stie-sar-2015.pdf - st. teresa's institute of education

TRACK ID: MHCOTE 10247

SELF APPRAISAL REPORT

FOR

THE SECOND

NAAC RE-ACCREDITATION

2015

ST. TERESA’S INSTITUTE OF EDUCATION

MUMBAI

MUMBAI

I St. Teresa’s Institute of Education, Mumbai- SAR 2015

Welcome to the portals of St. Teresa’s Institute of Education….

St. Teresa’s Institute of Education was established in the year 1973 by the sisters of the

Carmelite Congregation of Religious. It is a Christian minority aided college and the only

women’s teacher education college affiliated to the University of Mumbai. S.T.I.E is

regarded as a prestigious college known for its high quality standards by academicians in

Mumbai and beyond. For over three decades now, the college has been committed to the noble

cause of teacher education, diligently working towards the lofty ideals of creating teachers

who are competent and compassionate. The focus is on conscientious sensitization of student

teachers to their call to be artisans who will fashion the future of society. Student teachers

emerging from the portals of St. Teresa’s have been welcomed by prominent schools both in

India and abroad and have served in the capacity of principals, teachers and supervisors.

The college has been reaccredited with an A grade from the NAAC. In keeping with its

Vision- ‘Sensitive, Tolerant, Innovative Education’, creativity and inculcation of values are

distinctive features of the training provided at S.T.I.E. Being a women’s college, the

educational programme is geared towards the emancipation and empowerment of women. The

emphasis is on “Excellence in Education” and the philosophy of the college is guided by the

sublime principles of St Teresa of Avila, the patron saint of the Carmelites and Mother

Veronica, the foundress of the CCR Congregation. With a mission well accomplished over

the past 42 years and a vision to scale newer heights in the years to come, we march ahead

undauntedly on our journey to success…

“Towards Excellence in Education we strive,

Keeping our commitment to humanity alive”.

II St. Teresa’s Institute of Education, Mumbai- SAR 2015

TABLE OF CONTENTS

PART-I: INSTITUTIONAL DATA Pg. No. 1

•A) Profile of the Institution 1

• B) Criterion-wise Inputs 4

PART–II: THE EVALUATIVE REPORT2

• 1) Executive Summary 29

• 2) Criterion-Wise Analysis 31

• Criterion I: Curricular Aspects 31

• Criterion II: Teaching-Learning and Evaluation 54

• Criterion III: Research, Consultancy and Extension 90

• Criterion IV: Infrastructure and Learning Resources 127

• Criterion V: Student Support and Progression 151

• Criterion VI: Governance and Leadership 173

• Criterion VII: Innovative Practices 208

• 3) Mapping of Academic Activities of the Institution 228

• 4) Declaration by the Head of the Institution 229

3

ANNEXURES

I. A Brief Note on Teacher Education Scenario in the State i

II. Institutional Academic Calendar and Timetable ii

III. A Copy of the Syllabus iii

IV. Master Plan of the Institution iv

V. Sample of Student Feedback on Curriculum and Faculty v

VI. Audited Income-Expenditure Statement for the Previous Financial Year vi

VII. A Copy of the Latest Recognition Order Issued by NCTE vii

VIII. University Results for the Previous Academic Year viii

IX. Sample of Feedback on Practice Teaching by Teacher Educators, ix

by Peers and Staff of Practice Teaching Schools.

X. Data Sheet to Record the ‘Best Practices’ x

XI. Certificate of Compliance xi

XII. Copy of Letter of Intent xii

Abbreviations xiii

aa

1 St. Teresa’s Institute of Education, Mumbai- SAR 2015

PART I: INSTITUTIONAL DATA

A. Profile of the Institution

1. Name and address of the institution: St. Teresa’s Institute of Education,

S.V. Road, Santa Cruz (West)

Mumbai - 400 054.

2. Website URL: www.sti-edu.in

3. For communication:

Office:

Residence:

4. Location of the Institution:

Urban

Semi-urban

Rural

Tribal

Any other (specify and indicate)

Name

Telephone Number

with STD Code

Fax No

E-Mail Address

Principal

(Dr. Sr. Lilian. R.)

022-26490252

022-26490252 [email protected]

[email protected]

Vice-Principal N.A. N.A. N.A.

Self–appraisal

Co-ordinator

(Dr. Giselle D’Souza)

9820588948

[email protected]

Name

Telephone Number

with STD Code

Mobile Number

Principal

Dr. Sr. Lilian Rozario

022-26048426 9869662565

Vice-Principal N.A. N.A.

Self - appraisal Co-ordinator

Dr. Giselle D’Souza

022-32471161

9820588948

http://www.sti-edu.in/


5. Campus area in acres: 2.19 acres

6. Is it a recognized minority institution?

Yes No

7. Date of establishment of the institution:

Month & Year

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 Month & Year

2(f) 12B

10. Type of Institution

a. By funding i. Government

ii. Grant-in-aid

iii. Constituent

iv. Self-financed

v. Any other (specify and indicate)

b. By Gender i. Only for Men

ii. Only for Women

iii. Co-education

University of Mumbai

MM YYYY

June 1973

MM YYYY

November 1987

MM YYYY

November 1987


c. By Nature i. University Dept

ii. RIE

iii. IASE

iv. Autonomous College

v. Affiliated College

vi. Constituent College

vii. Dept. of Education of a Composite College

viii. CTE

ix. Any other (specify and indicate)

11. Does the University / State Education Act have provision for autonomy?

Yes No

If yes, has the institution applied for autonomy?

Yes No

12. Details of Teacher Education programmes offered by the institution:

(Additional rows may be inserted as per requirement)

Sl.

No

Level

Programme/

Course

Entry

Qualification

Nature of

Award

Duration Medium

of

instruction

i Pre-primary

Nil

N.A.

Certificate

N.A.

N.A. Diploma

Degree

ii Primary/

Elementary

Diploma in

Teacher

Education

H.S.C

Diploma

2 years

English

iii Secondary/

Sr. secondary

Bachelor of

Education

Graduation

Degree

1 year

English

iv Post

Graduate

Nil

N.A.

Diploma

N.A.

N.A. Degree

v Other

(specify)

Nil

N.A.

Certificate

N.A.

N.A. Diploma

Degree


13. Give details of NCTE recognition (for each programme mentioned in Q.12

above) (Additional rows may be inserted as per requirement)

B) Criterion-wise inputs

CRITERION I: CURRICULAR ASPECTS

1. Does the Institution have a stated

Vision Yes No

Mission Yes No

Values Yes No

Objectives Yes No

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

Yes

If yes,

a) How many programmes?

b) Fee charged per programme

3. Are there programmes with semester system

Level Programme Order No. & Date Valid upto Sanctioned Intake

Pre-primary ____________ Not applicable __________

Primary/Elementary

Diploma in

Teacher

Education

WRC/5-6/92(Ext.)/

2006/C-14065dated

13.04.07

50

Secondary/

Sr. secondary

Bachelor of

Education

WRC/5-6/2k/10886 dated

11.12.2000

100

Post Graduate ____________________ Not applicable _____________________________

Other (specify) _____________________ Not applicable ___________________________

Yes

1

Rs.1, 000


4. Is the institution representing/participating in the curriculum development/

revision processes of the regulatory bodies?

Yes No

If yes, how many faculty are on the various curriculum development/vision

committees/boards of universities/regulating authority.

5. Number of methods/elective options (programme wise).

D.T.Ed.

B.Ed.

M.Ed. (Full Time)

M.Ed. (Part Time)


6. Are there Programmes offered in modular form.

Yes No

7. Are there Programmes where assessment of teachers by the students has been

introduced.

Yes No

8. Are there Programmes with faculty exchange/visiting faculty?

Yes No

No electives

4 Methods

4 Special Fields

Number N.A.

Number 1 (TAQ)

Number 1

N.A.

N.A.

1 (Principal)

N.A.


9. Is there any mechanism to obtain feedback on the curricular aspects from the

Heads of practice teaching schools Yes No

Academic peers Yes No

Alumni Yes No

Students Yes No

Employers Yes No

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

12. Are there courses in which major syllabus revision was done during the last

five years?

Yes No

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

implementation of the curriculum?

Yes No

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

Yes No

4 months

Number -

Number 2 (B.Ed/ D.T.Ed.)


CRITERION II: TEACHING-LEARNING AND EVALUATION

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

a) Through an entrance test developed by the institution

b) Common entrance test conducted by the University/Government

c) Through an interview

d) Entrance test and interview

e) Merit at the qualifying examination

f) Any other (specify and indicate)

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

2. Furnish the following information (for the previous academic year-2014-2015):

a) Date of start of the academic year

b) Date of last admission

c) Date of closing of the academic year

d) Total teaching days

e) Total working days

3. Total number of students admitted

(The Institutions admits only women students)

4. Are there any overseas students?

Yes No

If yes, how many?

Programme

Number of Students

Reserved

(Christian Minority

Students)

Open

M F Total M F Total M F Total

D.T.Ed. N.A. 50 50 N.A. 44 44 N.A. 06 06

B.Ed. N.A. 100 100 N.A. 50 50 N.A. 50 50

M.Ed. (Full Time) ___________________Not Applicable_____________________________

M.Ed. (Part Time) ___________________Not Applicable_____________________________

1

14.07.14

08.09.14

30.05.15

195

210


5. What is the ‘unit cost’ of teacher education programme? (Unit cost = total

annual recurring expenditure divided by the number of students/ trainees

enrolled).

a) Unit cost excluding salary component

b) Unit cost including salary component

(Please provide the unit cost for each of the programme offered by the institution

as detailed at Question 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 (2014-2015)

Programme Open Reserved

Highest (%) Lowest (%) Highest (%) Lowest (%)

D.T.Ed. 81.69% 50.33% 81.69% 51.50%

B.Ed. 78.07% 40.50% 73.57% 44.59%

M.Ed. (Full Time) ___________________Not Applicable_____________________________

M.Ed. (Part Time) ___________________Not Applicable_____________________________

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

programme (after admission)?

Yes No

8. Does the institution develop its academic calendar?

Yes No

9. Time allotted (in percentage)

10. Pre-practice teaching at the institution

a) Number of pre-practice teaching days.

b) Minimum number of pre-practice teaching lessons given by each student.

Programmes Theory Practice Teaching Practicum

D.T.Ed. 50% 25% 25%

B.Ed. 50% 24% 26%

M.Ed. (Full Time) ____________________ Not Applicable _________________________

M.Ed. (Part Time) ____________________ Not Applicable _________________________

15

Rs. 1, 79,294

Rs. 9,588

05


11. Practice Teaching at School

a) Number of schools identified for practice teaching.

b) Total number of practice teaching days.

c) Minimum number of practice teaching lessons given by

each student.

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

teaching in classroom situations

Number of Lessons in simulation

Number of Lessons Pre-practice teaching

13. Is the scheme of evaluation made known to students at the beginning of the

academic session?

Yes No

14. Does the institution provide for continuous evaluation?

Yes No

15. Weightage (in percentage) given to internal and external evaluation

16. Examinations

a) Number of sessional tests held for each paper

b) Number of assignments for each paper

Programmes Internal External

D.T.Ed. 50% 50%

B.Ed. 50% 50%

M.Ed. (Full Time) ___________________Not Applicable ______________________

M.Ed. (Part Time) ___________________Not Applicable ______________________

30

40

20

05

05

02

01


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

18. Are there courses with ICT enabled teaching-learning process?

Yes No Number 2 (D.T.Ed. / B.Ed.)

19. Does the institution offer computer science as a subject?

Yes No

If yes, is it offered as a compulsory or optional paper?

Compulsory Optional

CRITERION III: RESEARCH, CONSULTANCY AND EXTENSION

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

2. Does the Institution have research projects?

Yes No

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

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

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

Yes No

Computers

Intranet N.A.

Internet

Software / courseware (CDs)

Audio resources

Video resources

Teaching Aids and other related materials

Any other (specify and indicate) Language Lab

Number 06 % 60%

Funding agency Amount (Rs) Duration (years) Collaboration, if any

__________________________Not Applicable _________________________________

Nil


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

(Mark for positive response and X for negative response)

Teachers are given study leave

Teachers are provided with seed money

Adjustment in teaching schedule

Providing secretarial support and other facilities

Any other specify and indicate

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

8. Details of the Publications by the faculty (Last five years)

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

Yes No Number

Yes No Number

International journals

10

National journals – referred papers

Non referred papers 16

Academic articles in reputed magazines

/news papers 02

Books

02


Conference Proceedings

Chapters in Edited books

Edited Books

60

03

02

5

1

1


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

Faculty Students

National seminars

International seminars

Any other academic forum

11. What types of instructional materials have been developed by the institution? (Mark

`’ for yes and `X’ for No.)

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 (specify and indicate) - SUPW Journals.

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

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

Yes No

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

Yes No

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

60 03

03 -

04 05

3


In case of paid consultancy what is the net amount generated during last three

years.

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

organizations?

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 teaching aids Yes No

3. How many Computer terminals are available with the institution?

4. What is the Budget allotted for computers (purchase and maintenance) during the

previous academic year? (2014-15)

Local level

State level

National level

International level

1497.81 sq. mts

53

Rs. 20,000

Rs. 1,350


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

previous academic year? (2014-15)

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

facilities during the previous academic year? (2014-15)

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

the current academic session/financial year?

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

Yes No

9. Total number of posts sanctioned

Teaching

Non-teaching

10. Total number of posts vacant

Teaching

Non-teaching

a. Number of regular and permanent teachers

(Gender-wise)

Assistant Professors/Lecturers

Associate Professors/Readers

Professor

* Librarian **Principal

Open Reserved

M F M F

- 12 - -

3 6 - -

Open Reserved

M F M F

- 2 - -

- 2 - -

Open Reserved

M F M F

- 7+1* - -

- 1 - -

- 1** - -

Rs. 20,000

Nil

Nil


b. Number of temporary/ad-hoc/part-time

teachers (Gender-wise)

Lecturers

Readers

Professors

11. Number of teachers from

Same state

Other states

12. Teacher student ratio (program-wise)

13. a. Non-teaching staff

Permanent

Temporary

b. Technical Assistants

Permanent

Temporary

14. Ratio of Teaching – Non-teaching staff

15. Amount spent on salaries of teaching faculty during the previous academic

session (% of total expenditure) (2014-15)

16. Is there an advisory committee for the library?

Yes No

Open Reserved

M F M F

- - - -

- - - -

- - - -

Programme Teacher student ratio

D.T.Ed. 1 : 16

B.Ed. 1 : 12

M.Ed. (Full Time) -

M.Ed. (Part Time) -

Open Reserved

M F M F

2 4 - -

1 - - -

Open Reserved

M F M F

- - - -

- - - -

8+1+1

-

93.78%

10: 07


17. Working hours of the Library.

On working days

On holidays

During examinations

18. Does the library have an Open access facility

Yes No

19. Total collection of the following in the library

a. Books

- Textbooks (School)

- B. Ed. and Reference books

b. Magazines

e. Journals subscribed (Hard copies)

- Indian journals

- Foreign journals

f. Peer reviewed journals

g. Back volumes of journals

h. E-information resources

- Online journals/e-journals

- CDs/ DVDs

- Databases *

- Video Cassettes*

- Audio Cassettes*

* (Refer 22)

20. Mention the

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

Seating capacity of the Reading room

21. Status of automation of Library

Yet to intimate

Partially automated

Fully automated

8 hrs.

Closed

4

19

0

6

549

6000 + N-LIST

240

1(SOUL) +6 Excel Databases

11

222.75 sq.mts

60

8 hrs.

153

11,060

1,916

9,144


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)

OPAC (Online Public Access Catalogue).

Past Question papers and Model Answer Papers.

Content Alert Service for ‘Indian Journal publications’ in Education available

through N-LIST.

N-LIST orientation

‘Searching Web Effectively’ Training for Students.

Display of New Arrivals

In-house Thematic Book Exhibitions

Library Service to Ex-Students and External Users

Reading Room

Library Internship Program for Lib. Sc. Graduates of Mumbai and SNDT

University.

Library Blog which gives access to open access material in Education

Following Bibliographic Databases in Excel are available in STIE library:

1. Bound Volumes

2. Database of CAI CDs

3. Database of Action Research

-

-


4. Database of Evaluation Projects

5. Bibliographic database of Journal Articles available in STIE library

6. Journal catalogue

23. Are students allowed to retain books for examinations?

Yes No

24. Furnish information on the following

Average number of books issued/returned per day

Maximum number of day’s books are permitted to be retained

by students

by 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

25. 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.

I (2012-13) II (2013-14) III (2014-15)

Number Total Cost

(In Rs.)

Number Total Cost

(In Rs.)

Number Total Cost

(In Rs.)

School Text

Books

49 1,197 - - - -

Other

Books

(UGC+BB+

Non Sal)

318 2,20,405 45 13,901 43 11,701

Journals/

Periodicals

6+N-LIST 8,230 9+N-LIST 11,000 24+N-LIST 16,595

Any Other

Journal

CDs

- ---- 2 600 - -

13

03

30

02

91

1:86

3%

15


CRITERION V: STUDENT SUPPORT AND PROGRESSION

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

Programmes I (2012-13) II (2013-14) III (2014-15)

D.T.Ed. Nil 3 2

B.Ed. 2 1 Nil

M.Ed. (Full Time) - - -

M.Ed. (Part Time) - - -

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

Yes No

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

3. Does the institution offer Remedial instruction?

Yes No

4. Does the institution offer Bridge courses?

Yes No

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

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

three years (provide year wise data)

NET

SLET/SET


UG PG M. Phil

I

2012-13

II

2013-14

III

2014-15 I II III I II III

Pass percentage 97 97 99 - - - - - -

Number of first classes 16 17 35 - - - - - -

Number of distinctions Nil 1 - - - - - - -

Exemplary performances

(Gold Medal and

university ranks)

Nil Nil Nil - - - - - -

I (2012-13) II (2013-14) III (2014-15)

Nil Nil 01

Nil Nil Nil

- - -

12


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

three years.

(Additional rows may be inserted as per requirement)

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

Yes No

9. Does the institution provide Residential accommodation for:

Faculty Yes No

Non-teaching staff Yes No

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

Yes No

If yes, number of students residing in hostels

Men

Women

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

Sports fields Yes No

Indoor sports facilities Yes No

Gymnasium Yes No

12. Availability of rest rooms for Women

Yes No

13. Availability of rest rooms for men

Yes No

14. Is there transport facility available?

Yes No

Financial Aid I (2012-13) II (2013-14) III (2014-15)

(i) Merit Scholarship - - -

(ii) Merit-cum-means scholarship

(SC/ST/OBC/NT)

6 3 5(Approx.)

(iii) Fee concession - - -

(iv) Loan facilities - - -

Any other specify and indicate - - -

Nil

Nil


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

experience?

Yes No

16. Give information on the Cultural Events (Last year data) in which the

institution participated/organized (2014-2015).

(Excluding college day celebration

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

university, state, regional, national and international sports meets.

18. Does the institution have an active Alumni Association?

Yes No

If yes, give the year of establishment

19. Does the institution have a 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

Organized Participated

Yes No Number Yes No Number

Inter-collegiate 1 5

Inter-university Nil Nil

National Nil Nil

Any other (Specify

& indicate)

Nil Nil

Participation of students

(Numbers)

Outcome

(Medal achievers)

State Nil Nil

Regional Nil Nil

National Nil Nil

International Nil Nil

2003


22. Give the details on the progression of the students to employment/further

study (Give percentage) for last three years

2011-12 (%) 2012-13 (%) 2013-14 (%) 2014-15 (%)

Higher studies 35 37 31 In process*

Employment (Total) 95 90 92 89

Teaching

Non-teaching

92 88 90 87

3 2 2 2

* In process as results have just been declared

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.

24. Does the institution provide the following guidance and counselling services to

students?

Academic guidance and Counselling Yes No

Personal Counselling Yes No

Career Counselling Yes No

CRITERION VI: GOVERNANCE AND LEADERSHIP

1. Does the institution have a functional Internal Quality Assurance Cell (IQAC)

or any other similar body/committee

Yes No

2. Frequency of meetings of Academic and Administrative Bodies: (last year)

Governing Body/management 02

Staff council 08

IQAC/or any other similar body/committee 04

Internal Administrative Bodies contributing to quality improvement of the

institutional processes (Admission committee, Research cell and Infrastructure &

E-resources committee).

04

I (2012-13) II (2013-14) III (2014-15)

Approx. 89 45 52


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

staff of the institution?

Loan facility Yes No

Medical assistance Yes No

Insurance Yes No

Other (specify and indicate) Yes No

4. Number of career development programmes made available for non-teaching

staff during the last three years

5. Furnish the following details for the past three years

a. Number of teachers who have availed the Faculty Improvement

Program of the UGC/NCTE or any other recognized organization

b. Number of teachers who were sponsored for professional development

programmes by the institution

National

International

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

d. Number of Seminars/ workshops/symposia on Curricular development,

Teaching- learning, Assessment, etc. organised by the institution

e. Research development programmes attended by the faculty

2012-13 2013-14 2014-15

0 0 3

Nil Nil Nil

2012-13 2013-14 2014-15

Nil Nil Nil

2012-13 2013-14 2014-15

0 0 2

2012-13 2013-14 2014-15

2 2 4

2012-13 2013-14 2014-15

3 3 8

Nil


f. Invited/endowment lectures at the institution

Any other area (specify the programme and indicate)

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

teaching staff?

a. Self-appraisal Yes No

b. Student assessment of faculty performance Yes No

c. Expert assessment of faculty performance Yes No

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

e. Any other (specify and indicate) Yes No

7. Are the faculty assigned additional administrative work?

Yes No

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

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


(Loan from St. Teresa’s Society)

2012-13 2013-14 2014-15

5 6 15

2012-13 2013-14 2014-15

- - -

1-2 hours

Rs. 16, 43,235

Nil

Nil

Rs. 6, 44,058

Rs.1, 08, 57, 780


9. Expenditure statement (for last two years) Year 1 Year 2

Total sanctioned Budget 2013-14 2014-15

% spent on the salary of faculty 73.87% 70.43%

% spent on the salary of non-teaching employees 15% 12.17%

% spent on books and journals 0.09% 0.13%

% spent on developmental activities (expansion of building)

% spent on telephone, electricity and water 1.14% 1.03%

% spent on maintenance of building, sports facilities, hostels,

residential complex and student amenities, etc.

1.22% 1.29%

%spent on maintenance of equipment, teaching aids, contingency etc. 0.53% 0.38%

% spent on research and scholarship (seminars, conferences,

faculty development programs, faculty exchange, etc.)

0.09% 0.09%

% spent on travel 0.04% 0.03%

Any other (Internet expenses, stationery, university fees etc.). Rs.20,08,501 Rs.22,13,153

Total expenditure incurred Rs.162,35,342 Rs153,31,647

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

- Rs 8, 88,336

- Rs. 7, 75,522

- Rs. 8, 45,019


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

Administration Yes No

Finance Yes No

Student Records Yes No

Career Counselling Yes No

Aptitude Testing Yes No

Examinations/Evaluation/Assessment Yes No

Any other (specify and indicate) Yes No

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 Yes

b) for students Yes

c) for non - teaching staff Yes

19. Are there any ongoing 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 sensitised to modern managerial concepts such as strategic planning,

teamwork, decision-making, computerisation and TQM?

Yes No

CRITERION VII: INNOVATIVE PRACTICES

1. Does the institution have an established Internal Quality Assurance

Mechanisms?

Yes No

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

Yes No

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

Category Women

2013-2014 2014- 2015

No. % No. %

a SC 4 4% 4 4%

b ST Nil Nil Nil Nil

c OBC 1 1% 5 5%

d Physically challenged Nil Nil Nil Nil

e General Category 93 93% 90 90%

f Rural Nil Nil Nil Nil

g Urban 100 100% 100 100%

h Any other ( specify) NT3 /NTD 1 1% 1 1%

i SBC 1 1% Nil Nil


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

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

two batches?

Category Teaching staff % Non-teaching staff %

a SC Nil - Nil -

b ST Nil - Nil -

c OBC Nil - 1 11.11%

d Women 10 83.33% 4 44.44%

e Physically

challenged

Nil - Nil -

f General Category 10 83.33% 6 66.66%

g Any other

(specify)

Nil - 1 11.11%

Category At Admission On completion of the course

Batch I Batch II Batch I Batch II

SC 5 4.5 7.16 8

ST - - - -

OBC 4 4.7 7.75 7.2

Physically challenged - - - -

General Category 4 5.31 7.68 8.24

Rural - - - -

Urban 5.34 5.26 7.93 8.19

Any other( specify) - - - -


PART II: THE EVALUATIVE REPORT

1. EXECUTIVE SUMMARY

Environment in which the Institution Operates

St. Teresa’s Institute of Education is situated in the elite western suburb of Santa Cruz in Mumbai. It lies

cocooned in the north-east corner of a sprawling educational campus. Four independent but

supplementary institutions are housed in this lush-green ambience. The campus is well connected and

can be easily accessed by road and the railway system. The Teresian society is blessed with a long

boundary along-side the main road. Its compound wall is lined by tall jackfruit, sapodilla, black plum,

tamarind and mango trees to name a few. Such an ambience is a rare sight in crowded Mumbai and so,

catches the attention of every eye. The stone architecture, the flower beds, creepers and grotto… all paint

a pretty backdrop to a peaceful, clean and spiritual space bounded by students of all faith, culture and

socio-economic backgrounds.

The institution saw its birth in 1973 when the Teresian nuns identified the need to empower women and

thought it was a worthy cause towards making them self-reliant. We are proud to say that we are the

only college offering teacher education solely to women. Its government aided, minority status and

affiliation to the Mumbai University provided the necessary certification the institution needed to make

its presence felt. Soon it grew to the status of ‘a college of repute’ in the eyes of the population it served.

The institution soon got a tag of being a premiere institute of education because of its idealistic goals

and transactional styles. Thus, it became a much desired destination of every aspirant of teacher

education. A large area across the railway line that runs parallel to the institute is demarcated for housing

of the low income group. This area falls in the jurisdiction of the college. So the marginalized from this

region seek help from the institution through the services it offers. In the past, admissions too were

granted to the worthy and needy from among them.

The Regulatory Bodies and their Controls

The functioning of the institution is overseen by the Teresian society which ensures that the quality of

services offered by the faculty and supporting staff never suffers. Over and above this, the college has

at the State level to meet all the requirements laid down by the Board of Studies of the Mumbai

University and at the National level the prescriptions of the University Grants Commission (UGC). This

calls for in depth documentation and clean adherence to the protocol set by the rubrics of these governing

agencies, thus making the institution answerable for the transactions it maintains. The University and

UGC norms are mandatory and uniform for all institutions, but monitoring at the institutional level is

maintained too. At the college level, the Local Managing Committee (LMC) comprises of professionals


from the field of education and law. Usually they are administrative heads of institutes of learning or

professional advocates and solicitors who can throw light on the legal soundness of the decisions made.

The LMC committee composition also includes the college principal, three members of the faculty and

one clerical staff. This ensures a fair representation while making administrative and financial decisions.

The Internal Quality Assurance Cell (IQAC) is a core body which scrutinizes that quality is maintained

at peak levels. It provides suggestions to ensure that quality is sustained. This cell aims at creating a

progressive mindset, making innovation the thumb rule of the institute.

Key Relationship with Practice Teaching Schools and the Community

The college networks with over 30 schools and over 20 NGOs and community centers through which it

satisfies the need for a practical setup and a real environment. The college enjoys cordial and meaningful

give and take relationships with every institution or agency it networks with. It is a trust that has been

built over the years through the work ethics of the institute. This is reflected through the remarkable

perseverance and zeal our students work with as employees. The relationship between the stakeholders

and our institute are symbiotic. Library and infrastructure resources as well as faculty and personnel

resources are pooled. These exchanges of resources happen right through the academic year. Many of

our schools and networking centers extend us flexibility by going to the extent of restructuring and

rescheduling of their time-tables to incorporate the heavy demand in terms of time, we often request of

them.

Challenges Faced by the Institution in Building a Quality Institution

Only one member of the staff is an Associate professor. More than 50% of its staff are new recruits and

have served their institution for a decade or less. All are in the process of enhancing their professional

status through research and doctoral studies. So, none are in key positions at the university level. Being

an aided college, STIE has a fair share of students from the lower middle income group. These students

definitely have less exposure to the views of the contemporary world and less access to technology.

Many of them are first level learners. These areas warrant enhancement of personality traits and life

skills. Many of them need to unlearn rigid thinking styles and often suffer a culture shock when exposed

to new thinking at the college. A fair number of students have a substantial deficit of English speaking

skills since they come from vernacular mediums. Their English comprehension and speaking skills are

relatively weak. This becomes hard-hitting when teacher-trainees have to face a class and transact

interactions for 30 minutes. These are the areas that we identify as challenges in our attempt to sustain

and maintain excellence. Nevertheless, the college tries to work around these impediments using a blend

of idealistic and pragmatic views.


2. CRITERION-WISE ANALYSIS

CRITERION I: CURRICULAR ASPECTS

1.1 CURRICULAR DESIGN AND DEVELOPMENT

1. State the objectives of the institution and the major considerations addressed by

them? (Intellectual, Academic, Training, Access to the Disadvantaged, Equity, Self-

development, Community and National Development, Issue of ecology and

environment, Value Orientation, Employment, Global trends and demands, etc.)

The objectives of the Institution are as follows:

To provide professional training that would make teacher-trainees self-reliant.

To identify and channelize the latent potential in students to enhance their self-worth.

To nurture education of the head, heart and hand.

To preserve our national integrity and religious diversity based on the Christian

convictions of tolerance, service and love.

To enhance the effectiveness of teaching and learning through the use of educational

technology.

To reflect democratic values and social justice in encounters with life.

To sensitize the students on global values pertaining to environment protection and peace.

To update teaching-learning strategies with the ever changing theoretical and practical

aspects of creative pedagogy and research.

These objectives are modified regularly in keeping with the context of emerging trends

and developments in the field of education, both in our country as well as across the globe.

The major considerations addressed by the objectives are:

Intellectual and academic growth: The teacher training course at S.T.I.E. lays

emphasis on novel and interactive teaching-learning strategies instead of the traditional

approach, taking students from the mere status of passive recipients of knowledge to

active participants capable of critical thinking. Keeping in mind the curricular changes

implemented from time to time, students are equipped with the required theoretical inputs

and skills to broaden their knowledge base through a host of activities like seminar

presentations, library reading, attending conferences and workshops, conducting action

research projects on topics of educational and social relevance and educational visits.

