-
1. RTE Act 2009.
2. G.O.MS.No.14 dated 22.2.2011.
3. G.O.Ms.No. 130 Dated:09.09.2011
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1. The Right of Children to Free and Compulsory Education (RTE) Act, 2009, was enacted by the Parliament of India on August 4, 2009, and officially came into force on April 1, 2010. Grounded in Article 21-A of the Constitution of India. The said Act establishes Free and Compulsory Elementary Education for children aged 6 to 14 years as a Fundamental right.
2. The Government of Andhra Pradesh adapted the RTE Act through G.O.Ms. No.14, School Education (P.E.-PROG.I) Dept., dated 22.02.2011, and hasbeen consistently implementing the prescribed norms in line with the amendments made over time.
3. Based on the provisions contained in RTE Act and teacher competencies issued by the NCERT, the Teacher Performance Indicators are developed by the School Education Department. These indicators are detailed below:
PS (Performance Standard) 1: Designing Learning Experiences
1.1. Use existing knowledge and experiences of learners while planning
1.2. Consider Learning Outcomes (LOs) while planning
1.3. Plan for engaging all learners in different activities particularly first generation learners
1.4. Collect, prepare and integrate the relevant teaching learning materials (TLMs)
1.5. Planning multiple assessment strategies
PS 2: Knowledge and Understanding of Subject Matter
2.1. Exhibit content knowledge with conceptual clarity using appropriate examples
2.2. Address the conceptual errors/difficulties/mis-conceptions of learners
PS 3: Strategies for Facilitating Learning
A: Creating Conducive Learning Environment
3A.1. Use available space in the classroom to organize different
activities, Create print rich environment in classroom
3A.2. Ensure cleanliness in classrooms and school
3A.3. Take care of safety of students in the classroom
3A.4. Address the issues of personal health & hygiene and behavior issues.
3A.5. Display teaching-learning materials and learners’ work in the classrooms
3A.6. Use appropriate strategies for ensuring self discipline in class room
3A.7. Strengthening learners’ regularity of attendance in classroom/school
B: Learning strategies and activities
3B.1 Use learner-centered strategies that reflect social construction and Natural Learning experiences (engaging students in creative and critical thinking, inquiry, investigation, and problem-based learning; encouraging discussion, dialogue, debate, cooperative and collaborative activities, etc. by providing blended mode of (Physical and Digital) learning experiences.
3B.2. Provide opportunities to all learners to participate in discovery, exploration , experimentation and Self evaluation
3B.3. Acknowledge learners’ responses and encourage theirparticipation and give importance to learner's voice and experiences
3B.4. Encourage learners to ask questions
3B.5. Develop ICT skills amongst learners
3B.6. Use different teaching-learning resource materials like textbooks, teachers’ source books, print & digital materials, web resources, etc.
3B. 7. Provide opportunities to learners for development of qualitieslike Ethics and values , care, concern, compassion, sympathy, empathy, and stress management
C: Communication Skills :
3C.1. Listen to learners patiently
3C.2. Use the home language of learner wherever needed
3C.3. Write grammatically correct sentences with proper spacing and punctuation marks
D: Assessment and Feedback :
3D.1. Follow multiple assessment strategies to Assess students’ learning and provide feedback for improving learning
3D.2. Maintain students’ profile of learning and performance (recordof different tests, assignments, written work, projects, anecdotes, etc.)
3D.3. Share learners’ progress with parents/guardians
PS 4: Interpersonal Relationship
4.1 Maintain Relationship with students as a reflective practitioner.
4.2. Relationship with colleagues
4.3. Relationship with parents and community with utmost positive attitude
PS 5: Professional Development
5.1. Update subject knowledge through self-learning
5.2. Participate in in-service education programmes as per need and requirement
5.3. Participate in in-service education programmes for improvingICT skills, 21st century skills
5.4. Engage in innovative and simple classroom action research activities
5.5. Participate and present papers in seminars/conferences/ workshops and publish articles/papers in various journals, newspapers, magazines, etc.
5.6. Contribute to the development of teaching-learning materials(TLMs) and other resources through ICT
PS 6: School Development
6.1. Organise/participate and contribute in School Management Committee (SMC)/ Parent Teacher Meeting (PTM)/Parent Teacher Association (PTA) activities to achieve social trust
6.2. Discharge duties of various committees responsibly and take initiative for organising activities for those committees (such as morning assembly, time-table, examination, sports, cultural day celebration, public relations, excursions, etc.)
6.3. Take responsibilities for organising activities-Guidance & Counselling, NCC, NSS, Scouts & Guides, Red Cross, various club activities, resource mobilisation, and school budgeting
6.4. Discharge all kinds of duties as assigned by the authority
4.They are further informed that the Department has been examining and drawing upon the frameworks, guidelines and research outputs of NCERT, which are publicly available and form the basis of pedagogical reforms across the State. However, the same are reiterated in compliance to the orders of the Hon’ble High Court dt:18.12.2024 in W.P.(PIL) No.101 of 2023. Furthermore, these performance indicators are being utilised for imparting capacity building training to the teachers.
5.Besides the above, monitoring mechanism to assess the progress of the teacher at various levels is detailed below:
a. District Level: The District Educational Officer shall review with the concerned Mandal Educational Officers once in two months. The review shall be specifically centred on capacity building of the teachers, need for improvement and measures for improving the performance of the teachers.
The District Educational officer of the concerned district should report the Regional head every month.
b. Regional Level: The Regional Joint Directors of School Education shall in turn conduct a review with the concerned District Educational Officers once in
3 months. The Regional Joint Directors of School Education should identify thechallenges faced by the teachers in implementation of the various competencies and suggest the measures for improvement.
6. Therefore, the Regional Joint Directors of School Education and District Educational Officers are informed that the teacher competencies and the corresponding Performance indicators communicated herewith are indicative and will be altered based on the performance of the teachers from time to time. The modules for capacity building of teachers will be prepared based on their performance and understanding of the concepts. The process of capacity building of teachers is continuous and accordingly the changes in the competencies and modules will be incorporated depending upon the progress made by the teachers and challenges faced by them.
7. The District Educational Officers are further requested to conduct a periodical review of the teacher competencies based on the performance indicators and take necessary action for enhancing the performance. The State will review once in 6 months.
8. Hence, all the Regional Joint Directors of School Education and District Educational Officers in the state are requested to disseminate the above instructions to all the field level functionaries and ensure the strict implementation in its true letter and spirit.
These orders will come into force with immediate effect.
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