Giving them a wide and rich exposure through varied activities both curricular and co-


curricular contributes to interdisciplinary learning. Faculty as well as students are

encouraged to make use of technology-based resources in the teaching- learning process.

Training: The staff and students are provided with need-based training from time to time

in keeping with the new trends in the field of education. The staff was provided training

in Web2.0 where they learned to create their own websites and blogs. The students are

also provided training through workshops and seminars in varied areas like the use of

technology in the teaching-learning process, performing street plays, communication

skills, conducting online research and family life education. Two certificate courses in

Yoga and Counselling are organised for the teacher trainees to equip them with skills and

expertise which they can later use as teachers in their future careers.

Equity: The college promotes equity for students coming from all sections of society.

Students from different socio-economic levels, diverse cultural backgrounds,

disadvantaged sections and those lacking expected abilities are kept at par with other

students. The college upholds team work. Students as well as staff are encouraged to work

in groups.

Access to the disadvantaged: Mentoring and counselling is provided to students in

need of these services. Visits to centres working towards the cause of the less fortunate,

rural camps and charity drives are organized for the underprivileged to stimulate

compassion and concern in the trainees.

Self-development: The multi-sensory teaching-learning approach of the contextualized

curriculum and the tactile training provided through the Honours programme contribute

to the all-round development of the teacher trainees leading to their personal and

professional growth. Ample opportunity is also provided for reflective thinking after

every activity for students to dwell on their performance and how they can improve the

same.

Community and National Development: Various seminars, workshops and community

service add a community dimension to the course. Seminars on topics like Re-inventing

Education for Nation Building and Human Rights, as well as participation in campaigns

like the Swachh Bharat Abhiyan and celebration of Marathi Bhasha Din alert trainees to

their role as nation builders.

Issue of ecology and environment: Environmental values are propagated through topics

in the syllabus relating to ecology and conservation of the environment. Environment

education is offered as a Special Field and covers several issues pertaining to


environmental protection. Talks on waste and water management by NGOs and co-

curricular activities like preparing best out of waste sensitise students to the need for

safeguarding the surroundings. The college also hosted an intercollegiate festival

PLANIT-E which dealt with various environmental issues through competitions hosted

over two days. The students also attend nature trails where they are made aware of their

responsibilities towards Mother Nature. A tree plantation drive was held this year in the

college campus in a bid to make it more eco-friendly.

Value orientation: The mission and vision statements of the institution are the driving

force in providing students with value enriched instruction. Every activity in the college

ranging from daily theme based assemblies, value oriented lesson planning, celebration

of festivals, community service and team-work in every activity provide the students with

a strong value orientation.

Employment: Campus placement is held every year so that the students are benefitted.

Schools affiliated to different boards and colleges are a part of this programme. Students

are oriented and groomed on how to present themselves during placements. This

endeavour acquaints students with the world of work and the challenges and opportunities

that await them.

Global trends and demands: In keeping with the needs of globalization, resource

people from different universities are invited to share their perspectives on contemporary

teaching-learning issues. National level seminars are organised and themes pertaining to

global concerns are focused on. Since the past few years, schools from overseas have also

been attending the campus interview programme to recruit trainees. They provide

valuable suggestions which could be used by the institution to orient trainees to global

trends in education.

2. Specify the various steps in the curricular development processes (Need assessment,

development of information database pertaining to the feedback from faculty,

students, alumni, employers and academic experts, and formalizing the decisions in

statutory academic bodies).

Syllabus Revision: The syllabus for the B.Ed. course is drawn up by the University of

Mumbai. The college has some influence in its restructuring from the point of view that

the principal has been a member of the Board of Studies for education at the university.

The syllabus is generally revised after five years. Before the syllabus revision could get


underway, the principal sought suggestions from individual staff members and

communicated the same to the Board of Studies. The staff members were appointed on

the syllabus revision committees constituted by the university in 2011 and 2014 for

various subjects and participated actively in the discussion forums. The following steps

are taken by the institution in the process of curricular development:

Need Assessment: An analysis of the 360 degree feedback (Details provided in 6.3.1)

along with that of the exit point questionnaire and the SWOT analysis conducted for the

students each year, provides important insights to the IQAC for making the necessary

modifications in the curriculum for the forthcoming academic year. The institution has

devised a contextualized curriculum to emphasise the multisensory approach in the

teaching-learning process. This has been detailed in Table 1.3. The restructured

curriculum drawn up by the IQAC each year is then presented to the principal and staff

for further evaluation and implementation.

Development of Information Database: Data obtained through the 360 degrees

feedback mechanism is analysed, graphically represented, consolidated, compiled and

documented. These records are included in the Annual Quality Assurance Report

(AQAR) as well as serve as a reference point to assess long-term institutional growth. It

also provides the IQAC with information relating to the achievement of pre-determined

objectives.

Formalizing the Decisions in Statutory Academic Bodies: The changes proposed in

the existing curriculum each year are discussed and deliberated upon at the IQAC

meetings and reforms implemented to bridge any gaps in transacting the curriculum.

Decisions about hosting the talk-show on Continuous Comprehensive Evaluation is one

example of curriculum revision in direct response to need analysis. This endeavour was

initiated to pay heed to the suggestion of employers regarding trainees only being

competent to teach in S.S.C schools. The institution worked on this recommendation and

in consensus with the IQAC and faculty members hosted the talk show titled ‘The Big 5’

(Details provided in 3.4.2).

3. How are the global trends in teacher education reflected in the curriculum and

existing courses modified to meet the emerging needs?

The curriculum has been suitably modified to keep pace with changing trends. The

same is outlined in Table 1.1 below.


TABLE 1.1: NEW SUBJECTS INTRODUCED IN THE CURRICULUM

Inclusive Education and Global Education were introduced into the curriculum. In addition to

the theoretical component of the course the institution also introduced two courses to

meet the emerging needs of the teacher trainees:

Certificate Course in Guidance and Counselling: The College initiated this course to

orient student teachers to several issues facing adolescents and children in the context of

our times. In addition, talks on relevant themes such as ‘Role of a teacher as a counsellor’

and ‘Drug addiction’ were also organized to help trainees gain from the knowledge and

experiences of professionally trained counsellors.

Certificate Course in Yoga: Bearing in mind the increased importance of yoga in the

school curriculum today, this course has been introduced to train students in various

asanas to make them aware of the need for a healthy mind in a healthy body. The

knowledge and skills they receive from experts conducting the course then stand them in

good stead as future teachers to train the students they will encounter.

Orientation to the Use of the N-LIST Consortia: This was conducted to enable the

trainees to access reputed educational journals online. This helped to foster a research

SUBJECT NEW TOPICS INTRODUCED

Philosophical Foundation

of Education

Trends in Education

Psychology of the Learner Inclusive Education

Educational Evaluation Evaluation rubrics/ Criteria for constructive feedback

Mathematics Method Vedic Math/Trends in Mathematics

Science Method Innovative trends in teaching of science/ Professional

development and evaluation

History Method Skills to be developed through History/ Biographical

approach in curriculum organization/ CAI: Discovery &

Game modes/ Detecting & dealing with biases in the

History textbook/ Multisensory approach to deal with

the differently-abled.

Sociological Foundation of

Education

Life Skills Education/ Education for Human Rights

Psychology of Learning Co-operative & constructivist perspectives of learning

Educational Management Characteristics of the International System of Education

in India

ICT in Education E-learning/ ICT for ‘A3’ learning

Action Research Concept and Need of collaborative research

Computers in Education Internet Resources in Education

Environmental Education Sustainable Development & Mitigation measures

Guidance & Counselling Crisis Intervention


culture by encouraging them to resort to the use of technology based resources in

reviewing literature for their action research projects.

Language Laboratory: A good teacher should be an efficient communicator too. With

this objective in view the college has set up a well-equipped language laboratory with

various packages that trainees can avail of to improve their spoken English skills.

4. How does the institution ensure that the curriculum bears some thrust on national

issues like environment, value education and ICT?

The following activities conducted by the college cater to development in the 3

mentioned thrust areas:

Thrust on Conservation of Environment: The curriculum provides for the following

activities to nurture environmental consciousness in students.

The College has an Environment Cell which regularly conducts activities such as

movie-screenings, endowment lectures, poster preparation, slogan-writing, newspaper-

recycling etc.

The students are taught how to turn bio-degradable waste into compost.

The morning assemblies are based on themes related to environmental conservation.

Students have to prepare artifacts reflecting the recycle and re-use paradigm of making

the best-out-of-waste as part of the Annual craft competition.

The College organizes a tree plantation drive every year to maintain the balance in the

environment.

Students attend the environment camp ‘Trail blazers’ where they are provided with an

opportunity to explore the beauty of Nature.

The college hosted an intercollegiate Eco-fest-‘Planit-E’ to deliberate on issues of

environmental concern (Refer to Annexure X for Best Practices).

CFL bulbs have been installed in every room to conserve energy. Also, the college resorts

to minimal use of air conditioners so as to avoid global warming.

In 2014-15, the students participated in the ‘Save Water’ project organized by the NGO

SOSVA to create awareness on water conservation among school students in the practice

teaching schools (Details provided in 3.4.1).

Action Research Projects on environmental issues are taken up by the trainees to sensitize

students to the threat of environment degradation.


The college emphasizes the use of bio-degradable materials in the preparation of students’

teaching aids by dissuading the use of plastic and thermocol.

The library organizes an exhibition on Environment day, where books and magazines on

environment are displayed to alert readers to the need for protection of the environment.

An online catalogue of library books and e-magazines has been initiated to avoid the

unnecessary wastage of paper.

Thrust on Value Education: Every activity that forms part of the curriculum at STIE

bears value orientation. Specifically, the following activities can be cited:

Street plays and skits: All skits, street plays convey a strong value-based message.

Core-elements of NPE: The students inculcate core values laid out in the National

Policy of Education, 1986 in their practice lessons. These values focus on egalitarianism,

small family norms, preservation of Indian culture etc.

Practice-lessons: All practice lessons included in the syllabus must have a value

component. Students are taught how to give value-based lessons so that their classroom

teaching reflects the objectives of democracy, justice and service.

Celebration of inter-faith festivals: All major festivals are celebrated in the college to

inculcate in students the values of national integrity and respect for all religions.

College Annual day: The College Annual Day is another occasion for demonstrating

value-consciousness. The entire programme is structured around a well-thought of theme

that sends out a strong value based message.

Community work: The students have to put in 20 hours of community service. They go

out and spend time with the less fortunate people of society. This activity helps instill in

them the values of compassion and social responsibility.

Rural camp: The college organized a visit to Asangaon where students were provided a

chance to interact with orphans, the aged and people infected with AIDS and leprosy.

Charity drives and outreach programmes: These events are organized by the student

teachers for the less fortunate to usher in the spirit of cheer at festivals such as Diwali and

Christmas.

General discipline: The students are expected to dress modestly, work diligently and

attend college punctually. This becomes a way of life for the students of STIE which they

would carry forward into their world of work.

Thrust on ICT: The curriculum provides for the following activities that develop ICT

skills:


CAI lessons: The students prepare two CAI lessons, one in each teaching method.

Seminar presentations: The students have to make one seminar presentation as part of

an assignment for internal assessment. For this, they are expected to prepare PowerPoint

presentations.

Morning assemblies: Students use videos and presentations on inspirational thoughts

downloaded from the internet for their daily morning assemblies.

Projects: Computerized projects for Action Research, Educational Evaluation and

Extension Education helps students to get a hands-on experience of ICT and master

technical skills.

Lectures: All lectures are conducted using PowerPoint presentations or movie clips.

Extension work: As part of the ICT-SDE project students select online courses of their

choice.

Professional enhancement of faculty: The staff attended a one-day workshop on ‘Web

2.0’ by Dr. Sarika Sawant from SNDT University. This encouraged them to create their

blogs and personal websites to provide forums for educational interaction with students

and other stakeholders

Use of ICT in the library: The library has a special library blog

(http://stie73library.blogspot.in) where the facilities of the library are uploaded. In February

and March 2015 the college was listed among the top 10 N-LIST users all over India

(Details provided in criterion 4.3.5 and 4.3.6).

Seminars: Sessions on ‘MOODLE’ and ‘Online research’ were conducted for staff and

students. Librarian Ms. Shakuntala Nighot conducts an orientation programme for

students every year on the effective use of N-LIST and surfing the web effectively.

Infrastructure: The College has installed a Smart Board in the lecture hall to provide

trainees with hands-on-experience of technology aided instruction in schools to keep

them up-to-date with the changing trends.

Language laboratory: A well-equipped computer laboratory along with a language

laboratory is set up for students who wish to improve their technical know-how and

spoken English competency.

5. Does the institution make use of ICT for curricular planning? If yes give details.

College Website: The institution displays a copy of the prospectus, academic calendar

and ongoing activities on its website. It has also uploaded the e-magazine this year.

http://stie73library.blogspot.in/


Faculty Blogs: The faculty members have been instrumental and enthusiastic in creating

their personal websites and subject blogs to display important information pertaining to

the curricular developments in their fields and to familiarize students and stakeholders

with subject related activities planned from time to time. Blogs become interactive forums

for intellectual discourse wherein students and alumni can share their opinions and ideas

relevant to academic concerns. They also become a platform to keep abreast with the new

advances and trends in the field of education. Some of the teacher educators are members

of online academic forums and make significant contributions by way of uploading their

research papers, sharing their ideas or even tracking research done in the field of

education.

Social Networking: The institution makes use of social networking for dissemination of

information related to teaching-learning. The commonly used applications such as

‘WhatsApp’ are constructively used for convenience in time-table planning, especially

for practice-teaching. This facilitates better and faster co-ordination and networking

between faculty and students. WhatsApp was also used for the purpose of data collection

in a research study conducted by a faculty member on mobile learning. Students also have

a Facebook group where they share experiences and important information pertaining to

the curriculum, post time-tables, reference material and educational videos.

1.2 ACADEMIC FLEXIBILITY

1. How does the institution attempt to provide experiences to the students so that

teaching becomes a reflective practice?

The institution provides the following experiences to students to make teaching a

reflective practice.

Practice Lessons: Students are expected to give 20 practice lessons, 10 in each subject.

These lessons are guided by the faculty. The last lesson in each method is supposed to

be an unguided lesson as students are expected to be proficient at drawing up their lesson

plans by then. During each lesson students are encouraged to think creatively and ensure

that the learning experiences provided are both informative as well as enjoyable. Further,

they are expected to bring out a value through each lesson and also reflect the core values

outlined in the NPE, 1986 through their teaching.

Constructive Feedback: Right from the very beginning, students are formed into smaller

groups of twelve each for their micro-lessons, simulated lessons, practice-lessons etc.


After they give lessons within each group, they are not only evaluated by the college

faculty but also by their peers. Prior to peer-feedback, they are also encouraged to self-

evaluate their lesson. Students then reflect on the feedback provided and improve their

future lessons. This is also an opportunity for other students (those not giving the lesson)

to learn from their peers.

Internship Week: The students spend one week in a practice teaching school as part of

their internship programme. During this time they are expected to maintain a logbook of

their daily activities and experiences. These are shared and reflected upon within the

group at the end of the day, before planning the activities for the next day.

Outreach Programmes: The students put in certain hours of voluntary service with

various organizations which work for the disadvantaged sections of society. These

experiences help them widen their perceptions and go beyond their own interests to work

for the betterment of society. Their experiences are documented in a personal diary

maintained specifically for the purpose.

Action Research Projects: All students have to complete an action research project. Data

analysis and discussion of the results provides them scope for reflection.

Evaluation Project: During the internship week, students have to teach an entire unit to

a class and then conduct a Unit test. They have to prepare the test keeping in mind the

capability of the students and the norms for setting test papers. After the test is conducted,

they have to evaluate and analyse the performance of the class and present the same in

the form of a project.

Extension Project: Students undertake extension work organized by the DLLE as part

of which they take up one activity. For the past 3 years they have taken up activities like

Career project, Anna Poorna Yojana, Status of Women in Society and ICT. They conduct

the necessary tasks under each activity and these are evaluated by student managers and

the extension teacher in-charge.

Seminar Presentations: Every student has to present a seminar in a core paper. For this

the students are divided into different groups and a staff is assigned to the group as their

mentor. They make use of the different resources available to them, gather information

on the topic given and then seek the guidance of their mentor. Each student gets a chance

to present the seminar before the class using innovative techniques. This helps them to

reflect upon their strengths and work on their weak areas, thus, transforming them into

better teachers.


Book Review: The students have to select a book which they then have to critically

review and make a presentation. The book should reflect values or issues of social

concern.

Variety of Teaching Techniques: The staff makes use of Case Studies/ Movie

Reviews/Video Clips/ Audio Tracks/ Newspaper articles/ Games/Quizzes/Debates/Role

plays/Discussions during their lectures which motivate the student-trainees to reflect on

the content taught.

2. How does the institution provide for adequate flexibility and scope in the operational

curriculum for providing varied learning experiences to the students, both in the

campus and in the field?

The college has introduced various programmes in the curriculum which cater to the

development of the head, hand and heart of the students. The activities can be broadly

classified under two heads:

Learning Experiences in the Campus:

Contextualization of the curriculum: The curriculum is enriched to provide real life

experiences to the students. To achieve this end, for every subject in the syllabus, they

have to go on an educational visit, complete a small project and attend a lecture delivered

by a visiting expert on the topic chosen.

Seminars and workshops: Students have the opportunity to attend various seminars and

workshops organized by the college during the year (Details provided in Table 3.3).

Use of the gymnasium: Students can find time either before or after class or in their

breaks to use the sports equipment in the gymnasium and also play indoor games such as

carom, table-tennis etc.

SUPW courses: Students can opt for one SUPW activity viz. soft-toy making, tie-and-

dye, glass-painting and pottery, jewellery designing and candle-making.

Certificate courses: The College started with 2 self-financing short term courses

namely, Guidance and Counselling and Yoga (Details provided in 1.2.3).

Honours programme: The Honours Programme was introduced for students. It

comprises of 25 credits and is spread over the year. The programme includes various

activities pertaining to fine arts, social issues and literary skills (Details provided in 1.2.3).

Talent search: At the beginning of each academic year, the entire class is divided into 4

groups, each of which is expected to put up a cultural programme. This is done with the

intention of gauging the students’ talents and also serves to rid them of their inhibitions.


Department of Life Long Learning and Education: The students enroll themselves for

the Department of Life Long Learning and Extension programme. Among the various

activities offered within the ambit of the programme, they undertake the APY, SWS, CP

and ICT-SDE projects. These projects help to inculcate life skills, community orientation

and social responsibility in students.

Chart preparation course: The chart preparation course conducted by a visiting expert,

at the beginning of the year teaches students to prepare impressive teaching aids and

charts.

Communication skills course: The College annually conducts a week-long course on

‘Development of Communication Skills’ which lays emphasis on overcoming stage fear

and building confidence.

Family-life education course: STIE caters to female students. Women have a very

important role to play in the family as mothers. Also as teachers dealing with adolescents,

the trainees must have the capability to guide their students correctly. Hence the college

organizes a short course on sex-education and family life.

Annual exhibition: This gives the students an opportunity to learn the intricacies

involved in putting up an exhibition which will hold them in good stead in their schools

and places of work.

Action research projects: These provide trainees with a hands-on experience of finding

solutions to problems commonly encountered in the classroom/society. They are assigned

research guides to help them with the planning and execution of the project thus sowing

the seeds of research-mindedness in the teachers of tomorrow.

Preparation of teaching aids: Two teaching aids, one in each of their methods have to

be prepared by each student. These are archived for use by the future students of the

college. In the Science method, students are expected to prepare elaborate working

models.

Competitions and celebrations: The singing competition, the art and craft competition,

Miss Education Contest, Annual Day celebration and the celebration of various festivals

serve to create an atmosphere of love and mutual respect.

Simulated lessons: These focus on varied teaching models such as role-play, concept

attainment, inquiry training, gaming, brainstorming and attribute listing. Students are

encouraged to use these models in their practice lessons.


Special Fields: The students have the flexibility to opt for special fields of their choice

given in the curriculum. The special fields like Guidance and Counselling, Environmental

Education, Inclusive Education and Computers in Education offer them scope to

understand the issues in classroom and society, thus sensitizing them to their role in

community.

Hence, there is ample scope in the curriculum for providing varied learning experiences

to the students. They are free to avail of the various resources and opportunities that the

college offers such as use of the library, internet facility, language laboratory and the

computer laboratory. They are also permitted to borrow and use the teaching-aids from

the college collection for their practice-teaching lessons. A one hour provision is made in

the daily time-table at the end of lectures each day to enable students work on their

projects, presentations and for peer tutoring. Adequate flexibility is offered to them by

way of choosing their special methods and special fields, activity for extension education

and S.U.P.W. They also have the freedom to participate in co-curricular activities of their

choice in keeping with their interests and potential. They are permitted to choose their

practice teaching schools according to their area of residence and convenience.

Learning Experiences in the Field:

Career exhibition: The College organizes an annual career exhibition for school

students. This helps them to explore various career opportunities.

Fine arts during internship: The teacher trainees conduct sessions for students on

calligraphy, flower-making, making paper bags, jewellery etc. They are taught these

skills in the institution as part of the Honours programme to make them proficient to

impart them to others.

SOSVA Project: The students participated in the ‘Save Water, Safe Water’ project

organized by the NGO SOSVA (Details provided in 3.4.1).

DLLE: The Extension Education programme provides an opportunity to students to take

up different projects which help them to develop varied skills and also instills the value

of social responsibility through the motto ‘REACH TO THE UNREACHED’.

Community Work: Students render 20 hours of community service in organizations

working for the upliftment of the downtrodden. Charity drives, rural camps and out-reach

programmes also awaken an element of compassion and concern in the trainees.

Nature Trails: Students attend the environment camp conducted by ‘Trail Blazers’

which evokes in them a sense of environmental responsibility.


3. What value added courses have been introduced by the institution during the last

three years which would for example: Develop communication skills (verbal &

written), ICT skills, Life skills, Community orientation, Social responsibility etc.

Value-added courses introduced in the last three years include:

Honours Programme: The philosophy behind the introduction of the programme was in

keeping with the institution’s objective of holistic development. The categorization of the

various programmes under Honours is given in Table 1.2 below:

TABLE 1.2: THE HONOURS PROGRAMME

Certificate Course in Guidance and Counselling: The College introduced a 15-session

certificate course in Guidance and Counselling. This course was conducted by experts

from the fields of Applied Psychology and Guidance and Counselling. Late Dr. Leena

Pinto, a retired faculty from the Department of Applied Psychology, University of

Mumbai and an alumnus of STIE was the main co-ordinator of the course. Currently

Principal Dr. Sr. Lilian is the co-ordinator of the course which is conducted in

collaboration with Prafulta Psychological Services.

CATEGORIES PROGRAMMES

Soft Skills Enhancement (8 Credits)

• Talk on Management by values

• Orientation by SOSVA

• Retreat

• Book Review orientation

• Talk on Leadership

• Talks on issues related to Counselling

• Talk on Sex Education

• Talk on Ethics

Community Outreach (5 Credits)

• Excursion/ Study Tours

• Extension programme of DLLE

• Community Service at various centers

• Talk on First Aid

• Water Harvesting Project

Certificate Programmes ( 2 Credits) • Human Rights Seminar

• Yoga Course

Inter-collegiate Festival ( 2 Credits) • UDAAN Festival

• Environ-fest Planit-E

Professional Skills ( 3 Credits) • CCE- Big Five Talk Show

• Talk on Learning Disabilities

• Talk on how to select a research topic

• Talk on Online Research

Communication Skills ( 2 Credits) • Communication Skills workshop

• Street Play Workshop

Tactile Training ( 3 Credits) • SUPW- Soft toys, Tie and Dye, Candle and

Jewellery making, Glass Painting & Ceramics.


Yoga Course: The College also started a course on Yoga for the students and staff in

collaboration with Shri Ambika Yogashram. This is with a view to enhance health and

reduce stress.

Short-Term Research Methodology Course: This was attended by the staff and

students along with teacher educators from other colleges which gave them a chance to

develop research skills.

4. How does the institution ensure the inclusion of the following aspects in the

curriculum? Interdisciplinary/Multidisciplinary/Multi-skill development/Inclusive

education /Practice-Teaching/ School experience/ internship /Work experience

/SUPW /Any other (specify and give details) (Also list out the programmes /courses

where the above aspects have been incorporated).

Interdisciplinary/Multidisciplinary: The co-relational approach to teaching and

learning is employed. Also, contextualizing of the curriculum helps provide an

interdisciplinary, comprehensive overview of the different subjects in the syllabus.

Various National Seminars and workshops that are organized by the college (Details

provided in Table 3.3) add a holistic approach to the curriculum.

Multi-Skill Development: The various courses and programmes included in the

curriculum as already cited earlier contribute to multi-skill development. E.g. dramatics,

talent contests, Honours programme, research projects, practice lessons, seminars etc.

(Details provided in Table 1.2).

Inclusive Education: The College also invites psychiatrists and counsellors to hold

seminars on the issues of learner diversity. During the internship, the students have to

develop an Individualized Education Plan and successfully implement it. They also have

to interview a school counsellor and make a presentation on issues faced by students and

the intervention steps taken to deal with them. Inclusive Education is offered as one of

the elective subjects which is already mentioned in the curriculum.

Practice-Teaching: The students have to deliver 20 lessons (10 in each teaching

method) in their practice teaching schools. (Details provided in 2.3.6).

School Experience/Internship: This is usually held in the second term. (Details

provided in 2.3.7).

Work Experience / SUPW: The SUPW activities are an integral part of the B.Ed. course

at STIE. The students opt for either one of the following categories under SUPW.


Soft toys: Here the students are taught to make soft toys using different fabrics.

Glass painting and ceramics: The art of glass painting and decoration of ceramic pots

is taught to students.

Candle–making and jewellery designing: Decorative candles of wax and gel are

prepared. Jewellery using beads and semi-precious stones are fashioned.

Tie and dye: The Indian art of ‘batik painting’ or ‘tie and dye’ teaches students the finer

nuances of mixing various colours and constructing exclusive patterns.

Any Other: Students are skilled in different arts as part of the Honours programme.

These include making artificial flowers out of various kinds of fabric, warli painting and

puppet making, calligraphy etc.

The various artifacts prepared by the students are displayed at the Annual Art and Craft

exhibition.

1.3 FEEDBACK ON CURRICULUM

1. How does the institution encourage feedback and communication from the Students,

Alumni, and Employers, Community, Academic peers and other stakeholders with

reference to the curriculum?

Students: The principal and staff members act as student-mentors. Students are free to

share their grievances and seek clarification of doubts from them on issues related to the

curriculum. A SWOT analysis of the institution is conducted by students at the end of the

year. The management analyses their responses and brings in the necessary changes in

the curriculum. An online exit point questionnaire is uploaded to obtain feedback on

various activities conducted throughout the year and the weaknesses identified are

addressed with an appropriate action plan that is drawn up.

Employers: Each year, campus interviews are held wherein a number of eminent schools

look to employ student-teachers from STIE. The principal and staff inquire about the

performance of the students employed by them. Some employers who are very impressed

with the students from STIE also send written letters of appreciation to the College. This

year the college has introduced an online feedback system for employers (Details

provided in 6.3.1).

Community: The College sends out feedback forms to the local practice-teaching

schools to seek their evaluation of the teacher trainees’ teaching competency, behavior

and value system.


Academic Peers: Feedback from academic peers is obtained during board of studies

meetings. Also, the principal and staff consult academicians before incorporating new

changes in the curriculum.

LMC: It determines the programme of instruction and internal evaluation of the progress

of studies in the college and makes recommendations to the management for the

improvement of the standard of teaching.

IQAC: It reviews the feedback obtained from the different stakeholders and analyses the

same in terms of achievement of pre-determined objectives. On the basis of this analysis,

the curriculum is modified to incorporate the necessary changes to step up quality

standards.

2. Is there a mechanism for analysis and use of the outcome from the feedback taken,

in order to review and identify areas for improvement and the changes to be

brought in the curriculum? If yes, give details on the same.

The feedback obtained from all the stakeholders is deliberated upon at staff meetings and

areas for improvement are identified. The IQAC also keeps reviewing the curriculum

implemented throughout the year and suggests changes that can be implemented for the

next academic year. It plans a number of programmes to upgrade the curriculum. It hosts

UGC sponsored National level seminars annually (Details provided in Table 3.3). It also

organized a short-term research methodology course in collaboration with the ICSSR to

give staff and students an exposure to research. A talk-show titled ‘The Big-five’ was

arranged for the students to orient them to the CCE currently in use in schools. To

sensitize students towards the environment, the college collaborated with the NGO,

‘SOSVA’ and participated in the project ‘Save Water, Safe Water’. To add a dimension

of selfless service to the training provided, the institution has initiated rural camps and

charity drives in addition to the community work component already included in the

course. To equip trainees with leadership and entrepreneurial skills in the modern age,

the college hosted the inter-collegiate environ-fest Planit-E (Refer to Annexure X for

Best Practices). With English being the Lingua Franca in our present day world, students

are encouraged to use the language laboratory to step up their competency of spoken

English. In keeping with the needs of the digi-age we live in students attended workshops

and talks on ‘The use of MOODLE’, ‘Web 2.0’ and ‘The use of Google docs in online

research’.


3. What are the contributions of the institution to curriculum development? (Member

of BoS/ sending timely suggestions, feedback, etc.)

Principal, Dr. Sr. Lilian Rozario has been a member of the Board of Studies. Members

of the staff made their contributions to curriculum improvement through participation in

various syllabus review committees when the curriculum was revised in 2011-12. In

keeping with NCTE recommendations, the two year B.Ed. programme has been

implemented this year. The principal has been actively involved as a member of the

curriculum framing committee appointed for the same. Along with a staff representative

she attended various orientation meetings held at different colleges to gain an over-view

of the changed strategies that would be involved. The staff was then delegated to attend

the syllabus revision meetings held in different colleges for the two year B.Ed.

programme in 2014.

1.4 CURRICULUM UPDATE

1. Which courses have undergone a major curriculum revision during the last five

years? How did these changes contribute to quality improvement and student

satisfaction? (Provide details of only the major changes in the content that have

been made).

The entire B.Ed syllabus was revised in March-April 2012. The curriculum came to be

based on the credit-based semester system. Students have to earn a certain number of

credits on the basis of number of hours completed to qualify the exams. The question

paper pattern was also changed. They now have to answer four essay questions of 10

marks each and 4 questions of 5marks each as against the earlier pattern. The university

examinations are held twice a year in December and May as per the semester pattern.

ATKT provision is available for students who are not successful. All these changes

catered to making the B.Ed. curriculum less stressful and student friendly. The new topics

included in each subject have already been indicated in Table 1.1. In the last five years

‘Computers in Education’, ‘Global Education’ and ‘Inclusive Education’ were

introduced into the curriculum. ‘School Management’ was renamed as ‘Educational

Management’ and ‘Educational Technology’ came to be called ‘ICT in Education’.

2. What are the strategies adopted by the institution for curriculum revision and

update? (Need assessment, student input, feedback from practicing schools etc.)


As far as syllabus revision is concerned, the college can only contribute through the staff

members who are appointed by the university to be on syllabus revision committees.

However, at the institutional level the college adopts the following strategies:

Need Assessment:

360 degrees online feedback mechanism: This allows interaction with various

stakeholders of the institution. This has been detailed in 6.3.1.

Governing bodies like the LMC and IQAC: These bodies also suggest changes to be

implemented in the curriculum while reviewing the reports during the committee

meetings held at regular intervals.

Self-appraisal by the faculty: This provides an idea of the professional growth of the

staff members. The data collected is reviewed by the principal annually and suggestions

are put forward regarding the use of updated methods of curriculum transaction and

innovative strategies of teaching-learning.

Student Input: This is obtained through the SWOT analysis, TAQ and the exit point

questionnaire conducted annually. It provides important information pertaining to the

institution, the faculty and the quality of instruction provided.

Feedback from Practicing Schools: This constitutes the Employer Satisfaction Survey

and evaluates the teaching competency of the trainees as well as their value systems.

Alumni/Parent Feedback: This depicts the satisfaction quotient with the B.Ed. course

at S.T.I.E in terms of its quality standards. The feedback received from various

stakeholders is analyzed, graphically represented and used to fill the lacunae in the

existing curriculum.

1.5 BEST PRACTICES IN CURRICULAR ASPECTS

1. What is the quality sustenance and quality enhancement measures undertaken by

the institution during the last five years in curricular aspects?

The quality sustenance and quality enhancement measures undertaken by the institution

during the last five years in curricular aspects are as follows:

Contextualisation of the Curriculum: The curriculum is enhanced to include a wide

range of activities beyond the usual curricular and co-curricular activities (Details

provided in Table1.3).


Honours Programme: The College introduced a 25-credit Honours programme. This

course is conducted right through the year and gives students an opportunity for all round

self-development (Refer to Annexure X for Best Practices).

Short-Term Certificate Courses: The college introduced short term certificate courses

in Guidance and Counselling, Yoga and Research Methodology. These courses were

conducted by reputed experts from the field in collaboration with Prafulta Psychological

Services, Shri Ambika Yogashram and the ICSSR respectively.

State and National Level Seminars: The state and national level seminars organized by

the institution over the last five years are another quality enhancement measure. Students

are given an opportunity to attend the seminars and also appreciate the paper-reading

sessions included therein. The college also conducts a Human Rights seminar in

collaboration with NHRC every year.

2. What innovation/best practices in ‘Curricular Aspects’ have been planned/

implemented by the institution?

The focus on the B.Ed. curriculum each year is on synchronizing theory with practical

real life experiences leading to a default that will reflect the emerging societal concerns

and global expectations. The efforts at Contextualization of the Curriculum could be

cited as one of the best practices implemented by the institution. Table 1.3 indicates a

sample of the activities that have been undertaken subject wise:

TABLE 1.3: SAMPLE OF THE CONTEXTUALISED CURRICULUM

COURSE SUBJECT ACTIVITY

I Philosophical

Foundation of

Education

Talk on Gandhian Philosophy

Visit to Mani Bhavan & Prince of Wales Museum

Project on ‘isms’ of Philosophy

II Psychology of the

Learner

Talk on Learning Disability

Project on Individualised Education Plan

III Educational Evaluation Workshop on the Blue Print

Talk show on CCE

Project on ‘The Unit Test’


IV/V Special Methods in

Education

English: Use of the Language Laboratory for spoken

English skills

History: Project on the Social Inquiry Method/Visit

to The Discovery of India/ Workshop on Co-operative

learning strategies

Science: Visit to Nehru Science Centre and Homi

Bhaba Centre for Science Education.

Mathematics: Workshop on Vedic Mathematics

VI Sociological

Foundations of

Education

Talk on Gender Sensitization

Visit to the disadvantaged sections of society

VII Psychology of Learning

Talk on Developing Thinking skills

Film review

Use of any 2 Co–operative Learning Strategies in their

practice teaching lessons.

VIII Educational

Management

Interview with principals during the Internship

Study and documentation of school records

IX ICT in Education Talk on MOODLE

X Special Fields in

Education

Action Research: Talk on ‘Online research’ and ‘How

to select a research topic’

Action Research Projects

Computers in Education: Preparation of a computer

based instruction module for teaching any school topic

Environmental Education: SOSVA project on Water

Conservation/Talk by SOSVA on Waste Management/

Camp by Trail Blazers/ Inter-collegiate environ-fest.

Guidance and Counselling: Interview with a

counsellor/Talks by reputed counsellors on behavioural

problems and issues faced by adolescents and children.

Inclusive Education: Trainees work as shadow teachers

at special schools

Figure 1.1 is a diagrammatic representation of the Contextualised Curriculum


FIGURE 1.1: THE CONTEXTUALISED CURRICULUM

Additional Information to be provided by Institutions opting for Re-accreditation

/Re-assessment.

1. What are the main evaluative observations/suggestions made in the first assessment

report with reference to Curricular aspects and how have they been acted upon?

The evaluative observations made in the first assessment report with reference to

curricular aspects were as follows:

At present the college which follows the University Curriculum for B.Ed. has only

limited scope for innovation, experimentation and creativity.

The status of autonomy could accentuate development and growth in

curriculum-framework, examination-pattern and several other aspects as well.

Action taken:

Innovation, experimentation and creativity: As already described in the answers to

questions pertaining to this criterion, the College has strived hard to experiment, innovate,

and enrich the operational curriculum. The college has also extended itself in community


service through outreach programmes and seminars for school and college teachers. The

short-term courses and the Honours programme further support the conscientious and

dedicated efforts of the faculty at STIE towards providing quality teacher education.

Autonomy: STIE considers autonomy favourably and is open to this flexibility provided

by the University of Mumbai and government authorities. The principal and senior faculty

members attended a meeting towards this end wherein principals of other autonomous

colleges shared their experiences. STIE’s long-term plans include conversion of this

institute to a quality institute of repute in education.

2. What are the major quality sustenance and enhancement measures undertaken by

the institution since the previous assessment and accreditation?

Taking into account the recommendations of the previous assessment committee and in

keeping with the changing global trends, emphasis has been laid on the use of innovative

and interactive strategies to transact the curriculum:

Focus on the constructivist approach in learning.

Collaboration and networking with other organizations to meet global standards and

introduce an interdisciplinary dimension to education.

Greater emphasis on need analysis leading to restructuring the curriculum in the context

of our times.

Promoting community service and awakening social concern in students.

Improving the English competency of vernacular students by encouraging the use of the

Language laboratory.

Use of the multisensory approach to teaching-learning through the transaction of the

contextualized curriculum.

Instilling values of citizenship by being a part of civic campaigns e.g. Swachh Bharat

Abhiyan.

Use of innovative teaching strategies like case studies, co-operative learning techniques

and debates to promote critical thinking and analytical skills in students.

Organising the environ-fest to add an element of interest by making a curricular subject

come alive through co-curricular activities.

Re-inventing teacher education with technology by encouraging students to use

web-based learning and e-resources.


CRITERION II: TEACHING-LEARNING AND EVALUATION

2.1 ADMISSION PROCESS AND STUDENT PROFILE

1. Give details of the admission processes and admission policy (criteria for admission,

adherence to the decisions of the regulatory bodies, equity, access, transparency,

etc.) of the institution?

Admission Processes: STIE is an aided Minority Institution. The admission processes

followed at STIE are in strict adherence with the provisions laid down by the Government

of Maharashtra in accordance with the University regulations as per the G.R. No. NGC-

2004/ (41/04) Mashi-3, dated February 16, 2004. All candidates have to appear for the

centralized CET (Common Entrance Test) conducted by the Government. Since this is an

English medium college, candidates desirous of admission have also to appear for the

English Language Content Test conducted by the Government.50% of the seats are

reserved for Christian students and the other 50% for the Open category. The government

decides on the merit ranking of the students who are then accordingly directed to the

college. The merit ranking is based on the following criteria:

A. 50% of the marks are allocated for the candidate’s performance at the graduation

examination and there are additional marks if the candidate has a certificate mentioning

at least 120-240 hours service with the NSS/ Adult Education Programme at the college/

university level, certificate of passing the B/C grade NCC examination; certificate

showing participation of the candidate in sports, elocution, drama, cultural programmes

at the inter-collegiate, university, State, National, International level.

B. Marks obtained by the candidate in the CET.

C. Order of merit is decided on the basis of the sum of the scores in A and B above.

Admission Policy: This is in keeping with the guidelines prescribed by the Government

of Maharashtra. Being a Minority Institution 50% of the candidates are selected in

adherence with the rules prescribed by the government for minority institutions. A

minimum score of 50% at the graduation level and success at the CET are considered

mandatory for admission, unless exempted by the government in special cases. The other

50% of the seats are filled in through the centralized admission procedures. All students

seeking admission to the B.Ed. should have passed the CET and obtained 50% marks at

the graduation level for the open category or 45% for reserved categories namely, SC,


ST, V.J.-A, NT-B,NT-C,NT-D,OBC and SBC. The criteria considered for admission

include:

Subjects offered at the graduation/post-graduation level.

Number of seats available per Special Method.

Quota per University i.e. 70% for graduates of Mumbai University, 28% for graduates of

universities from Maharashtra other than Mumbai University and 2% for graduates of

Universities outside the state of Maharashtra.

In addition, 50% of the total intake capacity is reserved for the backward class and OBC

categories. Further, in the 50% seats for the Open and 50% seats for the Reserved

categories, further reservations are provided for those falling in any of the categories

mentioned below:

3% internal reservation for physically handicapped candidates certified by a Civil

Surgeon to have not more than 40% disability.

2% reservation for the Son/daughter/husband/wife of active military services personnel

and ex-ministry services personnel.

30% of the seats for women-destitute/divorced women with certificate from competent

authority.

The institute endeavours to ensure that it adheres to all the regulations prescribed by the

Government of Maharashtra in drawing up the Merit Lists to promote total transparency

in the admission process.

2. How are the programmes advertised? What information is provided to prospective

students about the programs through the advertisement and prospectus or other

similar material of the institution?

As soon as the government declares the dates for the CET, the college puts up notices

regarding the same on its notice boards. Prospective students can also avail of the

necessary admission-related information through the prospectus and through telephonic

queries courteously answered by the college office staff. Advertisements regarding

admissions are also published in the popular newspapers like ‘The Indian Express’ and

‘Midday’. The college also announces its religious minority status and dates for

distribution of admission forms in the ‘Examiner’- a catholic weekly published by the

Archdiocese of Mumbai. The college website too carries relevant information regarding

the schedule and important dates for the admission process.


3. How does the institution monitor admission decisions to ensure that the determined

admission criteria are equitably applied to all applicants?

The college fills up the seats in strict adherence to the allocation provided by the

Government as detailed in 2.1.1 above. Students are admitted taking into consideration

the quota prescribed under each head. The admission forms are screened by the faculty

members after being oriented to the government norms and criteria for admission. The

admission committee in consultation with the principal reviews the forms and takes

important decisions relating to the choice of Special Methods opted for by a candidate

and resolves any queries that may arise in special cases. A personal interview with the

principal further helps to assess the competency of each candidate applying for the course.

4. Specify the strategies, if any, adopted by the institution to retain the diverse student

population admitted to the institution. (E.g. individuals of diverse economic,

cultural, religious, gender, linguistic, backgrounds and physically challenged).

Each year the students profile at STIE reflects student diversity in terms of their socio-

economic background, education, age, religion etc. At STIE, the emphasis is on the

holistic development of the students. Hence a wide-range of diverse teaching-learning

experiences is provided during the academic year. To this end, the college adopts the

following strategies:

Orientation Programme: The orientation programme conducted by the principal is a

welcoming address to each student. Various aspects on the long term goals of the

academic year are stated. The general rules and regulations of the college are made

known. The vision, mission and the core values of the college are analyzed with meaning.

Thus, this orientation empowers each student with the ethos of the college and motivates

them to being committed to not just their academic performances but also towards a

holistic development as committed teachers. There is no difference made between

students belonging to different economic, cultural, religious, gender or linguistic

backgrounds and even the physically challenged students are treated on par with others.

Inter-Religious Assemblies: Reinforcing the secular values of the college, the students

put up inter-faith assemblies each morning to promote an atmosphere of oneness and

tolerance in keeping with our rich Indian heritage of unity amidst diversity. Each day

begins with this spiritual exercise of communing with the Almighty.


Celebration of Festivals: Instead of adopting the ‘melting-pot’ approach to student

diversity, the resolve at STIE is to be more accommodating towards all students by

addressing their different cultural values. Hence, most major festivals are commemorated.

Student teachers thus learn the importance of appreciating the goodness and diversity of

different religious beliefs and customs. The aim of inter-religious celebrations is to foster

secularism and aid compatible living, respecting the diversity seen in real-life.

Practice-Teaching Groups: The students are formed into heterogeneous groups for

practice-teaching. The practice-teaching groups comprise of approximately 12 students

each. The students are assigned groups based on their personal choice of school, their

place of residence, teaching methods and their individual competency. Care is taken to

see that in every group there is adequate representation of students with diverse teaching

subjects to facilitate smooth planning and execution of the day to day practice teaching

schedule. Thus, each group has a blend of students who have varied aptitudes. This

diversity helps the team to support and complement each other.

Inclusion: Students who are admitted to STIE come from different socio-economic

strata. The college metes out a fair and just treatment to all students. No distinctions are

made between them. On the contrary the effort is to bring students together whilst, at the

same time, helping them retain their distinctive individuality. Remedial programmes are

put into place for students who are found lacking in academics. Peer-teaching is

encouraged to foster cohesiveness and sensitivity among students. Even those students

who are admitted late are soon brought on par with the rest. The college offers Inclusive

Education as a special field for students interested in this area. It also gives the others a

general awareness regarding inclusion in education.

Individual Counselling: The principal has a personal rapport with each and every

student. She interviews and counsels them all through the year. Students can approach

her or any of the staff members whenever they have any problems. The faculty at STIE

also continuously observes and evaluates each student right through the year, and they

are accordingly given appropriate feedback and guidance. The college has admitted

students who faced problems of judicial and medical origin. It is with pride that we say

that these students imbibed great courage not just from the faculty but also from every

member of the student body. The support that was provided by the college was of great

help in these cases to tide over the hurdles.


Seminars and Workshops: All year long the college hosts seminars and workshops from

diverse fields and areas. Few seminars are held every year on such diverse topics as

Human rights, Learning disability, Counselling, etc.

Teaching Methodology: Bearing the diverse aptitudes and attitudes of the student

population, every faculty member engages the class in self-learning. For this,

ability-based grouping is well chalked out and incorporated into the teaching strategies

that are adopted by the staff to facilitate learning. Thus, the students are exposed to a wide

variety of teaching-learning styles based on the scope provided by each topic and learner

needs.

5. Is there a provision for assessing student’s knowledge/needs and skills before the

commencement of teaching programmes? If yes, give details on the same.

The following provisions are in place for assessing students’ knowledge and skills before

the commencement of teaching programmes:

Personal Interview: After a student is directed to the college by the centralized

admission procedure, the principal and two senior staff members personally interview

each candidate to get an initial feel of their perception and ability to cope with the course.

Formative Evaluation: Students’ strengths are evaluated through their performances

during micro-teaching. The evaluation of micro lessons enables the faculty to identify

areas of strengths and weaknesses of each pupil. At the end of four micro lessons the staff

share their observations made of students. Any deviant, positive or negative observation

made is shared with other members of the staff. If observations made by any teacher

educator, matches the evaluation made by other members of the staff then strategies are

drawn up to overcome the hurdle a student-teacher faces.

Talent Search: Students are divided into four groups. The group is expected to stage a

theme-based half an hour performance aimed at creating awareness or propagating a good

ideology. Through this performance each student is expected to showcase her talents and

soft skills. This exercise has proven to be extremely beneficial in setting the tempo for

the year-long activity-based learning the college exposes students to.

2.2 CATERING TO DIVERSE NEEDS

1. Describe how the institution works towards creating an overall environment

conducive to learning and development of the students?


At STIE the long-term goals are well in focus right from the start of the academic year.

All activities that are envisioned and hours that are devoted to it can be compared to a

colourfully vibrant and well-knit tapestry.

Orientation Programme: Details provided under 2.1.4.

Tutor-Ward System: Each student is assigned a guide from the faculty for the whole

year. The guide thus becomes a mentor to the students in her charge. Each staff member

has about twelve students under her. This tutor-ward system allows staff members to take

individual interest in monitoring students’ progress and setting new challenges for them.

Co-operative Learning: Students learn from one another right through the year. They

have to observe lessons given by their peers and also provide feedback on the same. The

college also encourages peer-tutoring as a remedial measure for students who are lacking

in academics. Staff members also use co-operative learning strategies in their classroom

interactions, thus getting students to enthusiastically co-operate and work with one

another.

Seminars and Workshops: The College also conducts many seminars and workshops,

both for the students and for members of the local teaching community, from time to time.

Students, thus, have the privilege of listening to experts of brilliance and repute from

diverse walks of life. These seminars become sources of knowledge and inspiration for

both the staff and the students.

Group Activities: Every activity at STIE is conducted in small groups of about twelve

students. The composition in each group changes as students come together for various

learning purposes. There are groups for micro-teaching, simulated lessons, practice

lessons, research work, adult education projects, talent search contests, SUPW, etc.

Through these group activities students become more familiar with one another and also

with the different staff members who come to their groups as resource persons. This also

helps in division of labour and rotation of responsibilities for the staff.

Constructivist Approach: Though the staff members use PowerPoint presentations for

their lectures, the emphasis is on adopting a constructivist stance. Students are encouraged

to ask questions, participate in class discussions and form their own rational conclusions.

The idea is to groom students to develop analytical thinking skills rather than resort to

rote learning. To this end the college has recently introduced the Case study approach,

practiced in most business schools, to teaching-learning transactions.


Additional Courses: The College introduced two additional short-term courses for the

benefit of the students. The courses were in the area of Counselling and Yoga. In 2014

the college conducted a short-term course on Research methodology to awaken students

to the importance of developing a research-based outlook towards education.

Students’ Council: The students participate in elections to the Students’ Council each

year. Election is done by a secret ballot and the student with the most votes is appointed

as the General Secretary of the Council. The principal and a member of the staff are the

management representatives who liaise with the council. The principal meets the council

every fortnight. The Council presents the students views to the principal. The Students’

Council also helps in the organization of various co-curricular activities.

Formative Evaluation: Evaluation is an ongoing feature at STIE. The students are

encouraged to self-evaluate their performances in every sphere and also receive feedback

from their peers and mentor-teachers. The approach is towards constructive criticism for

the betterment of the students. After every lesson, teachers fill up a checklist that

elaborately describes the strengths and weaknesses of the student through the lesson.

2. How does the institution cater to the diverse learning needs of the students?

In adherence to the vision, mission and core values of the institution, the teaching-

learning activities at STIE focus not only on academic excellence, but also on holistic

development of the students. There are various components and modules that reflect the

conscious dedication of the faculty to create teachers with well-integrated personalities:

Personality Development: The College identifies resource persons who are proficient in

grooming a target population with aspects that would enable them to acquire soft skills.

This enables a student-teacher to overcome her fears and anxieties related to public

speaking and stage fright. It also emphasizes the need of being compatible and congenial

within a group. This exercise has always proven to be beneficial as it prepares students to

focus on group strengths and lowers personal workload.

Life Long Learning and Extension: All hundred students of the college are enrolled to

complete the projects outlined by the DLLE, University of Mumbai. Under the aegis of

this project, students opt for various activities such as APY, ICT-SDE, SWS and CP.

Each of these activities caters to the diverse learning needs of the students. Under APY,

students learn entrepreneurship skills. ICT-SDE helps to develop sensitivity towards

social and environmental issues. SWS enables them to actually understand the status of


women in society and their level of emancipation. CP helps them in becoming

disseminators of career related information.

Honours Programme: The activities included within the Honours programme

contribute to education of the head, the heart and the hand as propagated by Gandhiji in

his ‘Nai Talim’. The programme customizes its schedule each year on the basis of student

needs (Refer to Annexure X for Best Practices).

Practice-Teaching: Within a given practice teaching group there are students with

diverse teaching methods. These students are carefully allocated to different school

groups which reflect a balanced composition of the different teaching methods. Each of

these students have two guides (one for each teaching method), who are members of the

college staff, competent to coach them in preparing their lesson plans for the entire year.

The guides are well acquainted with the potential of each student and progressively lead

them to achieve greater competence.

Workshops: Throughout the year the college organizes workshops on varied themes that

sensitize students to the needs of the society and the ever-increasing responsibility that

teachers have in sculpting the future of the nation and the world. Eminent experts from

various fields are invited to conduct the sessions. Participation in the workshops gives

students the opportunity to widen their knowledge base and also explore their hidden

talents.

Developing Research Competencies: ‘A good teacher must also be a good researcher’.

Hence to help students embark on their quest for excellence, research orientation is an

important feature at STIE. Students have to complete individual action research projects,

evaluation projects and adult education projects. All these projects require them to

develop a research-based perspective towards teaching and learning.

Remedial Programmes: The students who are admitted to STIE each year are from

diverse geographical, economic, linguistic and cultural backgrounds. Some of them may

lack competency in linguistic skills, some in mathematical/statistical skills, etc. To give

them a fair opportunity to do their best, the college initiates individually structured

remedial programmes. Staff members take personal interest in the progress and

development of students under their care. Peer-tutoring is also encouraged.

Contextualised Curriculum: The contextualized curriculum, as already described in

Table 1.3. gives students unique opportunities to relate learning to life. They learn to

understand the mutual influence of education on society and vice versa.


Community Service: This programme instills in students sensitivity towards the less-

fortunate in society and fosters in them compassion, selflessness and a sense of

responsibility towards national progress through the service of the needy.

Technology-Mediated Instruction: Keeping in mind the challenges of the 21st century,

the college trains students to adopt technology as a means for enhancing the effectiveness

of teaching and learning. They are encouraged to develop good computer skills and also

use electronic audio-visual media in their practice lessons.

Life-Skills: The students learn life skills such as respect, etiquette, leadership

and co-operation, modesty in thought, dress and action through their year at STIE. The

college also conducts a series of lectures for them on sex-education and family life.

Sports Activities: The college encourages students to participate in indoor and outdoor

sports activities. There is also a mini-gymnasium for their use.

SUPW: Through SUPW activities, the students learn various crafts such as batik work,

candle-making, glass-painting, soft-toys, etc. The mastery of these crafts brings out the

creativity in them and helps them develop good aesthetic sense.

Yoga Classes: This caters to the health needs of the students. The yoga exercises they

learn contribute to physical well-being and mental relaxation. These techniques can then

be used by them in school for the benefit of their students.

Core Elements: Practice Lessons are correlated with the core elements listed in the

National Policy of Education, 1986. Every lesson taught by the teacher trainee is drawn

to a close with a stated value. This helps accentuate the moral responsibility of teachers

to contribute to a more ethical society.

3. What are the activities envisioned in the curriculum for student teachers to

understand the role of diversity and equity in the teaching learning process?

To develop a holistic and egalitarian outlook to the diverse needs of society, the activities

that teacher-trainees are exposed to, play a significant role. The following activities are

some of the strategies used to reinforce equity and diversity:

Lesson Planning: The students are expected to draw up their lesson plans using various

creative teaching techniques so as to relate to the diverse interests of the students in their

practice teaching class. Their lesson plans must be so constructed that they are able to

appeal to the varied intellectual capabilities of the students in the class. Also, they have

to distribute their ten lessons in each method such that they cover all classes from V-IX.


Observation of Lessons: Students have to observe lessons not only in their own methods

but also in other teaching methods. This helps them develop a holistic perspective towards

practice teaching and a balanced approach to the school curriculum.

Contextualised Curriculum: Through the activities in the contextualized curriculum,

students have to undertake field trips and educational visits. After each visit, students

have to write a reflection on the same. This again helps them understand the importance

of diversity and equity in the teaching-learning process.

Culture-Dissemination Lesson: This is another opportunity for students to appreciate

our rich Indian cultural heritage and diversity. The students are expected to integrate any

particular aspect or practice of Indian culture with their practice teaching lesson.

Inclusive Practices: As stated earlier, the philosophy at STIE is to provide an equal and

fair opportunity to all students. Hence, the inclusive outlook is reflected in every activity

that is carried out. The students learn to accept one another without reservations based on

differences of caste, class, ability, etc. The uniqueness of each individual is appreciated

and respected.

IEP: During internship, the students have to identify a child with learning diversity/

disability from their practice teaching schools and prepare an Individualised Education

Plan for the child. The guidelines on how to prepare the IEP are given to the students

during the Educational Psychology lectures.

Experimental Psychology: The concept of learning styles, which is practically

undertaken by students, is an eye-opener on how different learners have to be dealt with

differently. This helps them understand differences between visual and auditory learners

and plan their lessons meaningfully for the diverse social settings and schools they

practice in.

Talk Show on CCE: It was an interactive forum on the CCE system which exposed

faculty and students to the diverse school boards (Details provided in 3.4.2).

4. How does the institution ensure that the teacher educators are knowledgeable and

sensitive to cater to the diverse student needs?

The following student-teacher activities are initiated, sustained and evaluated by the

teacher educators who in turn have been empowered by specialists and activists to do

so:


Gender: Gender sensitisation is a pivotal issue for STIE, the only women’s teacher

education college. It is a core element prescribed by the NPE and no chance is lost where

this area can be addressed. Students make it a point to correlate and contextualize their

practice lessons around gender. Assemblies too become a medium for dissemination of

this theme. Seminars and workshops on women’s rights and human rights by eminent

activists and lawyers are arranged for.

Inclusion: Students are expected to do a case study of a student with learning disability

and prescribe remedial assistance. This project is a compulsory submission made with a

view to sensitize them towards inclusive practices in real situations. Lectures and

seminars too are held to advocate inclusive practices.

In-Service Programmes: The staff members are allowed to attend various in-service

programmes such as orientation and refresher courses conducted by the UGC. They are

also encouraged to attend seminars and workshops conducted by other colleges.

Participation in these forums enhances the knowledge base of the staff.

Extension: The faculty at STIE undertakes voluntary extension work. They go out into

the field and conduct workshops for school and college teachers. Some of them are also

members of school advisory boards. This interaction with school and college personnel

sensitizes teacher educators to the diverse needs and changes in the educational world.

This contributes towards enhancing the personality formation of the students at STIE.

Research: The staff has to possess a research outlook in all that they do. The endeavour

is to constantly experiment and innovate without any external notification to do so. They

thus keep up with latest trends in education and translate their intellectual efforts into

practical reality through their interactions with the students.

Emphasis on Soft skills: Good interpersonal skills are the forte of the staff at STIE. They

are united and work together as a team. Interactions with students, colleagues and the

principal are polite and courteous. Students can feel free to approach the staff when

required. Staff also provide their e-mail ids to the students. Students can send drafts of

their assignments through the internet.

Organization of Seminars: The college also hosts seminars at the National and State

levels. Staff members work to make these seminars a success. They are also expected to

present papers at the seminars. This helps them learn good organisational skills that

translate into greater knowledge, efficiency and empowerment in their transactions with

the students.


Diversified Portfolio Allocation: The staff has a range of responsibilities right through

the year. All these efforts are conducted with the students’ best interests in mind. The

staff is in-charge of various committees of which students are also a part. They have the

opportunity to work closely with the students and better understand their needs and

grievances.

5. What are the various practices that help student teachers develop knowledge and

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

situations?

The college functions on contemporary management principles that are pragmatic and

experiential such as these listed below:

Integrated Approach to Lesson Planning: Students have to correlate their lesson plans

with diverse subjects. The strategy adopted requires them to connect the lesson in their

own teaching method with other subjects.

Co-operative Learning Practices: These strategies are practiced by the teacher

educators through their lectures. Students are also expected to deliver one lesson in a

practice teaching school using at least one co-operative learning approach.

Individualized Education Plan: Students have to develop an IEP for a child with special

needs after studying his case carefully and consulting with the child’s parents, teachers

and peers. This is a learning exercise for the students to help them understand the

importance of inclusion and the commitment required by teachers to make inclusive

practices truly successful.

Field Visits: Students are taken on field visits to the Nehru Planetarium, Nehru Science

Centre, Discovery of India, Prince of Wales Museum, Homi Bhabha Centre for Science

Education, etc. These experiences can be used by them to enrich their classroom

transactions.

Community Work: Students are given the liberty to choose their centres of community

service on the basis of their preferences. This year it was observed that many chose

centres engaged in Special Education for the differently-abled children in society.

St. Teresa Special School and Canossa Special School were the ones chosen by our

students to name a few. They also worked as shadow teachers to get a peek into the

diverse realities of education.


Audio-Visual Aids: The students use different audio-visual aids to enhance the

effectiveness of their lessons. They can use power point presentations, charts, collages,

working models, audio-video CDs to aid explanation. The understanding of the concept

of learning styles helps students in applying the theory in designing effective teaching

aids.

Extension Activities: Details provided in 2.2.2.

Team-Teaching: The staff at STIE demonstrates team-teaching through their

explanation of the micro and simulated lessons. Students are also expected to use this

technique when doing their seminar presentations for their internal assessment.

Debates: Educational debates promote self-expression and respect for the opinions and

views of others. These are necessary requisites for cultivating good interpersonal relations

and democratic principles.

Evaluation Quizzes: These help students understand that learning has to be both

enjoyable and enlightening. Students can then use these techniques in their own

classrooms.

Models of Teaching: The college makes it mandatory for students to give simulated

lessons that include models of teaching such as role-play, inquiry-training, concept-

attainment, attribute-listing, brainstorming and computer-assisted instruction. In addition

students are also oriented about other models such as Advanced Organizers and

Jurisprudential Inquiry. These techniques can then be successfully applied by students to

their classroom teaching.

2.3 TEACHING-LEARNING PROCESS

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

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

peer teaching, role-playing, internships, practicum, etc.)

The teacher educators are facilitators of learning and they reflect the pragmatic

philosophy. Therefore, potential within students is tapped using external educational

resources to provide teaching-learning with a holistic flavor.

Website: The college website reflects the ethos of the college. The vision, mission and

core values are well defined and throw light on the essence of the institution. The site

also is instrumental in giving a pupil a bird’s eye view on what is expected of her. The

curricular and non-curricular aspects and their weightages, the faculty, their


qualifications, major events, important dates, announcements are all put up into the

public domain.

Focus Group: The college has several focus groups whose composition and objectives

differ. Therefore each student may become a part of several groups that work towards

up-scaling the efficiency of the college. To mention a few-the practice teaching groups,

community work group, action research group, groups for seminars, groups within the

methods opted for, etc.

Individual Projects: The students have to complete many individual projects during the

year in Action Research, Educational Evaluation, Life-Long Learning and Extension.

These assignments cultivate independent thinking and challenge them to expand their

learning. All these projects are expected to be computerized; hence the students also

develop proficiency in the use of technology.

Peer Teaching: As a remedial measure to assist students who are deficient in their

teaching and other related competencies, the college encourages peer-teaching. Students

have specified time at the end of each day, when they can help their peers and do group-

study.

Role-Playing: In keeping with experiential learning, role play is an important technique

taught to the student teachers. It engages them in applying theoretical aspects in day-to-

day life. The reflection and interactive mode brings about meaningful learning and

analysis. The simulated lessons focus on the different models of teaching. Students have

to give four simulated lessons as part of their internal assessment. These lessons are

delivered among their peer groups with a staff member in-charge of each group. The

duration of each lesson is 10-15 minutes. Students are expected to then incorporate these

techniques in their macro lessons.

Internship: This programme (Details provided in 2.3.7) is generally held in the second

semester. During this time, students get a feel of school life and all its responsibilities.

Practicum: Every practical activity included in the curriculum be it community service,

seminar presentations, practice lessons, projects and book reviews detailed in this

criterion, serve to ensure that students are engaged in participatory learning.

Library Services: The library engages students in “active learning by providing them

with the following library services:

Library Orientation

Home Lending


Library reading in the Reading Room

Book Bank scheme

Free Internet facility

Inter library loan

Reference Service

Access to Past Question Papers (College and University Exams) and Model Answer

Papers

24x7 free access to e-resources including N-LIST and Open Access Databases

N-LIST Orientation

‘Searching E-Resources Effectively’ session for STIE Students

Content Alert Service for Indian Journals in Education through N-LIST

Bibliographic Service for Journal Holding

Computerized database of Library Holdings and OPAC in SOUL 2

Display of new arrivals

In-house thematic book exhibitions on various events

Book-Reviews: The students learn to write and present book-reviews as part of the

Honours programme. They are encouraged to choose books that are either classic or

contemporary. The library has a vast collection of fiction and non-fiction books which

they can borrow for the purpose of review.

E-learning Strategies: Staff members employ e-learning methods to facilitate

instruction. Students are asked to visit educational web-sites and gather syllabus related

content. They are also encouraged to regularly consult the college web-site for any

clarifications that they may need about rules, regulations and upcoming events.

Community Work: The students have to put in 20 hours of community service. They

may spend this time visiting and helping out in homes for the underprivileged within the

city or outside. Every year they also volunteer to participate in an outreach programme to

spread Christmas cheer. Staff and students visit orphanages and old-age homes where

they speak to the inmates, spend time with them and conduct some games for light

entertainment.

Co-curricular Activities: The students have opportunities to participate in a host of co-

curricular activities all year round. These include street plays, talent-search, singing and

craft competitions, Miss Education contest, College Day skit, Sports Day, Christmas

Play, Annual Day celebration, preparation of teaching aids, Annual exhibition etc.


2. How is ‘learning’ made student-centered? Give a list of the participatory learning

activities adopted by the Institution, and those which contributed to self-

management of knowledge, and skill development by the students?

The college lecture hall is Wi-Fi enabled. The L.C.D. projector, interactive white board

and the digital podium makes the classroom environment a virtual space.

Interactive Learning: Teacher educators are encouraged to make each topic an

experience in joyful learning for the students. With this in mind every topic is

contextualized whenever possible. This makes the teacher a facilitator of learning.

Collaborative Learning: This technique is extremely popular as it engages the pupils

in explorative learning, helping them to bond and to create a sense of we-feeling.

Independent Learning: Very often topics are taught through the flipped classroom

technique. This requires students to do spade-work in areas related to theory. This gives

teachers a chance to use reflections made by students to draw up the content they planned

to teach.

Paper Presentations: As part of the practicum aspect of the course, students have to

make a seminar presentation on a given topic in any one of their core papers. This requires

them to do further reference and research that transcend the boundaries of the syllabus.

These paper presentations help students to develop skills of independent study, systematic

content organization, presentation and self-confidence.

Open Book Exams: It carries 10 marks and is a part of the internal assessment. Through

this exercise the analytical skills of the students are put to the test. They are given a case-

study which they have to analyze and justify with the help of theoretical content in their

text books.

Action Research Projects: The students have to conduct individual action research

inquiries on issues of relevance to education. An Orientation Programme is conducted to

help them understand how to carry out the project and the structure of their overall report.

The staff also guides them as they progress with their individual research work.

Evaluation Projects: This is a simulated version of real world work-life activities of a

teacher (Details provided in 1.2.1).

3. What are the instructional approaches (various models of teaching used) and

experiences provided for ensuring effective learning? Detail any innovative

approach/method developed and/used.


Teaching well means helping students learn well. In an effort to expand the students’

repertoires of strategies for acquiring education, various models of teaching are used in

classroom transactions at STIE. These are as follows:

Information Processing Family: Models such as ‘Thinking Inductively’, ‘Scientific

Inquiry’, ‘Inquiry Training’, ‘Synectics’, ‘Brainstorming’, ‘Attribute-listing’ and

‘Advanced Organizers’ are used.

Personal Family: Personality models such as non-directive teaching where the teachers

connect with the psychological space of the students and enlist them in teaching-learning

partnership are employed. Strategies such as ‘Learning Contracts’ are used by some

faculty.

Behavioural Systems Family: Benjamin Bloom’s taxonomy forms the basis for

approaches such as Direct Instruction, Learning from Simulations, and

Computer-assisted Instruction. These systems enable learning tasks to be regulated

according to the progress of the learners for optimal performance.

Social Family: Co-operative learning techniques, Role playing, Gaming, Jurisprudential

Inquiry and Conceptual Systems Theory are employed to optimize learning.

In an era where quality is the watchword in every arena of life, education is no exception.

In keeping with this requirement STIE has devised the ISI model in the teaching-learning

process to ensure that every teacher emerging from its portals bears the ISI trademark of

quality. The contextualized curriculum (Details provided in Table 1.3) is transacted using

the ISI model the syntax of which is as follows:

I (INTRODUCTION TO THE CONTENT): Every topic in the curriculum begins with

providing information and knowledge to the trainees to introduce them to the content.

S (SUPPLEMENTARY ACTIVITIES): This phase aims at offering students a broad

VIEW to the different topics of the syllabus so as to promote enrichment of the

teaching-learning process, making it an enjoyable experience. At the start of each

academic year every faculty member is encouraged to reflect on the diverse activities

which could be conducted in the subject assigned to her. This exercise encourages the

use of the multisensory approach in transacting the curriculum making it contextualized

and multidimensional. The categories of activities included in the plan that ensues are as

under:


V (Visits): Students are taken on educational visits and excursions to places that cater to

furthering their understanding of theoretical perspectives, such as Special Schools, The

Discovery of India, Mani Bhavan, Prince of Wales Museum, Helen Keller Institute for

the Deaf-Blind, The Nehru Planetarium, The Nehru Science Centre and the Homi Bhabha

Centre for Science Education.

I (Inquiry Based Learning): These techniques serve to garner the critical thinking and

logical reasoning skills of students transforming them from passive recipients of

knowledge to active participants in the learning process.

E (Experiential Learning): The host of activities help students gain from the rich and

relevant knowledge and expertise of professionals. It is based on the philosophy of

‘Experience is the best teacher’.

W (Workshops): This is based on the principle of ‘Learning by doing’. Workshops are

conducted by the faculty and experts to orient students to technical topics in the syllabus

such as ‘Writing Objectives and Specifications’, ‘Lesson planning’, ‘Preparing a Blue-

Print’, ‘Research Methodology’, ‘Computer Assisted Instruction’ and ‘Statistical

Analysis of Test Results’. This activity based learning approach culminates in the

preparation of projects which empowers students with the confidence of not only

mastering the concept but more importantly fosters group learning skills.

INTEGRATION OF THE EXPERIENCES: In the concluding phase all the

experiences gathered by the student are consolidated and accommodated in the students’

repertoire of knowledge. This exercise ensures that the teacher trainee is not only well

informed about the topics in the syllabus, but instead possesses a broad based

comprehension of concepts coming from a gamut of activities and events. This culminates

in an all-round development of the personality by catering to development of the

cognitive, psychomotor and affective domains. Knowledge gained in each subject is not

compartmentalized but instead integrated into the existing database of prior knowledge

and experience. Thus, every trainee emerging from STIE goes through the intensive ISI

certification process in every teaching-learning transaction.


FIGURE 2.1: SYNTAX OF THE ISI MODEL USED IN THE TEACHING-LEARNING PROCESS

4. Does the institution have a provision for additional training in models of teaching?

If yes, provide details on the models of teaching and number of lessons given by

eachstudent.

The simulated lessons focus on the Models of teaching. Students give 6 simulated lessons

in all. For these simulated lessons students are given a class demonstration by the

members of the staff and then also given individual guidance for drawing up their lesson

plans. For the simulated lesson on creativity, a special workshop is conducted for the

students on the nature of creativity. The students give one lesson (in any one method) in

role play, gaming, creativity, CAM/ITM and two lessons (one in each method) in CAI.


5. Do the student teachers use micro-teaching technique for developing teaching skills?

If yes, list the skills practiced and number of lessons given by each student per skill.

Yes, micro teaching technique is an enlightening experience for students who are

fledglings in the teaching profession. They are expected to give one lesson in each of the

following four skills:

Skill of using the chalkboard.

Skill of illustrating with examples.

Skill of probing questioning.

Skill of stimulus variation/ Skill of set induction.

6. Detail the process of practice teaching in schools. (Lessons a student gives per day,

lessons observed by the teacher educators, peers/school teachers, feedback

mechanism, monitoring mechanisms of lesson plans, etc.)

Practice teaching is an activity that carries substantial weightage in the academic layout

planned for each student. Therefore much goes into the deliberations and planning of

this practicum component.

Process of Practice-Teaching: Students are geared for practice teaching by first

orienting them to micro-teaching. For this purpose each micro-skill is explained and

modeled by different faculty members. On completion of their micro-lessons they are

introduced to the concept of bridge lessons. This enables a smooth transition from micro

to macro teaching, wherein students learn to integrate and demonstrate the different skills

they have acquired. They are further exposed to simulated teaching to equip them with

the practical know-how of 1-2 techniques which can be used to enhance the quality of

their macro lessons. To make the trainees conversant with the finer nuances of practice-

teaching, workshops are conducted by the faculty to familiarize them with the stages of a

macro lesson, the procedure for lesson planning, preparation of the practice-teaching

time-table, recording their lesson observations in the prescribed format, and

understanding the evaluation criteria mentioned in the checklist. The method masters

guide the students in how to select appropriate teaching aids in keeping with pedagogical

principles and learning styles. With this knowledge base as a reference point, students

move to the next phase of giving macro lessons in practice-teaching schools. They are

asked to state their preferences for various school groups based on proximity to their place

of residence and commuting convenience. The Practice-teaching committee then assigns


the final groups to the students keeping in mind their competency and preference. Care is

taken to see that within each group there are students with different teaching methods.

This helps them with procuring units from the school without disturbing the school time-

table. Each school group has about 3-4 practicing schools, this helps students get better

exposure to different schools and also allows them to visit the schools in rotation on any

one particular day of the week as decided with the school authorities. A staff member is

appointed to be in charge of each practice-teaching group.

Lessons per Day: As a norm, students are supposed to give only one lesson per day,

unless in extraordinary circumstances, when they are lagging behind, they may be

permitted to give two lessons. Totally the schedule for the day must be so fixed that it

includes seven consecutive lessons which are then observed by the teacher educator.

Lessons must not be simultaneously arranged unless one of the lessons is to be observed

by a school teacher. The college allows each student to have only two lessons (out of their

total twenty lessons) to be evaluated by a school teacher (one in each method).

Peer Observations: The students are expected to observe a minimum of 20 lessons. Of

these a total of 10 lessons each have to be observed in their own individual methods. At

a given time only 5 students are allowed to observe a lesson in class. Students are

encouraged to observe lessons of peers outside their practice-teaching groups. They have

to maintain a record of their observations which is critically evaluated by the college staff

present in the school on that particular day.

Feedback Mechanism: The students are provided with a comprehensive checklist that is

filled in by the college staff for every practice lesson that is evaluated. The checklist gives

the students an overview of their performance with respect to their content mastery,

interaction with students, class participation, creativity, class discipline etc. After the

lesson, the students also receive personal feedback from the staff member. Students are

also encouraged to make a self-reflective evaluation of their lesson.

Monitoring Mechanisms of Lesson Plans: The students are assigned individual guides

for each teaching method. They construct their own lesson plans. The guides help them

to streamline their approach and add creative components to their lesson. Students thus

receive guidance for 9 out of their 10 lessons in each method. The last lesson is supposed

to be an unguided lesson because it is assumed that by the end of the practice-teaching

programme, students would have developed the capacity to construct and fine tune their

own lessons.


7. Describe the process of Block Teaching / Internship of students in vogue.

Internship is usually conducted in the second semester. During internship students are

expected to spend six full working days in a school where they are given a chance to

experience all the aspects of school life. Thus students integrate themselves with the staff

of the school. In addition to the regular practice-teaching lessons, each trainee administers

a Unit Test to a selected class on a particular unit comprising of three lessons taken during

this period. They conduct theme based assemblies, keep records of attendance, deliver

lessons, help in maintaining discipline, carry out their research work and conduct

workshops on culture dissemination. They also help in sorting and restoring library

books, help the teachers with writing of certificates, conduct elocution, debates, prepare

props for annual day, organize sports activities, take proxy lessons etc. Thus it is a period

that gives the teacher trainees a peek into the world of reality at schools. During the

internship students are expected to maintain a log book. The college staff visits them in

rotation. During this period students conduct interviews of Principals, Vice-Principals,

senior teachers and counsellors. This exercise is a novel, positive learning experience for

the teacher-trainees.

8. Are the practice teaching sessions/plans developed in partnership, cooperatively

involving the school staff and mentor teachers? If yes, give details on the same.

The school teachers provide broad guidelines to teacher trainees regarding the

functioning of the school. The practice-teaching programme takes shape lesson by lesson,

in close consultation with the school teachers, since the lesson units are provided by them.

They also suggest ideas that the teacher trainee could incorporate in her lesson by way of

teaching aids, creative techniques and valuable information regarding the intellectual

level and capacity of the school students in that particular class. These inputs are taken

into consideration by the Method Masters when guiding the lesson plan of the teacher

trainee. Method masters seek inputs from school teachers regarding teacher trainees’

performance. This feedback is then used for further improvement and the cycle of on-

going formative evaluation continues. To increase the objectivity of the formative

evaluation, one lesson each from both methods are evaluated by the school teacher of the

practice-teaching school. Often, the school teachers attend the lessons delivered by

trainees in school and offer their constructive suggestions for further improvement. In

addition, trainees are provided willing help and assistance from the supervisors of the


school in scheduling their practice-teaching lessons, laboratory facilities for conducting

science experiments during lessons and library resources that they may need to refer to

for enhancing the quality of their practice-teaching lessons.

9. How do you prepare the student teachers for managing the diverse learning needs

of students in schools?

The syllabus provides the basic foundation on which the other curricular activities are

structured to ensure that the student-teachers passing out of STIE are zealous workers in

the field of education. Each activity within the curriculum is designed to increase student

competency and sensitivity. Students are trained to be both affective as well as effective

teachers. The emphasis is on holistic development and to achieve this end the college

offers students the following learning opportunities:

Student-Centred Teaching: The practice-teaching programme which consists of micro-

lessons, simulated, macro-lessons, internship, IEP and evaluation project require teacher

trainees to plan and execute each of their lessons keeping in mind the psychology and

interests of their students in class. Creativity is emphasized to ensure active student

inclusion and involvement.

Organisation of Co-curricular Activities: The morning assemblies, the workshops, the

celebration of various events, putting up of the annual exhibition etc. all provide the

student teachers with valuable expertise in carrying out similar responsibilities in their

schools. Much care is taken at STIE to see that no student is left out. This practice helps

all trainees develop an intrinsic sense of self-worth. It is hoped they would be able to

identify the potential of diverse learners in their classrooms.

SUPW Activities: The SUPW activities contribute to the development of artistic

capabilities within the student teachers. This helps them to in turn develop the artistic

potential of their pupils.

Life-Skills Education: Sessions are also conducted for the students on guidance and

counselling, ethics, health care, sex education, environmental awareness etc. These

sessions equip the students with insights that would help them guide the children they

interact with.

Seminars and Workshops: These focus on contemporary themes in education that

would be of practical use to students in their teaching profession. The college hosts


seminars annually on themes of social and educational concern to orient trainees and keep

them abreast with the latest trends and developments in the academic arena.

Sports and Games: The college annually hosts the Sports Day. Besides participating in

the various events, students also help in the organisation aspects. All students are

expected to participate in at least two events. This exercise teaches them the importance

of sports and physical activity in the all-round development of their pupils.

College Picnic: Students are divided into groups and each group has to organise two

games to be played at the venue. Through this activity students learn how to maximize

pupil participation and make school excursions a fun-filled exercise for all children

irrespective of their popularity with their peers.

10. What are the major initiatives for encouraging student teachers to use / adopt

technology in practice-teaching?

The college is well equipped with the latest gadgets. Much effort is put into making the

students technology savvy.

CAI Lessons: The students have to prepare two CAI lessons, one in each of their teaching

methods. They have to give at least one of these lessons in schools using the school’s

computer lab as the place of instruction.

Use of Audio-visual Aids: The college has a media-centre set up in the library. The centre

has many audio-visual aids that students can borrow and use to enhance the effectiveness

of their practice-teaching lessons. It also has a culture kit which contains slides, filmstrips,

music recordings etc. which students can use for their lesson on culture dissemination.

White Board: The Interactive White Board is an effective tool in the hands of a student-

teacher. The college lecture hall is equipped with a smart-board to provide trainees with

a hands-on experience of technology driven teaching. Most practice-teaching schools

have this facility. This gadget increases the teacher’s versatility with her board work.

Social Networking Media and Google Docs: Practice-teaching is a time for great

flexibility. Several permutations and combinations in time-tables are arrived at according

to the need of the hour. This is efficiently broad-cast using these communication

applications. It ensures smooth running of work-schedules.

Blogs: The library blog displays the catalogue of the teaching aids that students could use

during their practice-teaching. It also projects the availability-status of each teaching aid.


2.4 TEACHER QUALITY

1. What is the ratio of student teachers to identified practice teaching schools?

Give the details on what basis the decision has been taken?

Student teachers are divided into groups of ten. These ten students have 3-4 schools under

them for their practice lessons. Thus, the ratio of student teachers to identified practice-

teaching schools is approximately 1:3. The 3-4 schools that are assigned to each group

are located in the same area. This facilitates the convenient collection of lesson units by

students. The college schedules practice teaching on three days of the week. Therefore

students can decide to visit a particular school on only one day of the week. This works

to the advantage of both the students and the school authorities because most schools find

it difficult to accommodate students for practice lessons on more than one day in a week.

2. Describe the mechanism of giving feedback to the students and how it is used for

performance improvement.

Feedback is part of the formative evaluation and it is a distinctive feature of the B.Ed.

programme at STIE. Feedback is given both formally and informally. Every activity that

the students participate in is evaluated through constructive feedback.

Practice Lessons: After every practice lesson, micro, macro as well as simulated, the

staff members fill up a comprehensive checklist that describes the performance of the

student in that lesson. Students are also counselled on the measures they could employ to

improve their teaching skills. Peer feedback is also encouraged.

Mentor Teachers/Method Masters: The mentor teachers assigned as guides to students

keenly monitor the progress of each student under their care as they advance in their

practice-teaching programme. Students are motivated and challenged to experiment and

innovate with each lesson.

Examinations: The students have periodic examinations and essays. Their papers are

evaluated and shown to them. The papers do not show the students any marks as

indicators of performance; instead remarks and comments are made on each paper. This

does away with unnecessary competition and also serves as a personal yardstick for

students’ appraisal. Students who fare poorly are also given an opportunity to re-appear

for their exams.

Curricular and Co-curricular Activities: Lectures are constructed keeping students’

interests and needs at the fore. Student participation is encouraged and appreciated. After


every co-curricular activity the principal and staff review students’ presentations and

complement or correct them on the same. Thus, continuous comprehensive formative

feedback becomes a way of life at STIE.

Besides feedback given by the faculty, students also receive feedback from their peers

after each micro/simulated/practice-teaching lesson and co-curricular activity. This

makes them open to constructive criticism and suggestions for improvement. They are

also provided feedback by the school teachers and principals of schools during their

internship. Appreciation of their performance and recommendations for enhancement go

a long way in boosting their morale to constantly give of their best.

3. How does the institution ensure that the student teachers are updated on the policy

directions and educational needs of the schools?

The college focuses on management by objective, and in keeping with this the institution

adopts the following measures to fall in line with policy directions on one hand and

educational needs of the schools on the other.

A) The following activities ensured updating trainees on the policy directions of

schools:

The UGC sponsored National Seminar on ‘Reforms in Teacher Education’ covered

‘The Challenges and Issues in Teacher Education in India’, ‘Internal Quality Assurance

Systems’ and ‘Global Perspectives in Teacher Education’. This exposed students to the

changing role of teachers so as to facilitate the process of educational reforms.

The UGC sponsored National Seminar on ‘Teaching, Learning and Evaluation–

Shaping Our Future’ included themes like ‘Continuous Comprehensive Evaluation –

Its Accountability and Reliability’. This session along with the panel discussion on ‘CCE

– Its Prospects and Pitfalls’ conducted by eminent educationists from schools and

colleges made the teacher trainees aware of the new policy directions in evaluation.

The UGC sponsored National Seminar on ‘DigiAge Learning: New Dimensions,

Changed Perspectives’ alerted students to various concerns and reservations relating to

‘Intellectual Property Rights’ in an era where educational opportunities may be delivered

through the web and various distributed learning systems.

The UGC sponsored National Seminar on ‘TQM to TQE–The Quest for Excellence in

Education’ featured presentations by academicians coming from different universities

like S.N.D.T., M.S. University of Baroda, I.G.N.O.U. and IDOL, Mumbai University, as


well as statutory bodies like the N.C.E.R.T. The teacher trainees were familiarized with

the quality indicators currently in existence across universities.

The UGC sponsored National Seminar on ‘Re-inventing Education for Nation

Building’ exposed students to the inclusive practices in education and sensitized them to

‘The Role of Citizenship Education in Nation Building’.

The CCE-Talk Show provided teacher trainees with first-hand information on this

scheme of evaluation currently used across school boards (Details provided in 3.4.2).

The Annual NHRC sponsored seminar on ‘Human Rights’ comprises of talks by

eminent advocates attached to the Supreme and High Courts. Students are oriented to

their constitutional rights, rights of women, rights of children and other vulnerable

groups. This empowers them to protect their rights as responsible citizens and more

importantly as women.

B) The following activities ensured updating trainees on the educational needs of

schools:

Individual Meetings: At the beginning of each year students in each practice-teaching

group meet the school authorities and obtain information on the policy directions and

educational needs of the school. During the Internship programme, students work in close

collaboration with the school authorities which further acquaints them with the

educational needs of the school.

Feedback Questionnaires: At the end of each year, the college sends out a questionnaire

to schools to gauge the performance of the students in the previous year. This year the

institution has uploaded an online questionnaire to evaluate the principals’ satisfaction

with respect to trainee performance which is then conveyed to the students.

Syllabus Orientation Programmes: The college faculty also occasionally attend the

syllabus orientation programmes held by the Education Department. The proceedings of

the meetings are then shared with the students in college.

Action Research Project: Action research topics are carefully planned and customized

to the practice-teaching schools’ needs. They are meant to provide solutions to the

existing real life problems commonly encountered in school (Details mentioned in 3.1.2

and 3.1.3).


4. How do the students and faculty keep pace with the recent developments in the

school subjects and teaching methodologies?

Every activity conducted in the course of the year is need-based and keeps the students

and faculty abreast with recent developments aiding professional growth and bearing a

global, contemporary outlook.

Orientation Programmes: The faculty attend orientation programmes and refresher

courses organized by the University and the Education Department to update themselves

with the latest developments in school subjects and teaching methodologies.

Archdiocesan Board of Education (ABE) Meetings: The college is a member of the

ABE which runs several schools and colleges in Mumbai. Representatives from ABE

schools meet regularly to discuss developments and changes in education. The principal

attends these meetings and conveys their concerns’ to the staff and students.

Alumni Meetings: The alumni are valuable resource persons to help the college connect

with the recent developments in school subjects and teaching methodologies. They share

a good rapport with the principal and staff of STIE. They are occasionally invited by the

college to conduct sessions for the staff and students on some of the innovative practices

that they would like to share.

Continuous Comprehensive Evaluation (CCE): Through the Talk-Show ‘The Big

Five’ students were exposed to the perception of teachers actually using CCE. It also

helped students in clearing their apprehensions regarding the feasibility of this concept.

Research-Based Approach: The staff at STIE adopts a pro-active stance, they are

constantly reading and learning about new methodologies that could make

teaching-learning transactions more effective. These new pedagogies are then

implemented in the classroom, reflected upon and evaluated.

Seminars and Workshops: The faculty very often organizes seminars and workshops

both for the students and for members of the local teaching community. Educationists of

caliber and other experts are invited as resource persons. During these interactions, the

school and college teachers are also given a chance to share their perspectives through

paper presentations. Thus, the faculty and students learn a lot about new developments in

the field of education through these seminars. The faculty are also encouraged to attend

seminars and workshops held in other colleges. The seminars provide an eye-opener to

students as well as faculty on the latest trends and initiatives in the social and educational

arena.


Rapport with School Personnel: The college faculty share a good rapport with teachers

of various schools. These interactions again provide an understanding of the educational

needs of the schools which are in turn conveyed to the student-teachers.

5. What are the major initiatives of the institution for ensuring personal and

professional/career development of the teaching staff of the institution (training,

organizing and sponsoring professional development activities, promotional

policies, etc.)

Members of the staff are constantly upgrading themselves with respect to professional

development. In other words, each staff member is a life-long learner.

Training: The staff of the college is encouraged to attend workshops and seminars,

present papers and pursue research. They are also sent for periodic research methodology

workshops, stipulated orientation and refresher courses at appropriate time intervals.

Organising: The faculty is given an opportunity to shoulder the responsibility of being

the organising secretary of seminars that are held in college in rotation. They also conduct

seminars and workshops in fields of their expertise. At school and college level some of

them are engaged in consultancy services (Details provided in Table 3.6).

Sponsoring Professional Development Activities: The college avails of funds provided

by the UGC and NHRC in hosting the seminars and workshops conducted. The seminar

on Human Rights and the Counselling course is an every-year feature that resorts to the

use of funds available for the benefit of staff and students.

Promotional Policies: The institution networks with several reputed schools in the city

for the campus interviews that are held annually. This is a very good opportunity for the

college to show-case the potential of the students and the caliber of the staff. This acts as

a good medium to promote the college and its activities to the stakeholders. The

intercollegiate festival hosted by the college is also an endeavor in this direction.

Faculty Development: The staff is encouraged to undertake major and minor research

projects and publish scholarly articles in reputed National and International journals.

Two staff members viz. Mrs. G. D’Souza and Sr. T. Waghmare were awarded a

fellowship under the Faculty Improvement Programme of the UGC.

Career Advancement Scheme: This has aided the faculty in successfully crossing the

promotional mile-stones under the Performance Based Academic Scheme (PBAS). It has

helped in overcoming undue delays in promotion of the faculty.


Rotation of Portfolios: The staff participates in the planning and organization of many

college activities and shoulder diverse responsibilities. This widens their perspective and

increases their competence and confidence.

6. Does the institution have any mechanism to reward and motivate staff members for

good performance? If ‘yes’, give details.

The strengths and weaknesses of staff are constantly under the scanner using peer and

student appraisals. The staff members are felicitated on the completion of their doctoral

studies at the Annual Day Celebrations. The college also encourages teachers by formally

releasing books that are edited or published by them. There are several reasons for which

teachers are subtly motivated on an everyday basis through kind words and gestures. The

college does not encourage unhealthy individual competition but promotes congenial

team spirit oriented staff motivation.

2.5 EVALUATION PROCESS AND REFORMS

1. How are the barriers to student learning identified, communicated and addressed?

(Conducive environment, infrastructure, access to technology, teacher quality, etc.)

The college procures reliable and pertinent information through the 3600 feedback on the

barriers identified by the students. This is further fortified through informal verbal

interactions.

Mentoring of Students: This helps a great deal in overcoming barriers to student

learning. The Principal and staff take individual interest in each student. Their learning

difficulties are identified and addressed with empathy and dedication.

Focus Groups: Most activities at STIE are conducted in groups of ten students each.

Each group is under the direction of a particular staff member. Groups rotate and move

to different staff members for various tasks during the year. By working in small groups

students get adequate opportunities to express themselves, develop their strengths and

work on their weaknesses.

Constructive Criticism: The Principal and staff critique every activity that the students

partake in at STIE. The evaluation is always done with a view to motivate and encourage

the students. Hence the criticism provided is always constructive and formative in nature.

Well-Maintained Infrastructure Facilities: The college environment is healthy and

hygienic. There is good ventilation and lighting, the furniture is also well maintained.


This creates a conducive learning environment which facilitates student learning. The

ambience of the college has always been described as a pro-learning space. The college

provides many facilities and opportunities for the convenience of students (Details

provided in 4.1.3).

Access to Technology: The classrooms are equipped with OHP/ LCD facility and

computers. The main lecture hall also has the internet facility. This helps in making

lectures interactive and more effective with the incorporation of technology. The college

has a state-of-the-art lecture hall that is equipped with a smart board, digital podium and

Wi-Fi connectivity. The computer laboratory also houses a language laboratory. The

library has an e-library wing. This includes the N-LIST consortia, the library blog and

websites. This shuts out monotony and makes learning exciting. No barriers have been

reported.

Student Feedback: Peer feedback is an integral part of the teaching-learning at STIE.

Students are groomed to learn from one another and help each other. They are also asked

for their feedback on the programmes conducted in college. At the end of each year,

students undertake a SWOT analysis of the institution as also an assessment of the

teaching staff. This helps in identifying and rectifying barriers to student learning.

Teacher Quality: The staff at STIE is recruited only if they possess the required

qualifications to be appointed as lecturers. They also have to appear for an interview

before a selection committee. Thus, the Institution ensures that teacher quality is not

compromised. Once selected, the principal and the senior staff work to groom the juniors

to take on their responsibilities in keeping with the culture of the college. Every member

of the staff bags credits that are prescribed by the Career Advancement Scheme with ease.

This goes to show that the faculty are continuously subjecting themselves to professional

growth.

Periodic Reviews: The staff meetings convened by the principal at regular intervals are

another conscious effort towards eliminating barriers to student learning. The progress of

the students is assessed and plans for the future are laid out.

Remedial Programmes: The barriers to student learning once identified, prompt the

principal and staff to structure remedial programmes to overcome them. For example, if

students have difficulties in teaching the English method at the higher level, they are

counselled to take up English as a method at the lower level in Marathi-medium schools.

Peer-tutoring is also another remedial measure adopted by the College.


2. Provide details of various assessment /evaluation processes (internal assessment,

mid-term assessment, term end evaluations, external evaluation) used for assessing

student learning?

The evaluation processes employed for assessing student learning along with the number

of marks assigned to the different activities are detailed in Table 2.1 below:

TABLE 2.1: EVALUATION PROCESSES

Evaluation Processes Techniques of Assessment Marks

Internal Assessment

Micro Lessons (4x4)

Integrated Lesson (1x4)

Simulated Lessons (4x5)

CAI Lesson (1x10)

Macro Lessons (20x10)

Content Test (1x20)

Open Book Assignment (1x10)

Community Work (20 Hours)

Internship (7 Days)

Book Review (1x10)

Action Research

Unit Test Project

Psychology Journal

16

04

20

10

200

20

10

15

10

10

20

10

05

Mid-Term Assessment

Essays (10x5)

Class Tests (10x20)

50

200

Term End Evaluations/External

Evaluation

University Examination Held at the

End of Each Semester (10x60)

600

To ensure objectivity in evaluation, the faculty follows the prescribed criteria mentioned

in the checklists provided/agreed upon for each activity in question. Practice teaching

lessons are followed by both verbal as well as written feedback from the faculty. Essay and

class test papers always carry useful remarks and suggestions for improvement and the

marking scale is decided on in consensus with all faculty members. Use of reflective

journals is emphasized during the community work and the internship, as these provide

deeper insights into students’ experiences and personal development. Similarly, Action

Research is assessed on the basis of both practical work as well as a viva-voce by a faculty

member. The college also conducts prelims for the students prior to them appearing for the

University examination at the end of each semester. This steps up their confidence and

develops their organisational skills in presenting their subject matter logically at the

external examination.


3. How are the assessment/evaluation outcomes communicated and used in improving

the performance of the students and curriculum transaction?

Every student has the Right to Information and in accordance, feedback on the milestones

crossed is conveyed through timely verbal and non-verbal media.

Practice Lessons: When students draw up their lesson plans, they are expected to get

them reviewed by their individual guides (Details provided in 5.2.11).

Essays: The students have essays in each paper. These are evaluated by the staff and the

papers are shown to the students. Those who fare poorly are given an opportunity to re-

appear.

Class Tests: The mid-term test papers are also assessed by the staff and shown to the

students. Each faculty member provides the students with an over-view of the expected

answers to each question and also gives them an insight into the performance of the class

on the whole. Marks are not indicated on the answer papers, but remarks are put instead

to help students understand their strengths and weaknesses. The best papers are also

photo-copied and filed in the library for the benefit of the students. The staff gives

students advice on organization and presentation of content for better evaluation

outcomes.

Projects: Students have individual guides for their project work. The staff: student ratio

is always 1:12 to enable staff members to give personal attention to each student. Students

submit their rough drafts which are evaluated successively by the staff before the final

copy is ready for submission. They are also given the option of submitting their rough

drafts online via the e-mail to the staff member concerned.

4. How is ICT used in assessment and evaluation processes?

All internal marks of the students are computerized using Microsoft Excel. This year the

college has initiated the 360 degrees online evaluation (Details provided in 3.6.1).

2.6 BEST PRACTICES IN TEACHING-LEARNING AND EVALUATION PROCESS

1. Detail on any significant innovations in teaching/learning/evaluation introduced by

the institution?

‘Innovate or perish’- the College works on this dictum. Thus, upgrading on the best

practices is a major focus throughout the academic year.


Innovations in Teaching-Learning: The significant innovations in teaching/learning

would include practices such as co-operative learning strategies, constructivist approach

to teaching, Socratic seminars, team teaching, e-learning strategies, debates, use of

various models of teaching and individual and group project work. The endeavour is to

make teaching-learning an enjoyable process. Hence, much effort is made by the faculty

to include multi-media presentations and to make learning student-centered and activity-

based. The co-curricular activities incorporated into the curriculum offer the students

opportunities for freedom of expression and serve as catalytic agents to draw out their

creativity and inherent talents. Community networking through the DLLE project,

organisation of seminars, guest lectures, community service programmes and field visits

sensitize students to the contextual nature of teaching as also to understand the challenges

posed by globalization. The emphasis given to learning of handicrafts and skills is another

significant innovation as it helps students develop their aesthetic sense as also creates an

appreciation among them for the beauty and diversity of our Indian culture. It also helps

them respect the artisans and craftsmen of the country who might not have great education

but are nevertheless custodians of our rich Indian heritage.

Innovations in Evaluation: The open book exam and the case study approach bring to

the fore the critical and analytical skills of the students. Another best practice followed

by the institution is the manner in which exams are conducted. Students are given a day’s

break in between each paper to enable them to prepare better. Also, the college holds two

sets of prelims for the benefit of the students. The units are divided equally in order to

reduce study load of the students per preliminary exam. This is in keeping with the maxim

part to whole. The comprehensive and continuous formative evaluation that accompanies

every task undertaken at STIE is another commendable feature. Also the student

mentoring programmes followed by the principal and staff contribute to developing the

latent potential within each student, thus, helping them discover their intrinsic self-worth.

The credit-based Honours programme gives students incentives to be regular and diligent

with their assignments at STIE.

2. How does the institution reflect on the best practice in the delivery of instruction,

including the use of technology?

The periodic reviews and the weekly meetings held by the principal and staff helps to

reflect on the best practices in teaching and learning. The staff shares their success stories


with one another through informal conversations and friendly interactions. The positive

vibes amongst members of the staff add to the motivation to innovate and experiment.

The comprehensive SWOT analysis conducted at the end of each year further throws

light on the best practices of the institution. Educational videos, films and blogs help in

conveying messages and clearing doubts of students. The Educational Evaluation project

involves students using statistical software packages available on MS-Excel. The

software ‘Prezzi’ for power points was also taught to the class by one of the students who

was proficient in its use. The interactive smart board is a popular classroom tool used by

students and staff. This is how technology aids in the effective delivery of instruction.

Additional Information to be provided by Institutions Opting for Re-accreditation/

Re-assessment.

1. What are the main evaluative observations/ suggestions made in the first assessment

report with reference to Teaching, Learning and Evaluation and how have they been

acted upon?

The evaluative observations made in the last report with reference to teaching-learning

and evaluation were positive and encouraging.

The college was urged to introduce more micro-teaching skills. With this in view, set

induction has been introduced as a micro skill. Students have responded creatively and

favourably to this addition.

A point highlighting the need for faculty members to participate in International

conferences and seminars was listed. To this, the college faculty has attended

International conferences as delegates.

A mention that the mechanism for redressal of student grievances should be strengthened

was included by the peer team. This has been favourably addressed through the 3600

online feedback along with the informal verbal feedback and suggestions that have been

procured during the academic year.

2. What are the other quality sustenance and enhancement measures undertaken by

the Institution since previous assessment and accreditation?

The measures undertaken for quality sustenance and enhancement are as follows:


Technological Inputs in Teaching Methodology:

Language laboratory: The College has upgraded the existing technological hardware

and software making it a state-of-the-art college of teacher education. The language

laboratory bears testimony to this. The existing computer laboratory was revamped to

incorporate a language-laboratory-teacher-console to oversee its working.

Technological up-gradation: The interactive white boards, LCD projectors, Wi-Fi

enabled lecture hall, blogs, subject websites have greatly enhanced lecture delivery

techniques.

3600 online feedback: Technology and software have also been used to procure reliable

feedback from stakeholders so that the necessary improvements could be made by the

faculty and management in the working of the Institution.

N-LIST consortia: The online library resources reflect innovative practices and

scientific conclusions made through research studies the world over, thus, enabling

‘Comparative Education’ in the true sense. It also helps each faculty member to have

technological synergy in education and create global citizens of our students.

Research:

Over the last five years the college faculty has upgraded their academic profiles. Five new

doctoral degrees have been awarded to the teaching staff. Five members of the staff;

which includes the college librarian, are currently pursuing Ph.D.

In addition, several papers of conceptual and research origin have been published by

members of the staff in journals with an ISSN. Books on themes of special interest have

been published by two of the staff members. These endeavours help the faculty in raising

the effectiveness of their curriculum transactions.

The ISI Model in the Teaching-Learning Process: This has ensured the use of the

multisensory approach to instruction in every subject of the curriculum, thus making

learning an enjoyable and enriching experience. It also leads to broadening the knowledge

base of students through diverse activities and helps in the development of all the

domains.


CRITERION III: RESEARCH, CONSULTANCY AND EXTENSION

3.1 PROMOTION OF RESEARCH

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

The College aims to foster a spirit of research mindedness in its staff. The following

measures have been initiated by STIE in this direction:

Minor and Major Research Projects: The Principal encourages the faculty to

undertake minor and major research projects in view of organisational and professional

advancement. Some of the faculty members who have completed their doctoral studies

are now in the process of pursuing the same.

Doctoral Research: Six out of the ten staff have completed their Ph.D. Four members

as well as the librarian are currently pursuing the same. They are given allowances by

way of special leave, adjustment in lecture schedule as well as on-duty leave to permit

them to attend their pre-Ph.D. courses and short-term courses in Research Methodology

as well as for data collection and library reference.

Award of Fellowships: Two faculty members were awarded a fellowship under the

UGC Faculty Improvement Programme for completion of their doctoral studies.

Short-Term Research Methodology Course: In July 2014 the college organized a one

week Research Methodology course in collaboration with the ICSSR to equip faculty

with knowledge of the recent developments and trends in the field of educational research.

This served to empower the teacher educators with the confidence and much needed

expertise to pursue research projects in their areas of interest, the findings of which were

presented at various National and International seminars.

Constitution of a Research Cell: The cell works towards creating a research culture

within the institution among both faculty and students. It conducts a series of research

based talks/workshops through the year by eminent resource persons belonging to reputed

organisations like TIFR, TISS and ICSSR. It also organizes an Annual UGC sponsored

National Seminar on themes of educational/ social relevance. The research papers

presented at the conference are then compiled and published with ISBN to disseminate

the research findings to a wider audience. The cell also screens proposals of faculty

members applying for post-doctoral/minor research projects and makes the required

suggestions for modification.


2. What are the thrust areas of research prioritized by the institution?

The thrust areas of research prioritized by the institution can be grouped into the

following three categories:

Staff Ph.Ds: Six faculty members have completed their doctoral studies on social/

psychological/management/academic related themes relevant to education, while five are

currently pursuing the same. The areas are described in Table 3.1.

TABLE 3.1: DOCTORAL STUDIES COMPLETED BY FACULTY

Students’ Individual Research Projects: The students conduct three individual

research projects each year. These are as follows:

i. Action Research: Each year the students undertake an individual action research project

as a part of the curriculum. They carry out projects relating to problems commonly

encountered in schools, themes of social relevance and issues of civic concern. The thrust

areas prioritized by the institution for the same are as follows:

Issues of environmental relevance

Value-based education

Bio-ethics

Media and education

Dependence on coaching classes

NAME TITLE YEAR

Dr. Sr. Lilian Rozario Construction and Standardization of Achievement

Test in Physics, Chemistry and Biology for

Standards VIII and IX (New Syllabus) for Students

Studying through English Medium in the Suburbs of

Bombay with a View to Diagnostic Analysis and

Remedial Teaching in Standard IX and its Appraisal.

1989

Dr. Giselle D’souza A Study of Stress in Students of Standard X in

Relation to Their Academic Self-Concept, Self-

Efficacy and Locus of Control.

2010

Dr. Sr. Tanuja W. Development of a Programme for Enhancing skills

in English Composition of Students of Standard IX.

2012

Dr. Sheela Philip A Study of the Relative Effectiveness of School

Types by Board Affiliation in Developing Psycho-

Social Variables.

2010

Dr. Joan Lopes A Critical Study of Educational Values reflected in

Sane Guruji’s Literature

2013

Dr. Cerena D’cunha A Study of Self Evaluation of Student Teacher’s

Performance in Relation to their Self Efficacy and

Motivation

2013


Perceptions towards Inclusive Education

Co-operative learning

Cultural awareness

Guidance and Counselling

Health-care ethics

ii. Evaluation Projects: The students have to teach an entire unit comprising of 3-4 teaching

periods to a class in a practice-teaching school during internship. They have to then

prepare a Unit test and administer the same to the class. The test has to be evaluated and

the results quantified, analyzed and interpreted.

iii. Extension Education:

Survey of Women’s Status (SWS): Students who opt for the (SWS) project under the

Extension Education Programme, have to collect data from 30 women using a

questionnaire. The data is then analysed and reflects the role of formal and informal

education in the liberation and empowerment of women.

Career Project (CP): Students enrolling for this project choose a non-traditional career.

They gather relevant information regarding the career from authentic sources. At the end

of the year a career fair is organized for other educational institutes wherein they display

the charts and brochures regarding the career of their choice, thus disseminating

vocational information to neighbouring schools and stakeholders in the vicinity.

Research Studies Carried Out by Faculty and Presented at the National Seminar

Held Annually: Each year faculty undertake a research study on themes of educational

significance in keeping with the National seminar held annually and present papers to

disseminate the findings of their research endeavours. These papers are then published

annually in the seminar proceedings with ISBN.

3. Does the institution encourage Action Research? If yes give details on some of the

major outcomes and the impact.

Yes, the institution does encourage Action Research, it being a compulsory component

of the curriculum. Each student is expected to conduct an Action Research study every

year. The faculty members select themes of educational and social relevance for the same.

The topics chosen have already been listed in 3.1.2. A few action research projects

undertaken by STIE during the last few years along with their output are as under:


An Experimental Study to Create Environmental Awareness: Students disseminated

information relating to themes such as bio-diversity, pollution, global warming through

specially prepared modules which were planned in keeping with the level of school

students for whom they were intended. The trainees conducted a pre-test and post-test to

evaluate how successful they were in creating environmental awareness among the

children. This analysis constituted the Action Research Project Report.

Experimental Studies to Sensitise School Students to Issues such as Substance Abuse

and First-Aid: In keeping with the context of our times, trainees conducted sessions on

these themes for school students. They evaluated the impact of the same in enhancing

students’ knowledge and developing the right attitudes so as to be able to instill in them

life-skills when they move out into the world from the protected confines of a school.

Surveys on Themes in Keeping with Current Trends in Education: Teacher trainees

conducted surveys to study the attitudes of the stakeholders of education to newly

introduced evaluation schemes such as the CCE, use of technology in teaching i.e. the

smart board and the credit-based semester system. The outcomes of these studies

provided valuable insights into the advantages and limitations of various trends in

education. The findings were also presented at seminars and featured in publications with

ISBN.

Experimental Studies on Stress in School Students: The trainees conducted a stress

management programme for school students and evaluated its effectiveness in alleviating

stress encountered by them. The findings of this study also provided the impetus for

designing a need based intervention programme to be conducted for stress management

in schools across the city.

Creating Rubrics: Students created benchmarks to evaluate behaviours of middle school

students such as healthy breakfast habits, punctuality as well as competencies like spoken

English. These tools could then be used by the school teachers to obtain a more

personalized and objective assessment of their students and know them better.

4. Give details of the Conference / Seminar / Workshop attended and/organized by the

faculty members in last five years.

Conferences/ Seminars/ Workshops Attended by the Faculty: Table 3.2 summarizes

the same.


TABLE 3.2: SEMINARS/ WORKSHOPS ATTENDED BY THE FACULTY

LEVEL THEME W/S/C DATES

NAME OF FACULTY: DR. GISELLE D’SOUZA

National Reforms in Teacher Education Seminar August

2010

State Paradigm Shifts in Learning

and Evaluation

Workshop 21st/ 22nd

March2011

Institutional Gender Sensitization Seminar 18thJanuary

uary2011

Institutional Family Life Education and

Sexually Transmitted Diseases

Seminar 28th

February

2011

National Teaching, Learning and

Evaluation-Shaping Our Future

Seminar 18th/19th

July 2011

National Human Rights Seminar 24thJanuary

2012

State Quantitative Data Analysis in

Educational Research

Workshop 26th/ 27th

March2012

Institutional Writing Research Articles and

Application of Review of

Related Literature

Lecture

Series

3rd April

2012

Institutional Practical Approach to Tool

Preparation

Seminar 12th May

2012

State Qualitative Research in

Education

Workshop 25th -30th

June 2012

National Digi-Age Learning-New

Dimensions, Changed

Perspectives

Seminar 27th/28th

July 2012

Institutional Blue Print of B.Ed Question

Papers

Workshop 15th

September

2012

Institutional Academic Performance

Indicator

Workshop 8th October

2012

International Redefining Education:

Expanding Horizons

Seminar January

2013

National TQM to TQE-The Quest for

Excellence in Education

Seminar 30th/31st

August

2013

National Benchmarking for Excellence

in Higher Education

Seminar 29th March

2014

Institutional Scientific Research Writing and

Plagiarism

Seminar 26th April

2014

Institutional Teacher Education: Enhancing

Quality and Relevance

Roundtable

consultation

10th May

2014

State Capacity building in

Conducting Experimental

Research in Education

Workshop 29th June-

4thJuly

2014


National Re-inventing Education for

Nation building

Seminar 25th -26th

July 2014


2015

National ICT Transforming Education Seminar 23rd April

2015

NAME OF FACULTY: DR. SR.TANUJA WAGHMARE

International Contemporary Scenario in

Higher Education

Seminar 28th/29th

January

2011


Evaluation -Shaping Our

Future

Seminar 18th/19th

July, 2011

State Quality Enhancement in Higher

Education

Seminar 25th/26th

February

2012

National Managing Human Resources Seminar 4th /5th

April 2012

National Digi-Age Learning-New

Dimensions, Changed

Perspectives

Seminar 27th /28th

July 2012

National From TQM to TQE- The Quest

for Excellence in Education

Seminar 20th /21st

August

2013

National Language and Literature

Teaching Techniques

Workshop 3rd- 5th

March2014

Regional Research Methodology Workshop 15th – 19th

July 2014

National Reinventing Education for

Nation Building

Seminar 25th & 26th

July 2014

National Innovative Practices in Teacher

Education

Seminar 11th/12th

October

2014

Institutional Empowering Teachers with

Life Skills Education

Seminar 10th/11th

April 2015

NAME OF FACULTY: MS. ROSELLE ARANHA

National Reforms in Teacher Education Seminar 9th/10th

August

2010


Evaluation – Shaping our

Future

Seminar 18th/19th

July 2011

National TQM to TQE- The Quest for


Seminar 30th /31st

August

2013

NAME OF FACULTY: DR.SHEELA PHILIP

State Paradigm Shifts in Learning and

Evaluation

Workshop 21st/22nd March

2011


National Teaching, Learning and Evaluation-

Shaping Our Future

Seminar 18th /19th July

2011

National Revitalising Gandhian Values in

21st Century

Seminar 29th July 2011

National Digi-age learning: New Dimensions,

Changed Perspectives

Seminar 27th/28th July

2012

International Spirituality at Workplace Conference 21st /22nd

February 2013

National Human Rights Seminar 19th March 2013

Institutional Writing Research Articles and

Application of Review of Related

Research

Seminar 3rd April 2013

National Curriculum for Excellence in Teacher

Education

Seminar 8th /9th April 2013

National Question Bank on General

Intelligence and Reasoning

Government of India Staff Selection

Commission

Workshop 12th April 2013

Regional Orientation Programme on Revised

Science Syllabus

Orientation 30th July 2013

National From TQM to TQE-The Quest for


Seminar 31st July 2013

Regional Lifelong Learning and Extension,

University of Mumbai

Training

Programme

4th August 2013

Institutional Women’s Human Rights Seminar 24th January2014

National Human Rights Seminar 19th March 2014

National Benchmarking for Excellence in

Higher Education

Seminar 29th March 2014

Regional Extension Work District Field

Coordinators’ Meeting

Workshop 25th April 2014

Institutional Workshop on Scientific Research

Writing

Seminar 26th April 2014

University PGDHE Extended Contact

Programme

20th-29thMay

2014

State Research Methodology in Social

Sciences

Workshop 15th-19th July

2014

National Reinventing Education for Nation

Building

Seminar 25th -26th July

2014

National NCTE Norms for Teacher Education

Courses: Professor Poonam Batra

Committee Report

Seminar 30th July 2014

Regional Field Coordinators’ and Senior

Teachers’ Meeting

Workshop 15th November

2014

National Human Rights Seminar 7th January 2015

NAME OF FACULTY: MS. CINDRELLA D’MELLO

National Access to Success – New

Vistas in Management of

Education

Seminar 28th/29th

January

2011


Regional Research Methodology in

Social Sciences

Workshop 5th-9th

December

2011

National Teaching Learning and

Evaluation- Shaping our Future

Seminar 18th / 19th

July 2011

National Gandhi in the New Millennium

– Issues and Challenges

Seminar 27th -28th

January

2012

National Managing Human Resources Seminar 4th/ 5th

April, 2012

National Innovations in Teacher

Education

Seminar 17th March

2012

International New Pathways in Maths

Teaching and Teaching the

Disadvantaged Students

Workshop 17th

October

2012

National Digi-age learning: New

Dimensions, Changed

Perspectives

Seminar 27th/28th

July 2012

Institutional Blue Print of the B.Ed Question

Paper

Workshop 15th

September

2012


2013

National From TQM to TQE: The Quest


Seminar 30th / 31st

August

2013

National Human Rights Seminar Seminar 19th March

2014

National Benchmarking for Excellence

in Higher Education

Seminar 29th March

2014

State Soft Skills for Educators Seminar 10th April

2014

Institutional Scientific Research Writing and

Plagiarism

Seminar 26th April

2014

National Education for Human Rights Seminar 29th May

2014


Social Sciences

Workshop 15th -19th

July, 2014


Nation Building

Seminar 25th-26th

July 2014

National Human Rights Seminar 7th January

2015

NAME OF FACULTY: DR. CERENA D’CUNHA

National Professionalism in Teaching Seminar 26th

February

2010



August

2010



Future

Seminar 18th/19th

July, 2011

National Managing Human Resources Seminar 4th/5th April

2012

Department Ph.D. Research Research

Paper

Reading

Session

14th

February

2013

National Nurturing Quality in Higher

Education

Seminar 1st/2nd

March2013

National Systemic Integration of ICT in

Education in the Global

Context

Seminar 17th/18th

April 2013

National Women’s Human Rights Seminar 24thJanuary

2013



Seminar 30th/31st

August

2013

National Human Rights Education Seminar 26th May

2014


Nation Building

Seminar 25th/26th

July 2014

NAME OF FACULTY: MS. SONIA NUNES

State Quantitative and Qualitative

Data Analysis.

Workshop 2010


August

2010



Future

Seminar 18th/19th

July 2011

National Writing Research Papers Seminar August

2011


Social Science

Workshop 5th-9th

December

2011

National Access to Success, New Vistas

in Management of Education

Seminar 28th/29th

January

2011

Department Research Methodology Workshop June -

August

2012

National Digiage Learning:New

Dimensions, Changed

Perspectives

Seminar 27th/28th

July 2012


National Managing Human Resources Seminar 4th / 5th

April 2012

National Women’s Human rights Seminar 24thJanuary

2013



Seminar 30th/ 31st

August

2013


2014

Regional Research Methodology Seminar 15th -19th

July 2014


Nation Building

Seminar 25th -26th

July 2014

National Human Rights Seminar 7th January

2015

NAME OF FACULTY: DR. JOAN LOPES


August

2010

National Gender Sensitization Seminar 27thJanuary

2011

National Access to Success-New Vista

in Educational Management

Seminar 28th /29th

January

2011

National Teaching, Learning Evaluation-

Shaping the Future

Seminar 18th/19th

July 2011

National Leadership style Seminar 27th/28th

January

2012

National Managing Human Resources Seminar 4th/5th April

2012

National From TQM to TQE- The Quest


Seminar 20th/31st

August

2013

National Human Rights Seminar 19th March

2014

Regional Research Methodology Workshop 15th -19th

July2014


Nation Building

Seminar 25th -26th

July 2014


2015

International Contemporary Issues Related

to Business, Trade and

Commerce, Management

Engineering and Information

Technology

Seminar 28th/29th

March2015

NAME OF FACULTY: MS. RESHMA RODRIGUES


Conferences/ Seminars/ Workshops Organised by the Faculty/Institution: Table3.3

summarizes the same.

National Reforms in Teacher Education Seminar 9th /10th

August

2010

National Teaching Learning Evaluation

– Shaping our Future

Seminar 18th /19th

July 2011

National Access to Success, New Vistas

in Management of Education

Seminar 28th /29th

January

2011

National Empowering Learners in the

Contemporary Society

Seminar 1st /2nd

April 2011

National Digiage Learning:New

Dimensions, Changed

Perspectives

Seminar 27th /28th

July 2012

National Women’s Human Rights Seminar 24thJanuary

2013


Social Sciences

Workshop 21st -25th

July 2013

National From TQM to TOE – The

Quest for Excellence in

Education

Seminar 30th/ 31st

August

2013

National Human Rights Seminar 19th March

2014


2014


Social Sciences

Workshop 15th/19th

July 2014


Nation Building

Seminar 25th /26th

July 2014


2015

NAME OF FACULTY: MRS. SHAKUNTALA NIGHOT (LIBRARIAN)

National Post Modernisation of

Libraries: Challenges and

Opportunities

Seminar 25th

November

2011

National Digiage Learning: New

Dimensions, Changed

Perspectives

Seminar 27th /28th

July 2012

National Changing paradigms of

Academic Libraries in E-

Environment

Seminar 7th/8th

January

2013


Nation Building

Seminar 25th/26th

July 2014

National Reshaping the Academic

Libraries: Trends and Issues

(REALITI – 2014)

Seminar 12th

September

2014

University Research Methodology Online

Course

May –July

2013


TABLE 3.3: SEMINARS/ WORSHOPS ORGANISED BY FACULTY

Theme Sponsoring Agency/ In

Collaboration With

Organising

Secretary

Year

National Seminar on

“Teaching, Learning,

Evaluation-Shaping Our

Future”

UGC Dr. Giselle D. 2011-12

National Seminar on “Digi-

age Learning: New

Dimensions Changed

Perspectives”

UGC Dr. Sheela P. 2012-13

National Seminar on “TQM

to TQE- The Quest for

Excellence in Education”

UGC Dr. Giselle D. 2013-14

National Seminar on “Re-

inventing Education for

Nation Building”

UGC Ms. Cindrella D. 2014-15

5 Day Workshop on

“Research Methodology”

ICSSR Dr. Joan Lopes 2014-15

One Day Seminar on “Human

Rights”

NHRC Ms.Cindrella D. 2013/2014/

2015

Talk-show on Continuous

Comprehensive Evaluation

Experts from schools

affiliated to different

boards of Education

Dr. Giselle D. 2014-15

3.2 RESEARCH AND PUBLICATION OUTPUT

1. Give details of instructional and other materials developed including teaching aids

and/or used by the institution for enhancing the quality of teaching during the last

three years.

The Instructional Material developed by STIE during the last three years is as follows:

Teaching-Aids: Every student is expected to prepare two teaching aids, one in each of

her teaching methods. Teaching aids range from charts, models to working models. These

teaching aids have to be used by the students during their practice lessons. They are also

displayed during the Annual Exhibition and are later catalogued and carefully stored in

the college for the benefit of the future students.

CAI Lessons: Students have also to prepare one/two CAI lessons each year as required

by the curriculum, one in each teaching method. They are encouraged to use these lessons

in their practice-teaching schools. These lessons are compiled by the college and stored

on master CDs subject-wise in the library.


Simulated Lessons: A reference hand-book on simulated lessons given by the students

is available in the library.

Assemblies: The students prepare their own value based assemblies to begin each day at

STIE. These are compiled and made available as soft copies for student reference in the

library.

Seminar Proceedings: The college conducts a National seminar annually on themes of

educational significance. The proceedings of these seminars are documented, compiled

and published with ISBN and sent to the participants and practice-teaching schools.

Study Material: The faculty at STIE is conscientiously dedicated to the success of the

students at the B. Ed. examinations. To that end, the staff ensures that elaborate lesson

notes are compiled and handed out to the students after each lecture; these are provided

only as a support system to the students to facilitate in-depth understanding of topics

covered in class. The importance of library referencing is never undermined.

2. Give details on facilities available with the institution for developing instructional

materials?

The facilities provided to the students and faculty can be grouped under the following

heads:

Training Workshops: STIE conducts workshops for the students on chart and poster

preparation. Students are given comprehensive training on preparing CAI lessons. As part

of the Honours programme, they are taught to make puppets which could be used as

instructional aids, especially for lessons in lower classes. Occasionally, the science

students attend a workshop at the Nehru Science centre on the preparation of working

models. The College also conducts a workshop for the students to teach them how to

develop a Unit test with the help of the blue-print. Workshops on conducting online-

research, orientation to the use of MOODLE and Web 2.0, creating websites and blogs

were also conducted for staff and students to empower them with the use of technical

know-how and skills. In 2015, the students visited the Homi Bhaba Centre for Science

Education and witnessed the celebration of Science Day wherein they were shown the

demonstration of various experiments and innovative teaching aids commonly used to

enhance the understanding of abstract concepts in the teaching of Science. They were also

taught ways in which they could prepare improvised apparatus. Students are also oriented


to the preparation of instructional aids in the different subjects in the course of their

special method classes.

Infrastructure: The College has a work room exclusively meant for students to prepare

their teaching aids. The computer lab is also made available to students for preparation

of their CAI lessons. The library resources can also be used by them when preparing

instructional materials. The library has a good collection of books on art, craft and

preparation of other instructional materials. The language laboratory is equipped with

various software packages aimed at developing language competencies in students

needing improvement in spoken English.

3. Did the institution develop any ICT/technology related instructional materials

during the last five years? Give details.

CAI Modules: Teacher trainees are expected to prepare two CAI modules one in each of

their teaching methods. Each lesson must have a duration of about 30 minutes and must

relate to a school topic. Trainees are encouraged to use these lessons in their practice

teaching schools. The college has a data bank of the CAI modules prepared by the

students over the last five years.

Blogs and Websites: Each faculty member has a personal blog displaying important

information about her credentials, qualifications, areas of expertise and achievements.

These blogs are also used for educational purpose such as displaying lecture notes,

posting discussions, seeking views and interaction pertaining to topics of the syllabi

covered in class, displaying time-tables and updating students about assignments and

other on-going academic events. The college also runs websites in addition to its official

website featuring the activities and events hosted by it to generate awareness among

interested alumni and stakeholders.

Data Bank of Value-Based Assemblies: The institution compiles the daily theme-based

assemblies conducted by the students and preserves the same on CDs which are kept in

the college library. These can be referred to/utilized by other students in the course of

their teaching at school.

4. Give details on various training programs and/or workshops on material

development (both instructional and other materials).

a. Organized by the Institution: The institution conducts the following workshops and

courses for the students:


Chart and poster preparation

Preparation of the blueprint for planning the Unit Test

S.U.P.W (Details provided in 1.2.4).

Honours Programme (Details provided in data-sheet to record Best Practices).

A session on MOODLE and a one-day workshop on Web 2.0 to train the faculty in setting

up blogs and creating websites to enhance the teaching-learning process.

b. Attended by the Staff: Table 3.4 summarizes the same.

TABLE 3.4: TRAINING PROGRAMMES ATTENDED BY FACULTY

c. Training Provided to the Staff: Workshop on Web 2.0 detailed above.

5. List the journals in which faculty members have published papers in the last 5 years.

The list of journals is provided in Table 3.5 below.

TABLE 3.5: JOURNAL PUBLICATIONS BY FACULTY

Year Journal ISSN / ISBN Peer Reviewed/

Impact Factor

June 2010

July-Dec 2011

Gyan-The Journal

of Education

ISSN:0972-

9992

Peer reviewed

International

Journal

June 2010

June 2011

Journal of

Education and

Pedagogy

ISSN:0975-

0797

Peer reviewed

Journal

Dec 2010

Dec 2011

Educational Quest

ISSN: 0976-

7258

Peer reviewed

International

Journal

Oct-Dec 2010 Education at

Crossroads

ISSN:0976-

4720

Peer reviewed

Journal

Program Organiser Date

State Level Workshop on Open

Source Software

SNDT Women’s University

Branch Library, SVT College of

Home Science, Juhu.

10th -13th

May 2011

National Workshop on

Managing Digital Objects and

Data

SVKM’s NMIMS, Mumbai 19th -21st

April 2012

One day Program on

Knowledge Discovery Tools

and Techniques-Advanced

Level

SVKM’s Jitendra Chuhan College

of Law & NMIMS & BKC

Knowledge Network

20th December

2012

Soul 2.0 Training Program on

Installation and Operations

INFILBNET and University of

Mumbai

7th -11th July

2014

One Day hands on training

Program on ‘Web 2.0 for

Enhancing Teaching’

Dr. Sarika Sawant (Asst. Prof.

SHPT SNDT)

8th April 2015


November 2010

October 2012

Edutracks ISSN:0972-

9844

Peer reviewed

Journal

Jan-June 2011 Gyanodaya-The

Journal of

Progressive

Education

ISSN: 0974-

1801

Peer reviewed

Journal

May 2011 MIER Journal of

Educational Studies

Trends and

Practices

ISSN: 0976-

8203

Peer reviewed

National Journal

May 2012

QUEST The

Journal of UGC-

ASC Nainital

ISSN: 0974-

5041

Inter-

disciplinary

Peer reviewed

Journal

Jan -June 2012

Journal of

Educational

Technology and

Research

ISSN: 2278-

232X

Peer reviewed

International

Journal

January 2013

Redefining

Education:

Expanding

Horizons

ISBN: 978-93-

82302-56-8

Chapter in

Edited Book

June 2013

Technolearn ISSN: 2231-

4105

Peer reviewed

International

Journal

December 2014

The International

Journal of Indian

Psychology

ISSN: 2349-

3429

Peer reviewed

International

Journal

April 2015 Hansraj Jivandas

College’s Journal

of Futuristic

Education

ISSN: 2349-

8145

Peer Reviewed

National Journal

Jan - Dec 2015 Education and

Society

ISSN

No.:2319-9687

Peer reviewed

International

Journal

Jan-March 2015

Scholarly Research

Journal for

Interdisciplinary

Studies

ISSN 2319-

4766

Peer reviewed

International

Journal

November 2011

Raising the Bar:

Striving for Quality

ISBN

978-93-81465-

61-5

Chapter in

Edited book

May 2012

Fostering a Credit

Based Semester

System: Challenges

and Opportunities

ISB978-81-

92458-0-1

Chapter in

Edited book

December 2014 PHCER Academic

Journal

ISSN 2347-

7512

Peer reviewed

Journal


February 2012 Emerging Trends in

Education.

ISSN – 0976-

8696

Peer reviewed

Journal

Jan –March

2012

Pillai’s Journal of

Educational

Research and

Technology

ISSN – 2249-

4367

Peer reviewed

Journal

April 2012 Managing Human

Resources

ISBN 978-81-

924684-1-9

Peer reviewed

Journal

January 2011 Indian Journal of Library

& Information Science

Print ISSN: 0973-

7081. Online ISSN:

0975-6922

Peer reviewed journal

6. Give details of the awards, honors and patents received by the faculty members in

last five years.

Faculty members-Sr. Tanuja Waghmare and Mrs. Giselle D’souza were awarded

fellowships under the ‘Faculty Improvement Programme’ of the U.G.C to pursue their

doctoral studies from 2008 to 2011. Dr. Sr.Tanuja Waghmare has been awarded the

Jamunabai Govindji Madhavji Prize for the Ph.D. Degree in Education at the 61st Annual

Convocation of SNDT University on 7th of December, 2011.

7. Give details of the Minor/Major research projects completed by staff members of

the institution in last five years.

At present there are no minor/major projects completed by the staff members. However,

two of the faculty members have submitted proposals for research projects funded by the

UGC and ICSSR.

3.3 CONSULTANCY

1. Did the institution provide consultancy services in last five years? If yes, give details.

Consultancy is provided by the Institution as a whole and by Individual staff members.

Details of the same are given below:

Institutional Level: The College hosts annual seminars and training sessions for school

and college teachers. In 2013 the Institution organized a half-day workshop on Stress

Management for principals and teachers of 12 schools across the country.

Staff Level: The staff members conduct workshops and orientation programmes for

teachers and students of schools and colleges. The contribution of each individual

member is listed below in Table 3.6.


TABLE 3.6: CONSULTANCY SERVICES PROVIDED BY FACULTY

THEME CONDUCTED FOR DATE

NAME OF FACULTY: DR. GISELLE D’SOUZA

One-day Workshop on ‘Stress

Management’

Principals and teachers of 12 schools

across the country.

1st September 2012

Half-day Workshop on ‘Stress

Management’

Faculty and students of St. Louis

Convent High School, Andheri

3rd December 2012


Management’

Students of Standard X in S.S.C

schools (Nirmala Convent and Sacred

Heart Convent High School, Nashik).

2009-2010

Half-day Workshop on ‘CCE’ Faculty of St. Xavier’s High School,

Vile Parle

2009-2010


Management’

Faculty and students of Nirmala

Convent High School, Nashik

16th February 2015

Half-day Workshop on ‘Stress

Management’

Faculty and students of Oriental

College of Education and Research

25th February 2015

NAME OF FACULTY: DR. SR. TANUJA WAGHMARE

Talk on ‘Enhancing Essay Writing

Skills’

Students of Std. VIII

St. Teresa’s Convent High School,

Santacuz.

27th March 2015

NAME OF FACULTY: MS. ROSELLE ARANHA

An In-service Program for Teachers on

‘Development of a Training Module to

Enhance the Management

Competencies of Teachers in Pursuance

of Total Quality’

Teachers of St. Anthony’s High

School, Versova, Dominic Savio High

School, Andheri, Holy family High

School, Andheri, Divine Child High

School, Andheri and Don Bosco High

School, Naigaon.

Part of Ph.D. study

NAME OF FACULTY: DR. SHEELA PHILIP

Writer and Validator for ‘Teacher-

Training Modules for the Adding

Dimension Series and Validation for

CCE modules’

IL&FS Education & Technology

Services Limited

28th December 2010

Extended Contact Programme on

‘School Leadership Management’

IGNOU 21st May 2012

Visiting Faculty for ‘Value Education’ Institute of Chemical Technology 2012-2015

Workshop on ‘Question Bank on

General Intelligence and Reasoning’

Government of India Staff Selection

Commission

February 2013

Interview on YOUTUBE on ‘Inclusive

Education: Catering to Children with

Diverse Needs’

TULIP Children’s Video Portal 10th October 2013

Extended Contact Programme for

‘Partnership of Schools with Social

Agencies’

IGNOU 23rd May 2015

NAME OF FACULTY: MS.CINDRELLA D’MELLO

Workshop on ‘Techniques of Vedic

Mathematics’

St. Teresa’s Junior College of

Education

1st April 2015

NAME OF FACULTY: DR. CERENA D’CUNHA

Guest Lecturer for the subject ‘Computer Education’

Pushpanjali College of Education, Vasai.

2010-11


2. Are faculty/staff members of the institute competent to undertake consultancy? If

yes, list the areas of competency of staff members and the steps initiated by the

institution to publicize the available expertise.

Yes, the faculty members are competent to take up consultancy. Their areas of

competency are displayed on the website. The same is also conveyed to the practice

teaching institutions during faculty visits to the schools and the Campus Interview

Programme. The senior faculty members with 15 or more years of experience are

registered on VIDWAN which is a premier database of profiles of scientists/ researchers

and other faculty members working at leading academic institutions and other R & D

organisations involved in teaching and research in India. It provides important

information about expert's background, contact address, experience, scholarly

publications, skills and accomplishments, researcher identity, etc. The teachers are also

encouraged to attend seminars, workshops and refresher courses hosted by other

institutions for their professional growth. Their interaction at such sessions provides them

with a platform to popularize their areas of expertise and render their services by way of

NAME OF FACULTY: MRS. SONIA NUNES

Talk on ‘Role of Teachers In

Community Building’

Teachers of Our Lady of Remedy

Parish, Vasai.

9th September 2013

NAME OF FACULTY: DR. JOAN LOPES

Talk on ‘Career Guidance’ Organised by Sadhna Sahakari

Pathpedhi Maryadit for students of

standard 10th&12th.

14th November 2013

Talk on ‘Women Empowerment’ Organised by Jeevan Jyoti for school

children.

13th November 2013

Workshop on ‘Teaching Techniques’ Organised by Jeevan Jyoti for school

teachers.

9th November 2014

Talk on ‘Importance of

Reading’

Organised by Lokseva Mandal for

school teachers.

30th March 2014

Talk on ‘Self –Esteem’ St. John De Britto D.T.Ed students 10th April 2015

NAME OF FACULTY: MRS. SHAKUNTALA NIGHOT (LIBRARIAN)

One week training program on

‘Reference Services Theory and

Practical on Library Operations and

Service’

Library Support Staff of Ramniranjan

Jhunjhunwala College, Ghatkopar.

28th Dec’11/ 26th

Dec’12/

28th Dec’13/ 26th

Dec’14

Brainstorming Session on ‘Innovative

Practices in Your Library’

SHPT, SNDT Mumbai.

6th Dec’12

Orientation program on ‘N-LIST

awareness’

Staff at Gandhi Shikshan Bhavan’s

Smt. Surabja College of Education,

Juhu.

4th April 2013


consultancy. Each faculty member is encouraged to have her own visiting card projecting

her credentials and areas of expertise in a bid to popularize the same. Their areas of

expertise are as given below in Table 3.7.

TABLE 3.7: AREAS OF EXPERTISE OF FACULTY

3. How much revenue has been generated, through consultancy in the last five years?

How is the revenue generated shared among the concerned staff member and the

institution?

The consultancy services provided by the faculty are not intended for monetary gains as

these services are often rendered to the students and teachers of the practice teaching

schools which co-operate with the college as a part of the practice-teaching programme.

However, Rs.1, 350 has been generated through consultancy in the last five years for

sessions conducted by the staff for other schools and colleges. The college has formulated

a clause to the effect that each faculty rendering consultancy services is required to

contribute 20% of their consultancy charges to the Institution.

4. How does the institution use the revenue generated through consultancy?

The revenue generated through consultancy is utilized towards a worthy cause and

donated by the institution on its visits and outreach programmes to organizations which

serve to cater to the less privileged and disadvantaged sections of society.

NAME OF FACULTY MEMBER AREA OF EXPERTISE

Dr.Giselle D’souza Stress Management, Teacher Efficacy and Continuous

Comprehensive Evaluation

Dr. Sr. Tanuja Waghmare Enhancing Writing Skills in Essay Writing,

Educational Sociology, Co-operative Learning and

Innovative Teaching Methods in English.

Mrs. Roselle Aranha Action Research, Psychology of Learning, Total

Quality Management

Dr. Sheela Philip Environment & Ethical issues

Mrs. Cindrella D’mello Environmental Education, Vedic Mathematics, Use of

Information Technology

Dr. Cerena D’cunha ICT, Computer Technology, Psychology, Arts, Dance

and Music

Mrs. Sonia Nunes Computer Technology, Research, Guidance and

Counselling, New Methodologies in Teaching and

Learning

Dr. Joan Lopes Educational Management, Educational Psychology,

History

Mrs. Reshma Rodrigues Action Research, Educational Psychology, Innovative

Teaching Methods in History

Mrs. Shakuntala Nighot Internet Search Techniques, Information Literacy,

Reference Sources and Services


3.4 EXTENSION ACTIVITIES

1. How has the local community benefited from the institution? (Contribution of the

institution through various extension activities, outreach programmes, partnering

with NGO’s and GO’s)

Outreach Programmes: The College encourages students to visit old age homes and

children’s shelters during Christmas and New Year to spread festive cheer. In 2015 the

college organized a one day outreach camp at Asangaon and the students made a

contribution of cash as well as utility articles in a bid to reach out to the less fortunate

inmates there.

Community Service: The students at STIE are required to complete 20 hours of

community service in organizations working for the welfare of the under-privileged. As

a part of this endeavour, students visit homes catering to these sections and work with the

care-givers there. They conduct a host of activities ranging from cooking, cleaning,

conducting tutorials and organising cultural programmes for the inmates. This experience

fosters empathy within the students.

Seminars/Orientation Programmes: The college holds seminars for the teachers of the

local schools and colleges. Participating delegates are given the opportunity to present

papers and deliberate on issues of educational and social concern. The college was also a

nodal centre for syllabus review meetings and syllabus orientation programmes during

the recent revision of the B.Ed. syllabus in 2014-15.

Rallying for Social Causes: The Principal, staff and students of STIE participated in the

human chain on 14th March 2015 wherein citizens of Mumbai, people of all faiths,

churches and institutions joined hands together to urge the government to support the

‘Stop Hate Campaign’ and focus on development and good governance to support

communal harmony.

Extension Activities: The Extension Activities undertaken by the college students in

association with the DLLE help in networking of colleges, exchange of ideas and

resources and instilling within the youth a sense of service to the nation and an awareness

of the challenges that face the country.

Charity Drive: The students organized a charity drive wherein utility articles which were

not being used in their homes and in good condition were assembled and made available

to the less fortunate and under privileged people from the neighbouring slums. This

activity helped to recycle unused articles which can be of utility to another.


Linkages with NGOs: In 2015 the institution participated in an on-going project on

Water Management – ‘Save water, Safe Water’ conducted by the NGO SOSVA. As part

of this endeavour the teacher trainees were oriented to the project and trained in the use

of modules specially designed to disseminate information on water conservation to school

students during their internship programme. The trainees were also required to collect

data in questionnaires devised for the purpose by the NGO. On completion of this activity

each participant was awarded a certificate. Every year a few trainees are recruited by

NGOs such as Akanksha Foundation and Aseema Charitable Trust and make the noble

choice of working in schools for the underprivileged children despite low monetary gains.

Professionals from NGOs were also involved in the intercollegiate festival Planit-E and

appointed as judges for the different competitions.

Annual Career Exhibition: Every year the Institution conducts a Career Exhibition as

part of the Extension Education Programme wherein trainees display information through

attractively prepared brochures and posters pertaining to different careers. This exhibition

is kept open to students of the neighbouring school to familiarize students with upcoming

careers in the world of work.

Street Plays: Students enact street plays depicting themes of environmental obligations

and issues of social relevance each year to bring about community awareness regarding

the importance of responsible citizenship.

2. How has the institution benefited from the community? (Community participation

in institutional development, institution-community networking, institution-school

networking, etc.)

Community Participation in Institutional Development: The means through which the

community participates in Institutional Development are as follows:

Members of governing bodies: Eminent academicians are members of the college LMC

and IQAC and make a significant contribution by giving valuable recommendations for

stepping up the institution’s quality standards.

Resource personnel: The Honours programme and the Annual National Seminars hosted

by the college are forums wherein distinguished resource persons having varied areas of

specialization and associated with different organisations are invited by the college to

conduct sessions on themes relating to the professional growth of faculty and students in

a bid to enrich the B.Ed. programme.


Enriching excursions: As part of the contextualized curriculum, the students attend

various educational visits. The institutions and organisations they visit are part of the

community. The experiences that the students come back with work to enrich the

educational experience provided to them at STIE.

Faculty development programmes: The staff regularly attends the UGC sponsored

‘Orientation and Refresher Courses’. The skills and knowledge they acquire through

participation in these courses enhance their efficacy and help in institutional

development.

Institution-Community Networking:

Annual National seminars: The seminars hosted by the College draw participants from

various colleges and schools within the country. The staff also participates in seminars

organized by other colleges. Seminars provide a healthy interface between academicians

hailing from different universities, statutory bodies like the NCERT as well as teachers

and principals from schools affiliated to the different boards of education, professionals

from research organizations like Homi Bhaba Centre for Science Education, TIFR, Indian

Institute of Technology, the Mumbai High Court as well as reputed NGOs.

Extension Education programme: STIE is closely associated with the DLLE at

Mumbai University. Students attend the UDAAN Festival each year. The college also

participates in the Yuva festival held by the Department of Extension at The University

of Mumbai. Dr. Sheela Philip is an Extension Work Field Co-ordinator and so is a faculty

member of the DLLE, University of Mumbai. Thus, St. Teresa’s Institute of Education

gets the status of being a ‘Lead College’ to the other ‘Cluster Colleges’ under her purview.

University examinations: The College is an examination centre for the B.Ed. exams held

by the University of Mumbai. Staff members assess papers and also set University papers

as part of the Centralised Assessment Programme.

Library networking: STIE has library inter-linking facilities with the Hansraj Jivandas

College and the Kapila Khandwala College, both colleges of education in the vicinity.

Association with academic bodies: The Principal is a member of the LMC of several

colleges within the city. She has also been a member of the Board of Studies for the

faculty of education and a member of the peer team appointed by the NAAC for the

assessment and accreditation of colleges of education.


Alumni placement: Alumni are actively devoted to the cause of education in renowned

institutions across the city as well as abroad. Many are currently holding highly reputed

posts of principals, managers, school-coordinators and Board moderators.

Environ-fest: The All-Mumbai Intercollegiate festival ‘Planit-E’ served to network with

educational institutions across the city in a bid to create environmental awareness. It

brought together representatives of NGOs, media and the corporate sector too to interact

and deliberate on critical issues relating to the quality of the environment (Refer to

Annexure X for Best Practices).

Community service: Details provided in 3.4.1

Apprenticeships: The institution also provides internship facilities for post-graduate

students of other universities wherein the interns partake in various activities such as

assisting with theory lectures, supervision of practice-teaching lessons and up-gradation

of the library resources under the guidance of the faculty.

Institution-School Networking:

The Institution has the support of various schools in the city for practice-teaching and

internship.

The Annual Campus Interviews draw a substantial number of schools to the institution

for recruitment of its students.

For the Annual Exhibition, teachers from the local schools are invited to judge the

students’ work.

Students of the neighbouring schools visit the Annual Career Exhibition put up by the

teacher trainees and are exposed to the world of work.

Valuable feedback is provided by the principals of practice-teaching schools on the

performance of the students and suggest areas of improvement.

Alumni contribution to their Alma Mater is commendable. They are placed at several

schools and offer their services to the institution for supervision of practice-teaching

lessons, conducting sessions for the present trainees, giving model demonstration macro

and simulated lessons as well as for judging different competitions.

The talk-show titled ‘The Big Five’ on the Continuous Comprehensive Evaluation

System provided a forum to network with alumni placed in schools affiliated to the

different boards of education in order to familiarize trainees with activities which can be

conducted in the different school subjects as a part of CCE and to dispel myths regarding

this scheme of evaluation.


The staff is invited to judge the Inter-School Science Exhibitions organized at the ward

level by the local authorities.

Faculty conduct training programmes for the teachers and students as part of

consultancy services rendered by the Institution.

The Inter-School Eco-Festival saw the participation of 46 educational institutions

located across the city.

Teacher trainees judge various competitions in schools.

Community participation in institutional development, institution-community

networking and the institution-school networking is diagrammatically represented in

Figure 3.1.

FIGURE 3.1: INSTITUTION- COMMUNITY-SCHOOL LINKAGES

3. What are the future plans and major activities the institution would like to take up

for providing community orientation to students?

The Institution would like to take up the following activities for providing students with

community orientation.

Working for the Underprivileged:

Render educational services in a slum area.

Network with Municipal Schools to provide trainees with an exposure to teaching in

schools for the underprivileged.

Link with NGOs and conduct awareness, literacy and medical camps.

Prepare compensatory education packages.


Conduct a rural camp in a village and provide welfare measures.

Organization of Inter-Collegiate Events:

Competitions

College festival

Career fairs

Community Awareness:

Street plays

Cleanliness campaigns

Outreach programmes

4. Is there any project completed by the institution relating to the community

development in the last five years? If yes give details.

Rural Out-Reach Camp: In 2015 the college organized a one day outreach camp at

Asangaon. The details of this venture have already been spelled out in 3.4.1.

SOSVA Project on Water Management (2015): The details of this venture have already

been spelled out in 3.4.1.

5. How does the institution develop social and citizenship values and skills among its

students?

Life at STIE provides students with numerous experiences to develop good

social and citizenship values. Some of these initiatives are listed as under:

Development of Social Values:

Working together in groups for the talent search, micro-teaching and simulated lessons,

practice-teaching, internship, seminars and other co-curricular activities

Co-operative learning strategies implemented during lectures

Peer-reviews of practice lessons

Daily assemblies

Celebration of inter-faith festivals

Peer-tutoring as part of remedial instruction

Modesty in dress, speech and action

Awareness programmes on social issues conducted by the different cells (Details

provided in Table 6.2)

Workshop on good communication skills

Seminar on family life and sex education


Development of Citizenship Values:

Celebration of National Festivals

Singing of the National Anthem

Co-curricular activities based on the core-elements stated in NPE, 1986

Democratic election of the students’ council

Community service and out-reach programmes

Participation in peace marches and rallies

Educational visit to the ‘Discovery of India’

Culture dissemination lesson

Participation in the Swachh Bharat Abhiyan Campaign on the occasion of Gandhi Jayanti

Celebration of Rajya Bhasha Din

3.5 COLLABORATIONS

1. Name the national level organizations, if any, with which the institution has

established linkages in the last five years. Detail the benefits resulted out of such

linkages.

The college networks with several organizations at the National and State levels as

summarized below:

University Grants Commission (UGC): An Annual National Seminar sponsored by

the UGC is organized by the college on themes of social and educational relevance. This

is attended by the faculty and students of the Institution as well as by school teachers,

faculty of other colleges from diverse disciplines and eminent academicians.

Benefit: The papers presented at the seminar are compiled and published with ISBN to

disseminate the research findings to a wider audience.

National Human Rights Commission (NHRC): The college hosts a one-day National

Seminar on Human Rights every year sponsored by the NHRC. This is attended by the

faculty and students of the institution as well as by a few students from the neighbouring

teacher training colleges.

Benefit: This seminar alerts students to their rights as Indian citizens and in particular,

being a women’s college, it sensitizes them to the need for safe-guarding their rights as

women.

Indian Council of Social Science Research (ICSSR): In 2014 the college organized a

short-term research methodology course in collaboration with the ICSSR.


Benefit: This venture served to equip faculty with knowledge of the recent developments

and trends in the field of educational research. It empowered the teacher educators with

the confidence and much needed expertise to pursue research projects in their areas of

interest, the findings of which were presented at various National and International

seminars.

The NGO SOSVA: In the year 2015 the college networked with the NGO SOSVA


Benefit: On completion of this activity each participant was awarded a certificate. The

teacher trainees developed a sense of awareness about their role in conserving water.

Department of Life-Long Learning and Extension: At the state-level, the college has

been affiliated with the DLLE for more than two decades. This linkage has resulted in the

nurturing of strong bonds in the area of extension activities. The college has undertaken

projects like ICT-SDE, Status of Women Survey (SWS), Anna Poorna Yojana (APY) and

Career Project (CP).

Benefit: The ICT-SDE project requires students to enroll for online courses as prescribed

by the department of extension. They choose three online courses of their choice

accounting to 120 hours. At the end of each course they have a quiz based on the content.

On successful completion, the students are awarded a certificate from the department. As

part of the SWS project the students have to survey 30 women. They then have to

graphically represent this data showing the number of women liberated due to exposure

to some kind of education. In the APY project students get a hands-on experience to make

and sell food items. It thus helps them to develop entrepreneurial skills. The Career

project requires students to choose a non-traditional career. They gather relevant

information regarding the career from authentic sources. At the end of the year a career

fair is organized for other educational institutes wherein they display the charts and

brochures regarding the career of their choice. All these activities have helped the students

improve their self-worth and grow in their understanding of contemporary society.

Prafulta Psychological Services: The college has been offering a Counselling

Certificate course, comprising of 20 sessions of 3 hours duration each, in collaboration

with this organisation.

Benefit: The course covers a range of issues pertaining to children and adolescents in

order to equip trainees with the necessary knowledge and skills to handle the same.


Shri Ambika Yogashram: A yoga course of 15 sessions is conducted in collaboration

with the Shri Ambika Yogashram to train students in various asanas to relax the mind and

body.

Benefit: The trainees become aware of the invaluable worth of exercise and staying

healthy and fit. The short-term course equips them with the knowledge and expertise to

conduct yoga for school students during their internship programme as well as in their

career as teachers.

2. Name the international organizations, with which the institution has established any

linkage in the last five years. Detail the benefits resulted out of such linkages.

Dubai Scholars Association has been a part of the institution’s Campus Interview

Programme and has been recruiting trainees to work in their school.

3. How did the linkages if any contribute to the following? (Curriculum Development,

Teaching, Training, Practice-Teaching, Research, Consultancy, Extension,

Publication, Student Placement)

The linkages contributed to:

Curriculum Development: Being affiliated to the University of Mumbai all the faculty

members have been appointed on the syllabus revision committees for their respective

subjects and have offered their ideas and suggestions in constructing the syllabi. The

Principal, has been a member of the committee appointed for the planning of the 2 year

B.Ed. course being implemented in keeping with NCTE norms.

Teaching: Each trainee conducts one lesson integrating values relating to the rich cultural

heritage of India and is awarded a certificate for the same. Faculty visited other colleges

and conducted lectures on certain topics of the syllabus. Dr. Giselle D’souza conducted a

half-day workshop on Stress Management for the faculty and students of Oriental

College. Dr. Sheela Philip is visiting faculty for ‘Value Education’ at the Institute of Chemical

Technology. Dr. Cerena D’cunha has delivered lectures in Computer Education at

Pushpanjali College of Education, Vasai.

Training: The certificate courses organized for the students in collaboration with Prafulta

Psychological Services and Shri Ambika Yogashram provided trainees with hands-on

training in knowledge and skills in the areas of counselling and physical health and well-

being. A workshop on Web 2.0 was conducted by Dr. Sarika Sawant of S.N.D.T

University for professional development of faculty.


Practice-Teaching: Linkages with various schools during the practice-teaching and

internship programmes provides students with an on-the-job experience wherein they are

given an opportunity to partake in all the regular school activities and gain competence

and confidence.

Research: The tie-up with SOSVA fostered a spirit of research mindedness among the

teacher trainees as they conducted modules on water conservation in the schools during

their internship and also collected data in the feedback forms provided by the NGO for

this purpose. These were compiled and then sent to the NGO for further analysis. Each

participating trainee was awarded a certificate for the same.

Consultancy: Faculty network with different educational institutions to conduct seminars

and workshops in the areas of their expertise for principals, teachers and students. The

details have been provided in Table 3.6.

Extension: The college has a linkage with the DLLE for more than two decades. The

details have been provided in 3.5.1. Each year students submit a project based on their

selected activity and are awarded a certificate for the same.

Publication: The research papers presented by faculty at the National Seminars hosted

by other educational institutions have been published in the seminar proceedings with

ISBN (Details provided in Table 3.5).

Student Placement: The Campus interview Programme held annually by the placement

cell provides recruitment to all the trainees in schools across the city and even overseas.

The college has also compiled an employer satisfaction data-base to study and analyse

the observations and suggestions of employers regarding the students recruited from the

institution. This helps the college to keep itself abreast with the requirements of

prospective employers and equip the students accordingly.

4. What are the linkages of the institution with the school sector? (Institute-school-

community networking)

The Institute is closely linked with the school sector for the purpose of practice-teaching.

The Institution conducts training-sessions, workshops for school teachers in different

areas of their interest.

The Practice – teaching schools also link with the institution for the purpose of campus

interviews.


Many of our Alumni are placed with the practice teaching schools and render their

services to the college whenever needed (Details mentioned under 3.4.2).

School teachers are also invited to evaluate the teaching aids prepared by the teacher

trainees.

During Internship, each trainee compulsorily delivers 2 lessons (one in each method)

which are supervised by the teachers of the practice-teaching schools.

School teachers attend seminars organized by the institution and also present research

papers.

The institution administered a ‘performance appraisal questionnaire’ to the principals of

practice-teaching schools to invite their feedback and suggestions for its quality

enhancement.

The Inter-school eco-festival ‘Planit-E’ provided a forum for 46 educational institutions

across the city to participate and deliberate on environmental issues.

5. Are the faculty actively engaged in schools and with teachers and other school

personnel to design, evaluate and deliver practice teaching? If yes give details.

The practice-teaching and internship schedule is drawn up in co-ordination with school

authorities making necessary adjustments with respect to events such as examinations,

unit-test, competitions, sports, vacations and other events in the school calendar. The

faculty interacts with the teachers of practice-teaching schools during their visit to the

schools and seek their feedback on the trainees’ performance. During the internship

programme students interact with school teachers on a one-to-one basis in assisting them

with varied school activities carried out under their supervision and guidance. In addition

to this each trainee delivers one lesson in each of the two subjects chosen for

specialization which are observed and evaluated by school teachers.

6. How does the faculty collaborate with school and other college or university faculty?

Collaboration with Schools: The collaboration of faculty with schools has already been

mentioned earlier in 3.3.1 and 3.4.2.

Collaboration with Colleges/University:

Curriculum development: The Principal has been a member of the committee

appointed to plan the 2 year B.Ed. course which has been introduced in keeping with

NCTE norms and was actively involved in drafting the curriculum for the same.


Syllabus revision: The Principal was the convener of the committees for the question

paper compilation in each subject in 2013, for the revision of the syllabus for the paper

‘Psychology of the Learner’ and ‘Global Education’ in 2014 and for the revision of the

syllabus for the paper of ‘Understanding Self’ in 2015. All faculty members were

appointed on the syllabus revision committees for the different subjects in 2014 and 2015

and attended their respective syllabus orientation meetings held by the University

Centralised Assessment Programme: All faculty members are appointed as examiners

as part of the Centralized Assessment Programme to assess University papers. Dr. Giselle

D’souza, Dr. Sr. Tanuja Waghmare, Dr. Joan Lopes, Ms. Roselle Aranha and Dr. Sheela

Philip have also been appointed as moderators for the University Examinations.

University paper setting: Faculty members are also appointed as paper setters in

different subjects for the University Examinations.

Co-ordination with Department of Life-long Learning and Extension: Faculty

member-Dr. S. Philip has been appointed as the Extension Work Field Co-coordinator

and is thus a part of the faculty of the DLLE.

Library linkages: The college has signed a Memorandum of Understanding (MoU) for

an Interlibrary Loan with three college libraries namely, Kapila Khandwala College of

Education, Santacruz, Hansraj Jivandas College of Education, Khar and Hashu Advani

College of Special Education, Chembur. As part of this venture, students and faculty of

the participating colleges can avail of and utilize the library resources from each other.

Conferences/workshops: The seminars organized by the institution each year are

attended by school teachers and college faculty. This provides a forum for widening

horizons of knowledge, and initiating intellectual deliberations on social and educational

issues.

Environmental consciousness: The All-Mumbai Intercollegiate festival Planit-E

provided a creative platform for large-scale networking. (Refer to Annexure X for Best

Practices).

3.6 BEST PRACTICES IN RESEARCH, CONSULTANCY AND EXTENSION

1. What are the major measures adopted by the institution to enhance the Quality of

Research, Consultancy and Extension activities during the last five years.

In an attempt to enhance the quality of research, consultancy and extension

activities during the last 5 years the college has adopted the following measures:


Measures to Enhance the Quality of Research:

The Institution has fostered a spirit of research mindedness in the faculty. Presently six

members have completed their doctoral studies while three are nearing completion and

two others are in the process. Two members have been awarded a teacher fellowship

under the Faculty Improvement Programme of the U.G.C. Staff who have completed their

doctoral studies are currently in the process of applying for minor and major research

projects.

Faculty is encouraged to attend Pre-Ph.D. and short-term research methodology courses

to equip themselves with the necessary knowledge and expertise required to conduct

research. Adjustments in lecture schedules and on-duty leave are provided for this

purpose.

Staff members are motivated to conduct research projects in their areas of interest and

present the findings at National/ International seminars.

There has been a surge in the number of research based publications by faculty in seminar

proceedings/National & International journals. This has served to disseminate the

research findings to a wider audience.

Paper reading sessions by faculty on the topics of their doctoral research serves to create

a research culture within the organization.

The college library has the N-LIST consortia which enables faculty and students to refer

to online journals in the field of educational research. This provides a rich and

comprehensive knowledge base for reference by those pursuing research.

The teacher educators are also active members of platforms like academia.edu where they

track the research studies in areas of their interest.

Measures to Enhance the Quality of Consultancy:

The Institution conducts a need analysis survey to assess the areas in which the practice

teaching schools would like the faculty to render consultancy services.

The areas of expertise of each faculty member are popularized by displaying the same on

the Institution’s website, VIDWAN as well as on their personal blogs and visiting cards.

Faculty attend certificate/training courses to empower themselves to offer consultancy

services in their areas of specialization/interest with greater proficiency.

Staff members resort to the use of social networking groups to publicize their credentials

which make them competent to conduct resource sessions in the relevant areas.

Measures to Enhance the Quality of Extension Activities:


Students are trained to maintain a reflective journal sharing their experiences gained

during their community work programme. This exercise alerts them to their responsibility

towards the less fortunate.

On completion of the community work project by students in different organizations

catering to the underprivileged, a sharing session is conducted for the trainees on their

return to college. This becomes a group learning experience wherein they are exposed to

the host of activities that can be carried out to meet the needs of the deprived sections of

society.

Networking with organizations at the National, State and Corporate level has led to

widening the horizons of knowledge and skills of both faculty and students and opened

the doors to interdisciplinary learning.

2. What are the significant innovations / good practices in Research, Consultancy and

Extension activities of the institution?

Good Practices in Research:

Action Research Projects taken up each year by students focus on topics of educational

and social relevance. The significant findings of studies conducted as a part of these

projects are presented by faculty at National seminars and published in journals with

ISSN.

The college hosts a National seminar annually and the proceedings are published with

ISBN.

The college has an active Research cell which organizes Research based seminars, short

term courses in Research Methodology, paper reading sessions and aims at promoting a

research culture among staff and students. Six staff members have completed their

doctoral studies while five are currently pursuing the same.

Two faculty members have published books based on the findings of their doctoral

research with ISBN.

Good Practices in Consultancy:

Staff consultancy: Many of the faculty members have been involved as resource persons

in conducting seminars and workshops for other educational institutions on a non-

profitable basis. Data generated through the consultancy programs is used to conduct

research projects and the findings documented and published in several reputed journals.


Institutional consultancy: The College hosts seminars and training sessions for school

and college teachers. The feedback proforma sent out to practice-teaching schools seeks

to assess the needs of the practice teaching-schools that the college can cater to. In 2013

the Institution hosted a half-day workshop on Stress Management for the principals and

teachers of 12 schools across the country.

Good Practices in Extension:

Extension education: All 100 students are enrolled in the Extension Education

programme, conducted by the DLLE, University of Mumbai wherein they pursue the

ICT-SDE, CP, SWS and APY Projects. The college currently enjoys the status of a Lead

College.

Community service: Every student renders 20 hours of community service at different

centers for reaching out to the underprivileged sections of society.

Outreach programmes: A special Christmas Outreach Programme is conducted every

year, to bring in the spirit of Christmas for the less fortunate.

Hosting of seminars: The College organizes a National seminar each year on themes of

educational and social relevance for furthering professional growth.

Intercollegiate festival: The Institution organized an All-Mumbai inter school cum

intercollegiate eco-fest ‘Planit-E’ (Refer to Annexure X for Best Practices).

The best practices in research, consultancy and extension are represented in Figure 3.2

below.


Additional Information to be provided by Institutions opting for Re-

accreditation/Re-assessment.

1. What are the main evaluative observations/suggestions made in the first assessment

report with reference to Research Consultancy and Extension and how have they

beenactedupon?

The suggestions made in the earlier assessment report and the actions taken are as follows:

Faculty participation in research needs to be strengthened.

Action taken: Six-faculty members have completed their Doctoral Research studies. The

details of the same have been provided in Table 3.1.

Provision needed to develop a research culture in the institution by motivating

teachers to take up major research projects and start collaborative research.

Action taken: Faculty members who have completed their doctoral studies are in the

process of applying for minor research projects funded by the UGC. Three faculty are

nearing completion of their Ph.D. while two are in the process. Staff pursuing research

are given allowances by way of adjustment in lecture schedule, on-duty leave and special

leave to attend their pre-Ph.D. courses, short-term research methodology courses, data

collection and research guidance.

A research committee needs to be constituted to promote research activities of the

faculty.

Action taken: The college has constituted a research cell which actively plans workshops

and short-term research methodology courses to orient faculty and students to the new

developments in the field of educational research. The committee also screens proposals

prepared by faculty for pursuing minor research projects. It has also been instrumental in

compiling the papers presented at the National seminar hosted by the college every year

and publishing the same with ISBN.

Faculty to be encouraged to publish research papers in reputed journals.

Action taken: Faculty have published research manuscripts in reputed National and

International journals and the details are provided in Table 3.5.

Collaborative activities of the institution to be strengthened with apex bodies to

attract more research projects.


Action taken: The college has established collaboration with a few apex bodies such as

NHRC, ICSSR and faculty are in the process of pursuing research projects funded by the

same. Faculty members are rendering consultancy services to popularize their expertise

in their areas of specialisation. These details have been provided in Table 3.6. The college

is actively engaged in community service and outreach programmes. Need-based

seminars and workshops are arranged in collaboration with National and State level

organisations.


the institution since the previous assessment and accreditation.

An attempt to foster research mindedness in staff and students resulting in 6 staff

completing their Ph.D. and five registering for the same.

An attempt to motivate the staff to extend consultancy services in the field of education.

To sensitize staff and students to the needs of the less fortunate through value based

assemblies, talks by N.G.Os., outreach programmes, rural camp and charity drive.

3600 online feedback mechanism to constantly analyse and upgrade institutional

performance in a bid to enhance quality standards.

Initiating a research based publication with ISBN annually to disseminate the findings

of research undertaken by faculty to a wider audience.

Hosting an inter-collegiate environment festival ‘Planit-E’ in a bid to network with

educational institutions, NGOs, media and society at large.

Introducing certificate courses in collaboration with organizations at State level to

add an interdisciplinary dimension to student development.

Liaising with alumni and seeking their expertise and involvement in organizing

activities and events for the professional growth of students and faculty. All these details

have already been spelled out in the answers to the questions in this criterion.


CRITERION IV: INFRASTRUCTURE AND LEARNING RESOURCES

4.1 PHYSICAL FACILITIES

1. Does the institution have the physical infrastructure as per NCTE norms? If yes,

specify the facilities and the amount invested for developing the infrastructure.

Enclose the master plan of the building.

The Institution does have infrastructure as per NCTE norms. The built up area is 1497.81

sq.m. The master plan of the building is attached as Annexure IV.

The institution has a spacious and well ventilated multipurpose lecture hall, equipped

with a dais, computer with Wi-Fi facility, an electronic smart board, green boards, an

OHP, sound system and an electric lectern.

There are four classrooms, one of which is equipped with an electronic smart board. These

classrooms are also used for method and special field lectures. One of these rooms serves

the purpose of the Psychology laboratory.

The college has an air-conditioned conference room with a large table and adequate

seating facility.

The computer laboratory is equipped with 43 computers, LAN connection and a well-

established Language Laboratory.

The student’s common room houses a mini-gymnasium and the necessary sports

equipment for indoor and outdoor games.

The college has a well-spaced library equipped with adequate and comfortable seating

arrangement for 60 individuals. It also has 4 cubicles to provide privacy for personal work

and a media centre to access on-line journals and articles. It has reprographic facility for

the faculty. The library is partially automated. Library catalogue and OPAC is prepared

using SOUL 2.0 (10th update) library automation software. Bar-coding of the library

collection is done using the Bar-Tender software.

Teaching-Aids Room

Principal’s Office

Administrative Office

Staff Room

Students’ Common Room


Washrooms for students and teachers

A shared canteen between the B.Ed. college, school, D.T.Ed. college and Special school

Safety against fire

Water purifiers cum dispensers

Prayer Room

Store Rooms

St. Teresa’s Convent School Auditorium and the Mother Veronica School Hall

St. Teresa’s Convent School Playground

All the rooms have adequate movable furniture for group activities. The institute has

been upgrading its infrastructure for the past 5 years. The following table gives the details

of expenditure on purchase of library books, computers, furniture, CCTV and equipment

from 2010 – 2015.

TABLE 4.1: DETAILS OF EXPENDITURE FROM 2010-2015

Sr. No. Particulars 2010-11 2011-12 2012-13 2013-14 2014-15

1. Furniture Rs. 13,000 Rs. 21,500 - Rs. 10,000 Rs. 62,200

2. Library Rs. 83,225 Rs. 24,081 Rs.1,98,053 Rs. 14,230 Rs. 19,961

3. Computer Rs.1,12,915 Rs. 19,908 Rs.2,03,130 Rs.11,64,300 Rs. 20,000

4. CCTV - - - - Rs.1,76,514

5. Equipment Rs. 10,462 Rs. 12,150 Rs.97,273 Rs. 2,69,925 -

2. How does the institution plan to meet the need for augmenting the infrastructure to

keep pace with the academic growth?

In view of the M.A. in Education course which the institution will be introducing this

academic year, it plans to build a third floor to offer greater convenience and flexibility.

The institution is considering installing an elevator to make provision for the ease and

comfort of faculty and students having physical disabilities.

The third floor to be constructed could be used for a state-of-the-art auditorium with

special acoustic facilities to stage cultural programmes and host intercollegiate events.

The institution is in the process of installing additional LCD facility in the Psychology

Laboratory as well as in the Conference Room. This would enable parallel paper reading

sessions during National conferences and seminars. It would also provide greater

convenience to the faculty for conducting lectures simultaneously in various rooms.


Since the institution has a well set up Computer Laboratory, it plans to conduct the MS-

CIT course for interested students to enhance their technical know-how and skills.

3. List the infrastructure facilities available for co-curricular activities and extra-

curricular activities including games and sports.

The infrastructure facilities available for various activities are listed below:

Lecture Hall is used for seminars and workshops, guest lectures, orientation to SUPW

programme, cultural activities, Honours Programme and the Miss Education contest.

Method Room and Guidance and Counselling Rooms are used for methods and special

field lectures, lesson guidance, small group interactions, exhibiting teaching aids, and

parallel paper presentations during seminars.

Student’s Common Room is used for indoor games, micro-lessons, simulated lessons

and for putting up stalls for the sale of food items under the Anna Poorna Yojana project.

Computer Lab is used for Extension Education (to surf the internet for ICT-SDE projects

and APY projects), as also when students need to work there and prepare their CAI

lessons. They can use the computers for completion of their own action research and other

projects and presentations.

Language Lab is used for enhancing the communication skills and language proficiency

of students weak in the English language.

The Conference Room is used to conduct closed-door meetings of various committees

and for special guests. It is also used for syllabus-revision meetings.

All the above rooms are also used for meetings, the Annual Exhibition, campus

interviews, SUPW programmme, Honours programmme, games, seminars, and

workshops, intercollegiate and other competitions.

Learning Resource cum Media Centre comprises of the library, the internet-enabled

cubicle and the teaching-aids room. The teaching-aids room also serves as a workshop

where students can prepare their teaching aids. The library is also used to conduct campus

interviews.

Gymnasium has an electronic treadmill, an elliptical exercise cycle, skipping ropes, a

balloon gym and other fitness-related equipment. Besides it has a tennis table and

facilities for various other indoor games.

St. Teresa’s Convent School Auditorium and the Mother Veronica School Hall are

used for the college Annual Day programme, inter-collegiate festivals and nodal centre

programmes.


St. Teresa’s Convent School Playground is made use of for outdoor games and sports.

4. Give details on the physical infrastructure shared with other programmes of the

institution or other institutions of the parent society or university.

St. Teresa’s Institute of Education is situated within the precincts of

St. Teresa’s Society. The campus comprises of four educational institutions viz. St.

Teresa’s Convent High School, St. Teresa’s Special School, St. Teresa’s Junior College

of Education and St. Teresa’s Institute of Education.

With the Parent Society:

The college shares the school infrastructure for the following activities:

The school auditorium is used for the college Annual Day programme.

The school playground is used for outdoor sports.

The school laboratory is used for Science experiments.

The school library and college library mutually share their learning resources whenever

necessary.

A common canteen run by St. Teresa’s Special School is patronized by the staff and

students of all the educational institutions on the campus.

The college computer laboratory was used by the school prior to it having a computer

lab of its own. The students of St. Teresa’s Convent School availed of the computer

facilities within the college. St. Teresa’s Junior College of Education continues to avail

of the computer lab and library facilities of the college.

With the Parent University:

The College often hosts various meetings for stakeholders (principals and teachers) of

other B.Ed. colleges. Some of the meetings for the B.Ed. syllabus revision in the years

2012-2013 and 2014-2015, were held in the college premises. The syllabus revision and

orientation programmes for teacher educators in the subjects of Psychology of the

Learner, Global Education and Understanding Self were held in the college campus.

The college in collaboration with the DLLE organized the first term training programme

for extension teachers and student managers enrolled under the Extension Education

programme of the University of Mumbai.

Post Graduate students from Mumbai/SNDT universities who intern at STIE are allowed

to use the library facilities and the computer laboratory. They are given access to all the

infrastructural resources made available to other members of the staff.


The College also serves as an examination centre for the Annual Semester B.Ed.

examinations conducted by the University.

With the Local Teaching Community:

Library facilities: Ex–students pursuing higher studies and other teachers especially

those from the practice-teaching schools as well as other colleges in the vicinity avail of

the library facilities for their own personal reference and study.

Short term courses, seminars and workshops: The College hosts various short term

courses, seminars and workshops both at the State and National level within its premises.

The lecture hall and classrooms are used for paper presentations and parallel sessions.

5. Give details on the facilities available with the institution to ensure the health and

hygiene of the staff and students (rest rooms for women, wash room facilities for

men and women, canteen, health center etc.)

Restroom for Students: The restroom for the students is situated near the main lecture

hall. It has two toilets and two wash basins. It also has two wall mirrors and a hot and

cold water purifier cum dispenser. There are also washroom facilities for men on the

ground floor. Since we are a women’s college, a sanitary napkin vending machine has

been installed in the college for the convenience of the students.

Restroom for Staff: It is situated in the staffroom. It has a toilet and a wash basin with a

wall mirror. Drinking water facilities are provided through a hot and cold water purifier

cum dispenser installed in the staffroom. There is also a microwave and a refrigerator for

the convenience and comfort of the staff members.

Common Canteen: The B.Ed. students spend only about nine to ten months on campus

due to the delayed admission procedure. During the academic session on alternate days

the students go out to schools for practice-teaching. It is not feasible to have a separate

canteen for the B.Ed. students, hence the college patronizes the canteen that is run by St.

Teresa’s Special School. This canteen is situated on the ground floor of the same building

in which the B.Ed. college is located.

Sick-Bay: A partitioned space within the common room serves as the infirmary for

students who are feeling unwell. A bed is provided for students to rest on. Basic first-aid

facilities are made available to the students. There are two local doctors viz. Dr. Panthaki

and Dr. Gandhi whose medical assistance is availed of when necessary.


Gymnasium: The gymnasium is situated within the common room. It has an electronic

treadmill, an exercise-cycle, dumb-bells and other fitness equipment. It also has some

carom boards, a tennis table and other related indoor game facilities that students can

avail of during their leisure time.

6. Is there any hostel facility for students? If yes, give details on capacity, no. of rooms,

occupancy details, recreational facilities including sports and games, health and

hygiene facilities etc.

There are no hostel facilities available in the campus for students. Provisions are made

for them in the nearby hostels, the names of which are as under:

Kalyan Kendra, Bandra (W).

St. Aloysius Convent Hostel, Khar (W).

St. Anne’s Hostel, Santacruz (E).

Yuvathi Sharan Hostel, Prabhadevi.

Asha Kiran Hostel, Goregaon (E).

Good Shepherd Hostel, Andheri (W)

4.2 MAINTENANCE OF INFRASTRUCTURE

1. What is the budget allocation & utilization in the last five years for the maintenance

of the following? Give justification for the allocation and unspent balance if any.

TABLE 4.2: BUDGET ALLOCATION AND UTILISATION FOR THE LAST 5 YEARS

Heads of

Expenditure

Allocated Budget (Rs.) Utilized Budget (Rs.)

2010-11 2011-12 2012-13 2013-14 2014-15 2010-11 2011-12 2012-13 2013-14 2014-15

Building 1,98,036 1,98,036 1,98,036 1,98,036 1,98,036 1,98,036 1,98,036 1,98,036 1,98,036 1,98,036

Laboratories - - - 4,74,375 - - - - 4,74,375 -

Furniture 13,000 21,500 - 10,000 62,200 13,000 21,500 - 10,000 62,200

Equipment 10,462 12,150 97,273 2,69,925 - 10,462 12,150 97,273 2,69,925 2,48,514

Computers 1,12,915 19,908 2,03,130 11,64,300 20,000 1,12,915 19,908 2,03,130 11,64,300 20,000

Transport/

Vehicle

- - - - - - - - - -

There was no unspent amount for the past five years. It must be noted that the Institution

does not receive a non-salary grant, but it does receive a Basic Development Grant from

the UGC for purchase of books and equipment. The management magnanimously

supports the Infrastructural needs of the college by providing the finances for the same.


2. How does the institution plan and ensure that the available infrastructure is

optimally utilized?

The B. Ed. college is situated on the second floor of the building which also houses the

D. T. Ed college and the Special School. The operational space provided to the B.Ed.

college comprises the entire second floor along with the library on the ground floor. All

the rooms serve multiple functions as are described in detail below:

The Main Lecture Hall: It is mainly used for assemblies, lectures (Core papers),

seminars and workshops. It also serves as an audio-visual room for the screening of

movies and documentaries that are aids to teaching, for various competitions, co-

curricular activities, celebration of festivals and other important events during the

academic year. There is sufficient storage space to house technological and electronic

gadgets viz. OHP, transparencies, slide projector, tape recorder, DVD player, film strip

projector etc. in the wall cabinets provided therein.

Guidance and Counselling Rooms 1 and 2: They are used for Special Field lectures,

for lesson guidance and to conduct various club and cell meetings.

Method Room: It is primarily used for method lectures. It is also used by the staff for

lesson guidance and for holding meetings and discussions for the various club and cell

activities.

Psychology Laboratory: It is used for keeping various scientific and psychological test

equipment. It also serves as a lecture room. All the above mentioned rooms are used for

micro-lessons, bridge and simulated lessons which students deliver in small groups of

twelve, under the guidance of one faculty member. These rooms also serve as display

rooms at the Annual college exhibition.

Staff Room: It measures 24.53 sq. mts. There are wall cabinets for individual staff use.

Each staff member has a cabinet and workspace. There is a journal rack which displays

various journals and periodicals. There is also a felt board on which necessary documents,

schedules etc. are displayed. In addition, a desktop computer is also provided for the

convenience of the staff. Staff meetings are always held in the staffroom. They are

presided over by the principal. Staff members have their lunch in the staffroom.

Students’ Common Room: It is used by the students to have their lunch and

accommodates the gymnasium and the sickbay. It is also used for indoor games and other

competitions as well as for putting up stalls for APY.


Computer Lab: This is an air conditioned room. There are 43 computers in the lab. The

B.Ed curriculum at STIE lays much stress on ICT. Students use the computer laboratory

to prepare CAI projects, PowerPoint presentations, Action Research Projects, seminar

and workshop presentations, assemblies, projects related to life-long learning and

extension and related activities. The computer lab is also used to conduct lectures in the

Special field ‘Computers in Education’ and for demonstration of CAI lessons. ICT related

workshops are conducted for faculty and students here.

Administrative Office: The college office is situated adjacent to the Principal’s Office.

There is a separate counter for attending to the needs of the students, teaching staff and

other visitors. It also has a door which connects directly with the Principal’s office. The

office is used for all matters related to maintenance of records, correspondence, printing

of question papers, photocopying, scanning and lamination of documents etc.

Principal’s Office: It is adjacent to the Administrative Office. The office provides the

Principal with adequate space to manage her own administrative duties, as also to attend

to visitors and consult with staff and students. A central CCTV monitor screen has been

installed in the Principal’s office.

Corridors: These are lined with notice boards which reflect the activities happening on

the campus and in other related life spheres. The Vision, Mission and Goals of the

College, and the Roll of Honour are also displayed along the corridors of the college.

There is a collapsible table mounted on the wall to enable students conveniently take

down jottings of important information displayed on the bulletin boards. Piped music is

played in the corridors during the breaks and before college hours to create a pleasant

atmosphere.

Teaching-Aids Room: This is situated on the ground floor adjacent to the library. It is

mainly used to store teaching aids. It is also used to store SUPW articles, articles prepared

as a part of the B. Ed. Honours Course, Art and Craft material etc. The room also serves

as a workshop for preparation of teaching aids.

Library: It is situated on the ground floor. It has a large reading hall with tables and

chairs. It has four cubicles for private study. There are two other cubicles-one for Internet

access to online journals etc. and another for viewing digital aids (Details provided in

4.3.2). The library is open to students and staff of both the B.Ed. as well as the D.T.Ed.

college.


Prayer Room: It is situated on the second floor besides the computer room. It is used by

the staff and students to de-stress whenever they find a free time slot in the course of their

busy schedule.

Conference Room: It is situated on the second floor which is adjacent to the lecture hall.

It is used for meetings of various committees and to entertain special guests. It is also

used for syllabus revision meetings.

3. How does the institution consider the environmental issues associated with the

infrastructure?

Use of Electricity: Conservation of resources is the guiding principle at STIE. The tube-

lights in all the rooms have been replaced with energy-conserving CFL lights. No room

(not even the Principal’s office) other than the computer laboratory and the conference

room have ACs installed. This is a conscious decision. The windows and fans provide

sufficient ventilation and light. The college has installed rotating wall fans and additional

ceiling fans to ensure better air circulation in the main lecture hall. Students and staff are

careful to switch off fans and lights when not in use.

Water Conservation: The water supply lines and the drainage system are

periodically checked to prevent leakage and wastage of water. Students and staff use

water sparingly and this ideology is strongly emphasized.

Segregation of Garbage: The NGO SOSVA conducted a session on ‘Importance of

Waste Management’ for the staff and students to sensitize them to the need for

segregation of garbage. Organic wastes are segregated and put into a vermi-pit that helps

in the creation of compost. This compost is used to enhance the growth of the plants and

trees growing around the campus.

Cleanliness and Maintenance: The campus is regularly sanitized. The litter-bins are

strategically located. The wooden furniture is serviced and polished periodically to ensure

its longevity and utility. The use of plastic furniture is minimal. Pest control treatment is

regularly carried out.

Tree Plantation Drive: The college organized a tree plantation drive wherein the teacher

trainees planted saplings around the campus. This endeavour served to make the premises

eco-friendly and instilled in the students a sense of responsibility towards their role in

conserving the environment.


4.3 LIBRARY AS A LEARNING RESOURCE

1. Does the institution have a qualified librarian and sufficient technical staff to

support the library (materials collection and media /computer services)?

Librarian: Mrs. Shakuntala Nighot (B. Sc., B. Ed., M.Lib. I. Sc., NET) is the full-time

librarian in the college library since January 2011.

Library Attendant: Ms. Delicia Ferrreira (H.Sc., MS-CIT) is appointed as library

attendant to assist the librarian in handling the circulation counter and updating various

databases of the library.

2. What are the library resources available to the staff and students? (Number of

books-volumes and titles, journals-national and international, magazines, audio

visual teaching-learning resources, software, internet access, etc.)

Books: The library is a vast treasure-trove of books on diverse subjects ranging from

spirituality to gardening, besides of course, having a large collection of books on the

various dimensions of Teacher Education. There is also a good anthology of fiction and

classics that has been built up over the years. For the convenience of the economically

backward students, the library maintains a book-bank of B.Ed. textbooks. The library also

has an assortment of school textbooks and workbooks. These come in handy for the

students when working on their lesson plans for practice-teaching.

Media-Centre: The library has been recently upgraded to include digital learning

resources. Consequently a Media-Centre has also been set up in the library.

Journals and Magazines: The library subscribes to a number of journals and magazines.

Newspapers: Two English newspapers and one Marathi newspaper are subscribed to.

Examination Question Papers: In addition, the library also has subject-wise

compilations of papers of Annual examinations conducted by the University of Mumbai

and the internal semester exams conducted by the college.

Question Bank: A subject-wise comprehensive question bank is compiled for each

subject in the course and comprises of questions likely to appear in the University

examination papers. A copy of this is maintained in the library.

Model Answer Papers: The library also maintains files of photocopies of the best answer

papers of past students. These can be referred to by students when needed.

Action Research Projects, CAI CDs and Evaluation Projects: The library has a good

collection of Action Research projects, Computer Assisted Instruction lessons and


Evaluation projects completed by students over the last eight years. Students are

permitted to refer to these as models in the preparation of their own projects as well as to

use these aids in delivering their practice lessons in school.

Networking with Other Libraries: There is a mutual understanding between the

management of STIE and the managements of the two neighboring B.Ed. colleges viz.

Smt. Kapila Khandvala College of Education and the Hansraj Jivandas College of

Education with regard to sharing of library resources. Both staff and students can avail of

this facility when necessary. The library has now initiated the Inter-Library Loan facility

with Hashu Advani College of Special Education, Chembur. The following tables give

an overview of the library resources in the year 2014-15:

TABLE 4.3: SUMMARY OF THE CATEGORIES OF BOOKS AVAILABLE

TABLE 4.4: SUMMARY OF THE PERIODICALS

National International Peer

reviewed

Total

29 3 6 31

TABLE 4.5: SUMMARY OF THE AUDIO-VISUAL RESOURCES

Audio

cassettes

Video cassettes Audio

CD

Video

CD

Total

153 11 8 70 242

TABLE 4.6: SUMMARY OF THE LEARNING PACKAGES

TABLE 4.7: SUMMARY OF THE CAI CDs PREPARED BY THE STUDENTS

Math Science History English Marathi Total

236 184 251 322 - 993

Reference

books+

B. Ed,

Books

School

text

books

Book

bank

books

Volumes

added

Titles

added

Encyclopedia Fiction Total

no. of

books

8760 1,916 384 43 34 111 319 11,060

Encyclopedia

Britannica

Microsoft

Encarta

National

Geographic

10 5 62 CDs


TABLE 4.8: SUMMARY OF THE INSTRUCTIONAL CDs

Math Science History English Computer

Education

Micro

teaching

General Total

24 17 5 58 33 6 - 143

3. Does the institution have in place, a mechanism to systematically review the various

library resources for adequate access, relevance etc. and to make acquisition

decisions. If yes give details including the composition and functioning of library

committee.

The librarian, principal and staff members frequently refer to various sources like:

Catalogues from Publishers

Book reviews and write-ups on journals extracted from issues of journals, periodicals,

newspapers.

Book Exhibitions

Publishers’ websites

On-line Shopping Sites (Flipkart)

Book Distributors

The library procures the following:

Available titles recommended in the syllabus prescribed for the B. Ed.

The best suitable titles recommended by staff members.

Books on approval from various publishers and vendors considering the subjects offered

in the college. The teachers approve the titles and make recommendations. The approved

resources are added to the existing library collection.

The Institution has a library committee that is dedicated to the maintenance and

enhancement of the library. The composition and decisions taken at meetings of the same

have been detailed in Table 6.2.

The functions of the library committee are as under:

To see that students are oriented on the use of the library at the onset of the academic

term.

To ensure that library rules are obeyed.

To look into the procurement of reading material that supports theory, practicum and

research.

To ensure there is an updating of supportive reading material catering to diverse needs.

To ascertain whether library membership with other libraries are renewed.


To look into the subscriptions of publications/journals and e-resources.

To ensure library transactions are meticulously recorded.

To see that the technology which supports library activities is serviced, upgraded and

optimally used.

To redress student grievances pertaining to the library.

To upgrade the library’s infrastructural needs.

To ensure that a library audit is conducted annually.

To see that books are refurbished from time to time.

To conduct a ‘Needs-Analysis’ with feedback from the users of the library.

To award the most prolific and disciplined user of the library with the ‘Best User of the

Library’ award.

4. Is your library computerized? If yes, give details.

To ensure smooth functioning of the library, it has been automated with the following

services and software:

The library owns 4 computers with internet access, one bar code scanner and one bar code

printer to ensure smooth functioning.

The library activities are computerized with the 10th update of SOUL 2.0 software with

the following modules:

Cataloguing

Circulation

Online Public Access Catalogue.

The library books are bar-coded using the Bar-Tender Software.

5. Does the institution library have Computer, Internet & Reprographic facilities? If

yes, give details on the access to the staff and students and the frequency of use.

Computer and Internet: The Media-Centre in the library comprises of two separate

cubicles with computers which are equipped with the internet connection for online

browsing of e-journals and other web-based learning resources. This facility is open for

use to both staff and students. As the college has a separate well equipped Computer and

Internet laboratory, students and teachers prefer using internet and N-LIST Resources

online. Access to N-LIST resources is ensured to individual User-IDs 24x7. STIE was

among the top-10 N-LIST users in the country in February- March 2015.


Reprographic Facility: The library has reprographic facility for the faculty. This

facility is available on all working days. A Canon MF 4100 series printer has been

installed in the library for reprography.

6. Does the institution make use of Inflibnet/Delnet/IUC facilities? If yes, give details.

The library is a member of the N-LIST Consortia through which STIE library members

can access over 6000 e-journals and 96,000 e-books.

Every member is provided with an individual user-id and password to the N-LIST

consortia to ensure 24x7 accessibility. STIE was among the top-10 N-LIST users of the

country in February- March 2015.

For user convenience a list of all the N-LIST journals related to Teacher Education is

compiled and uploaded along with their active links on the library blog

(http://stie73library.blogspot.in).

Every year a bibliographic CAS (Content Alert Service) bulletin is compiled for Indian

Journals on Teacher Education (Source: N-LIST) for the perusal of the faculty.

Links to OJAS (Open Journal Access System), Indian Thesis Repositories Shodhaganga

and Shodhagangotri are provided on the library OPAC homepage and on the library blog

for easy access.

The library uses SOUL 2.0 library automation software. Online assistance from the

Inflibnet center through G-Talk using SOULHELP and N-LIST is procured as per need.

The Online Copy Catalogue System (OCS) is used to copy bibliographic details of books

to the SOUL database.

Some of our faculty have registered in VIDWAN database of INFLIBNET. They have

their own VIDWAN ID numbers.

7. Give details on the working days of the library? (Days the library is open in an

academic year, hours the library remains open per day etc.).

The library is open on all days throughout the year from Monday to Saturday between

9.00 a.m. to 5.00 p.m. except on public holidays.

8. How do the staff and students come to know of the new arrivals?

New Arrivals are periodically exhibited on the display rack. Also, jackets of newly

arrived books are kept on display. The same information is also available on the library

http://stie73library.blogspot.in/


blog. Important information relating to new journals available on the N-LIST consortium

is conveyed to the faculty through e-mail.

9. Does the institution’s library have a book bank? If yes, how is the book bank facility

utilized by the students.

Yes, the library does have a book bank facility which is effectively utilized by the SC,

ST and OBC students. Each student is allotted five books per semester (Total 10 Books

in a year) from the book-bank. These books are lent to them for a period of 6 months.

After the semester exam, the students have to return the same. Students are also

encouraged to form groups among themselves so that they can exchange and share the

books borrowed from the book-bank. Nearly 40 students benefit from this facility every

year. Given below in table 4.9 is the year-wise record of number of students availing of

the book bank facility.

TABLE 4.9: YEAR-WISE RECORD OF THE BOOK BANK FACILITY

10. What are the special facilities offered by the library to the visually and physically

challenged persons?

At STIE, we have not had any visually challenged students; hence there are no special

facilities, as of now for them. However, if the need arises the college would resort to the

use of voice recognition software and the Braille keyboard.

4.4 ICT AS LEARNING RESOURCES

1. Give details of ICT facilities available in the institution (Computer lab, hardware,

software, internet connectivity, access, audio visual, other media and materials) and

how the institution ensures the optimum use of the facility.

The details of the ICT facilities available in the Institution are as under:

The Main Lecture Hall: This is equipped with good acoustic facilities. There are

microphones of various types viz. the pedestal mike, the collar mike, the cordless mike

and the hands-free mobile mike. It also has an OHP, a TV, a DVD player, an LCD

Year Number of Students

2010-11 52

2011-12 52

2012-13 41

2013-14 40

2014-15 28


projector, a desktop computer, a green chalkboard, smart-board, digital podium and an

electronic musical keyboard. The computer in the main lecture hall has internet

connectivity to facilitate on-line teaching-learning interactions.

Method Room: This room is equipped with an LCD projector, smart-board,

green chalk-board and a desktop computer. It also has an OHP.

Psychology Laboratory: It also serves as a lecture room and has a chalkboard. It houses

Psychology kits and equipment along with scientific apparatus.

Staff Room: A desktop computer is provided for the convenience of the staff. The

computer has internet connectivity and is also connected to the printer in the

administrative office via LAN. Staff can thus work at the computer and take print-outs of

lecture notes etc. with ease.

Computer Lab: This is an air-conditioned room. There are 43 desktop computers which

are connected to each other by LAN and also have Internet connectivity. The computers

have Intel Pentium Dual Core Processors and operate with the Microsoft Windows XP

Professional (2002 Version) software system. One of these computers has been converted

into a server. A software package called Remote Administrator has been uploaded on the

server and through this all training programmes can be conducted synchronously with all

the other computers in the lab. The college has an AMC with M/s. Syscon Computers for

all the computers on the campus.

Educational Technology Equipment: Educational technology equipment viz. OHP,

transparencies, slide projector, tape recorder, DVD player, film strip, epidiascope,

projector etc. is stored in the lecture hall.

Media-Centre: It comprises of two cubicles, each with a computer. One computer is

exclusively for browsing of online journals and other web-based learning material. The

other computer is used as a SOUL server.

Administrative Office: It has three computers with an internet facility, a printer-cum-

scanner-cum-fax-cum-photocopy machine, a separate photocopier and a machine for

lamination of documents.

Principal’s Office: It is equipped with a laptop, scanner, music system (connected to

speakers in the corridors), a telephone line and also with the intercom facility that

connects to the staffroom, the computer lab, the main lecture hall and the library. A central

CCTV monitor screen has been installed in the Principal’s office.


The various assignments and projects that form part of the B.Ed. curriculum

transactions at STIE demand that both students and staff make optimum use of ICT. These

details have already been provided earlier. Also the ICT equipment is handled with much

care and regularly serviced for optimum maintenance and utilization of the same.

2. Is there a provision in the curriculum for imparting computer skills to all students?

If yes, give details on the major skills included.

Yes, the curriculum has the provision for imparting computer skills to students.

CAI Packages: They require students to learn the use of Microsoft Office PowerPoint.

ICT-SDE and Action Research Projects: This requires students to be skilled in the use

of Microsoft Word and Excel.

Evaluation Projects: This requires students to skillfully analyse data and prepare

computerized graphs, tables etc. using Microsoft Excel.

Seminar Presentations: These require students to be skilled in the use of Internet

technologies and Windows Movie-Maker.

Faculty Blogs and Websites: Students have access to web spaces like faculty blogs and

websites which enables them to interact on topics of academic relevance, post comments,

share ideas and keep abreast with new developments in the different subjects.

College Annual Day: Under the guidance of a staff member, the students themselves

script the play and edit the college report during the Annual day celebrations. This

requires weeks of preparation and the ability to use downloaded songs, music and various

software technologies to create their own movie-clips etc.

Computer Education as a Special Field: To equip students with technical know-how

and skills in the present digi-age, the college offers ‘Computers in Education’ as an

elective subject.

Sessions by Resource Personnel: Talks by eminent professionals/researchers were

organized for the students by the research cell on topics like ‘MOODLE’ and ‘Use of

Google Docs for conducting on-line research’.

3. How and to what extent does the institution incorporate and make use of the new

technologies/ ICT in curriculum transactional processes?

Morning Assemblies: The morning assemblies see the students use meaningful

PowerPoint presentations and motivational videos.


Lectures: Most lectures are delivered using PowerPoint slides and the smart-board.

Movie-Screenings: Movie screenings are used as an effective aid to teaching and

learning.

Seminar Presentations: Each student has to make a seminar presentation in any one

paper. This calls for reference work that goes beyond textbooks and into the realm of the

world-wide web. The matter collected has to be presented in the form of Power-Point

presentations.

Individual Projects: Students have to carry out a number of individual projects right

through the year in the subjects of Extension Education, Action Research, Educational

Evaluation, etc. All these projects require students to use ICT.

Blogs: The faculty members have created educational blogs which are being updated at

regular intervals. This enables the students to keep in touch with current happenings.

Smart-Board: Students are also trained in the use of the smart board which later helps

them in giving lessons using this modern technology.

E-mail: Students can e-mail softcopies of the initial draft of their projects to the staff

members for the purpose of correction before submitting the final hard copy of the project

report.

College Website: The college website is updated on a regular basis. Announcements

regarding upcoming events are posted on the site. Students are encouraged to log on to

the website regularly.

Language Laboratory: Vernacular students as well as those opting for English as their

Special Method are encouraged to use the Language Laboratory to boost their

competency in spoken English.

4. What are major areas & initiatives for which student teachers use/ adopt technology

in practice teaching? (Developing lesson plans, classroom transactions, evaluation,

and preparation of teaching aids).

Adding a Technological Dimension to Lesson Delivery: Students are encouraged to

incorporate educational videos, film clips and use the smart board to facilitate interesting

and interactive lessons.

CAI Lessons: Student teachers have to prepare two CAI lessons, one in each of their

teaching methods. They have then to conduct at least one of these lessons in a

practice-teaching school using the school’s interactive boards, A.V Room or Computer


lab. This enables the students to understand and practice the use of computer technology

in classroom instruction.

Evaluation Project: During the internship, students have to teach an entire unit which

could comprise of one or two lessons based on their teaching methods. They then have to

construct a Unit test and administer it to the students. The test has to be subsequently

evaluated and the results then summarized to reflect the performance of the entire class.

This has to be presented as a computerized project using Microsoft Excel for statistical

analysis.

Culture Dissemination Lesson: The students have to integrate one lesson with some

facet of our Indian Culture. This requires them to browse the internet and gather detailed

information on the subject. The college also has a culture kit given by the Ministry of

Culture. This kit contains film strips, slides, etc. which students can use during their

culture dissemination lesson.

Preparation of Teaching-Aids: The College Annual Exhibition requires students to

prepare two teaching aids, one in each of their methods. These teaching aids require

students to download data from the internet and also use ICT for the final presentation of

the same. In science and mathematics methods particularly, students have to prepare

working models. This again requires the use of ICT.

4.5 OTHER FACILITIES

1. How is the instructional infrastructure optimally used? Does the institution share

its facilities with others for e.g.: serve as information technology resource in

education to the institution (beyond the programme), to other institutions and to the

community.

The instructional infrastructure includes smart-boards, green-boards, L.C.D. projectors,

OHPs, television set, black-boards, computers, digital camera, CAI packages, library,

teaching-aids, flash cards, film-strip projectors, maps, scientific and psychological

apparatus. All these are used in the teaching-learning processes such as delivering

lectures, for micro, macro, simulated and bridge lessons. These are also used by the staff

and students for various seminars and workshops. Library, CAI packages, maps and

teaching aids are used by students during their practice-teaching lessons and to gain more

information in the subject. Scientific apparatus are used in various lessons and

psychological apparatus are used for psychological experiments included in the


curriculum. Guest lectures are recorded using the digital camera. Students make use of

flash cards and the film strip projector to deliver culture related lessons and for cultural

programmes. The institution shares its facilities with St. Teresa’s Junior College of

Education. The D.T.Ed. staff and students avail of various facilities of the institution such

as the computer laboratory, library and reprographic facilities. Also various rooms of the

institution are used by St. Teresa’s Junior College of Education for Annual day practices

and for lectures. Teachers and students of other institutions also avail of the library

facilities.

2. What are the various audio-visual facilities / materials (CDs, audio and video

cassettes and other materials related to the programme) available with the

institution? How are the student teachers encouraged to optimally use them for

learning including practice teaching?

The audio-visual facilities available within the institution have been listed in 4.3.2. All

these facilities are used by the students for assemblies, practice-teaching lessons, for

various co-curricular and extracurricular activities.

3. What are the various general and methods laboratories available with the

institution? How does the institution enhance the facilities and ensure maintenance

of the equipment and other facilities?

The Institution has a Psychology laboratory and a Computer laboratory.

Psychology Lab: It contains apparatus for simple psychological tests and also serves as

the Science method room.

Computer Lab: It has 43 desktop computers. The institution has an AMC with M/s

Syscon Computers for their maintenance. The language lab is situated in the computer

laboratory.

4. Give details on the facilities like multipurpose hall, workshop, music and sports,

transports etc. available with the institution.

Main Lecture Hall: The main lecture hall serves multiple purposes. The daily assembly,

lectures, yoga classes, seminars, presentations, micro-lessons, College celebrations on the

occasions of Teachers’ day, College day, Diwali, Eid and Christmas and the Art and Craft

display at the Annual exhibition are held here.


Workshop: The teaching aids room on the ground floor also serves as the workshop for

preparation of teaching aids.

Sports: Outdoor sports activities like College Sports Day are held on the grounds of

St. Teresa’s Convent High School. Indoor games like table-tennis, carom, Pictionary etc.

can be played in the students’ common room. It also has a gymnasium.

Transport Facilities: Since the institute is vantagely located, it is well connected by both

rail and road to destinations on the Central and Western Route. There has been no

perceived need for a college transport system. Staff and students who come by their own

private vehicles can park the same in the campus compound.

5. Are the classrooms equipped for the use of latest technologies for teaching? If yes,

give details. If no, indicate the institution’s future plans to modernize the classrooms.

Yes the classrooms are equipped with the latest technologies for teaching. The details

have already been given earlier; hence they are briefly summarized as follows:

Main Lecture Hall: Desktop computer with LCD projector and internet connectivity,

smart-board, digital podium, OHP, green chalk-board, microphone with speakers, TV

with cable connection, DVD player.

Method Room: Desktop computer with LCD projector and smart-board.

Future Plans: The institution intends to install LCD projectors in all classrooms.

4.6 BEST PRACTICES IN INFRASTRUCTURE AND LEARNING RESOURCES

1. How does the faculty seek to model and reflect on the best practice in the diversity

of instruction, including the use of technology?

The faculty has regular staff meetings wherein the best practices related to diversity of

instruction are reviewed and reflected upon. The staff is offered reasonable amount of

flexibility in their methods of curriculum transaction. They are encouraged to use ICT in

their teaching, learning and evaluation.

The faculty at STIE has their own educational websites and blogs which help both

teachers and students to enhance the process of teaching, learning and evaluation. This

also provides an interactive space for sharing opinions and views on topics of relevance.

The staff and students are encouraged to make use of the smartboard and digital podium

for implementing innovative teaching strategies in lecture/lesson delivery.


2. List innovative practices related to the use of ICT, which contributed to quality

enhancement.

Screening of Films: The idea of using films as an innovative teaching-learning resource

has been effectively used. It was observed that students found some topics difficult to

learn. Hence the concerned faculty thought of relating the theoretical content to life using

movies specifically chosen for the same. For e.g. The concept of Democracy was clarified

by viewing the Hindi movie ‘Nayak’ and the multisensory approach in History teaching

was taught using the movie ‘Taare Zameen Par’ etc. After the movie, a discussion was

initiated to enable students to construct their own concepts. It was observed that students

enjoyed learning in this manner and the learning was comprehensive.

Educational Videos: The quality of lectures is enhanced and theoretical concepts

clarified through the use of educational videos. The teacher trainees are encouraged to

incorporate the same in their practice-teaching lessons.

N-LIST Consortium: Students and faculty avail of renowned educational journals

available on this consortium for reviewing literature and keeping abreast with the latest

research in the field of education. The college was declared among the top-ten best N-

LIST users for February-March 2015.

3. What innovations / best practices in ‘Infrastructure and Learning Resources’ are in

vogue or adopted / adapted by the institution?

Social Networking: The staff and students are encouraged to use social networking

media to communicate regarding schedules, change in time-tables etc.

N-LIST: The library has installed the N-LIST consortia. The staff and students are

oriented to its potential use. Use of N-LIST helps faculty in their major and minor

research projects as well as writing research papers, articles and as a reference source to

enrich and enhance the teaching, learning and evaluation process.

Language Laboratory: The college has a well-equipped language laboratory to help

students master language proficiencies.

Blogs: Educational blogs created by the faculty of the college help in interacting with

current as well as past students. Ex-students get up-dates on events happening in the

college. It also helps in posting invitations for various events. Best practices are shared

using this interactive platform.


Smart-Boards: The college has installed smartboards in the main lecture hall and one

of the method rooms which enables technology mediated instruction.

Additional information to be provided by institutions opting for

Re-accreditation/Re-assessment

1. What were the evaluative observations made under Infrastructure and Learning

Resources in the previous assessment report and how have they been acted upon?

The evaluative observations made in the previous assessment report were as

follows:

Initiative is to be taken for optimal utilization of the available infrastructure.

The library as a learning resource is partially automated.

Latest books to be added to the existing collection.

A language laboratory needs to be established.

These have been acted upon as follows:

The infrastructure of the college and facilities such as the computer laboratory, the

language laboratory and the library are also utilized by the students and faculty of

St. Teresa’s Junior College. It is also made available to St. Teresa’s School, St. Teresa’s

Convent, ex-students and networking B.Ed. colleges in the vicinity. The premises are lent

for the purpose of syllabus revision meetings, nodal meetings of the DLLE and Inter-

collegiate competitions.

The library has been upgraded electronically. Books are bar coded for easy procurement.

The library transactions are automated. The blog projects various catalogues listing

resources available and full-text open access journals in the field of education. The media

centre too has been enhanced in terms of the available resources. Since the library has

open access, two CCTV cameras have been installed to ensure fair use of the resources.

The existing physical collection of books has been incrementally raised. The library now

has a collection of 11,060 books. This is supplemented with digital resources through N-

LIST consortia.

The English Language Laboratory at St. Teresa’s Institute of Education offers students a

customised learning experience of spoken and written English. It is equipped with a

student centric software that is designed to improve language skills with the extensive use

of modern day infrastructure. The course content focuses on correct pronounciation,


curriculum based modules in grammar and modules on Reading, Writing, Listening and

Speaking.Unlike other programmes, the well rounded module also offers training in soft

skills and personality development. The software is well designed as an interactive

platform that enables the course instructor to remotely control, monitor, broadcast and

assist students . It is user friendly and introduces an element of fun and creativity.The

Language Learning Laboratory is outfitted with 26 workstations in a state-of-the art

digital lab.


the institution since the previous Assessment and Accreditation with regard to

Infrastructure and Learning Resources?

The following quality sustenance and enhancement measures have been undertaken since

the previous assessment by NAAC.

Websites and Blogs: Faculty has been trained in optimizing the use of this digital facility

in enhancing teaching-learning.

Language Laboratory: A state–of-the-art language laboratory has been set up to help

students improve their language proficiency.

Automation of the Library and Open Education Resources: These facilities make the

library well-equipped with the latest services available.

Wi-Fi Access: This enables optimal use of technology in all transactions and provides

education a global perspective.

Reprographic Facilities: It provides the faculty ease of photocopying material.

Additional Facilities: The existing rooms were modified/ converted into :

The prayer room helps staff and students to de-stress and make reflective practices an

integral part of the college work-space.

The conference room offers comfort and privacy for discussions at closed-door

meetings.

The computer centre has been up-graded substantially and now accommodates the

language laboratory.


CRITERION V: STUDENT SUPPORT AND PROGRESSION

5.1 STUDENT PROGRESSION

1. How does the institution assess the students’ preparedness for the programme and

ensure that they receive appropriate academic and professional advice through the

commencement of their professional education programme (student’s pre-requisite

knowledge and skill to advance) to completion?

Students’ preparedness for the programme is assessed at different points of time before

the commencement of the course and during the course as follows:

At the Commencement of the Course: On declaration of the CET results, the Principal

assesses the student’s preparedness for the Programme through personal interviews. This

provides an insight into the general competency of each teacher trainee. An Induction

Programme is conducted to orient trainees to their responsibility and role as teachers.

They are introduced to the Vision and Mission Statements of the Institution and given an

overview of the core values. Thereafter, they are also equipped with oral communication

skills through a workshop conducted for this purpose. This is done after identifying their

need to be trained in communication based on their performance at the personal

interviews. To test their subject competency, a Content Test is administered in each of

the Special Methods to equip them to teach these subjects effectively. To unearth their

hidden talents, students are divided into groups of ten and put up various cultural

activities. Once talents and skills have been identified the student council is elected.

During the Course: An orientation/workshop is conducted for the students by the faculty

before they launch on any activity, e.g. Micro-teaching, Simulated lessons, Lesson

planning, Unit Test planning, Action Research, Community work and Campus

interviews. Every activity whether curricular or co-curricular is followed by feedback

from peers and faculty. At the end of every practice-teaching lesson trainees are provided

with a prescriptive feedback in the form of a checklist which makes them aware of their

strengths and weaknesses and offers constructive suggestions as to how they could

improve. Experimental Psychology is a subject of the curriculum which includes a

number of experiments to create self-awareness in the trainees and promote a better

understanding of themselves. Innovative teaching-learning techniques like team teaching

and co-operative learning are used to transact the syllabus for a better sharing of


resources, expertise and to enhance social skills. In addition students are also provided

with appropriate academic and professional advice by the Principal and staff from time

to time. Each faculty member serves as a mentor to 12 students assigned to her. Students

are guided in the choice of their elective subjects on the basis of their academic

background.

At the End of the Course: Campus interviews are conducted to orient trainees to the

world of work and make them aware of existing job opportunities. They are trained in

soft skills needed to present themselves at interviews and make the right choice of a job.

Nearer the examinations students are provided with academic counselling by the faculty

to train them in study skills, creating the right kind of learning environment and adopting

the learning strategy most suited to them. They are also given guidance on how to cope

with the impending examination stress.

2. How does the institution ensure that the campus environment promotes motivation,

satisfaction, development and performance improvement of the students?

Motivation: This is enhanced through the conduction of value-based assemblies.

Motivation, identified as an important element for student progression is provided at

regular intervals to ensure that students do not drop out of the course. Students are also

given pep talks by Principal and faculty on important aspects such as improving

performance at examinations, ensuring participation in various activities etc. A spiritual

retreat is organized for the students to ease their mental stress and come to terms with

their inner selves. Students having outstanding performance in lessons are made to model

their lessons for less capable peers. This boosts their morale and motivates them to do

better. Classroom environment is conducive and comfortable with good ventilation,

lighting, acoustics and seating arrangement. Provision is made for potable water with

aqua guard facilities. The college conducts various activities for which each student

maintains her own ‘Student Performance/Participation Track’ record. Positive feedback

is provided by staff to students on successful completion of various tasks. Constructive

feedback helps students to improve and work on their limitations.

Satisfaction: The college awards certificates for competitions/activities held at college

level in various domains that can be evaluated. Students who excel are awarded the

following certificates:

Best Student of the Academic Year


Most Helpful Student of the Academic Year

Best Student for Organizing and Conducting Co-Curricular Activities

Best Library User

Students voice their grievances if any which are then addressed by the Principal and

faculty. The staff members are conscious of their responsibilities towards students

ensuring a high degree of student satisfaction. Staff act as mentors and students approach

them uninhibitedly in a caring and cordial atmosphere with open interaction.

Development: This is fostered by encouraging students to participate in a wide range of

activities. Participation is made compulsory to help students discover and nurture their

hidden talents. Activities range from impromptu speaking, chart preparation, art and craft

contest, singing, sports, essay writing, book reviews, calligraphy etc. The Institution has

designed the Honours Programme which ensures the development of all the three domains

i.e. cognitive, affective and psychomotor. This has been detailed in the data record sheet

for Best Practices and summarized in Table 5.1 below:

TABLE 5.1: ACTIVITIES CATERING TO THE 3 DOMAINS

COGNITIVE AFFECTIVE PSYCHOMOTOR

Impromptu speaking Community Work Art and Craft

Creative Writing Value Based Assemblies Chart Preparation

Book Reviews Outreach Programmes Calligraphy

Critical Problem Solving Spiritual Retreats Sports

Seminars Charity Drive Singing

Performance Improvement: This is catered to by the various facilities provided by the

Institution as well as by way of constant opportunities for growth. A few of these are

highlighted below:

Library: The Institution has a well-equipped library with a good collection of reference

books. A provision is made in the daily time-table for library reference to develop healthy

reading habits in students.

Peer tutoring: Students who are in need of assistance are paired with more proficient

peers to assist them with academic difficulties.

Remedial teaching: Students who do not excel in a particular activity are provided a

chance to remediate their work; for example students who are unsuccessful at the Content

Test are provided with a second attempt.

Book bank facility: It ensures convenience and availability of books to students.


Common room: Students can spend their leisure time playing indoor games, relaxing

and using the gymnasium equipment which constitutes a part of this room.

Computer room: This permits students to prepare their presentations and projects by

availing of the computer and internet facility.

Language laboratory: The Institution has a well-established language laboratory with

software to equip vernacular students with language competency.

Campus placements: The placement cell organizes campus interviews for the students

at the end of each year to help them find suitable employment in renowned schools and

colleges. They are equipped with soft skills such as preparing their resumes and appearing

for interviews before the event.

Inter-collegiate festival: The Institution organized the First-ever Environ-fest for

schools and colleges across Mumbai. This provided the teacher trainees with a platform

to develop entrepreneurial skills in planning and conducting the event.

Cultural programmes and competitions: The student council organizes a host of

activities and events for the trainees to develop their creative skills.

Felicitating student participation: The Principal and faculty appreciates and

acknowledges the outstanding achievements of students to boost their morale.

Out-reach programmes: As part of community work students are encouraged to

participate in an out-reach programme annually to sensitize them to the needs of the less

fortunate.

National seminars: Students are encouraged to attend the Annual National seminars

hosted by the college on themes of educational and social relevance.

3. Give gender-wise dropout rate after admission in the last five years and list possible

reasons for the drop out. Describe (if any) the mechanism adopted by the institution

for controlling the drop out?

Since the Institution caters to only female students, gender wise dropout rate is not

applicable. A summary of the overall dropout rate has been provided below in Table 5.2.

TABLE 5.2: YEAR-WISE DROPOUT RATE

YEAR NO. OF DROPOUTS

2010 - 2011 02

2011 – 2012 01

2012 – 2013 02

2013 – 2014 01

2014 – 2015 Nil


The possible reasons for drop out could be medical or due to securing more lucrative jobs

in the corporate sector. Marriage was another reason identified for dropping out. The

Institution dissuades students from dropping out by providing appropriate personal

counselling. Students encountering financial problems to pursue the course are offered

monetary help in the form of loans. Concessions and adjustments are also offered if

marriage is the proposed reason for dropping out and to students in the family way.

Parents are also provided with counselling as and when required to dissuade their wards

from dropping out. Students encountering difficulties in coping with the course due to

late admissions are provided with the much needed help through peer tutoring and faculty

assistance. The Principal and faculty also visit the homes of students suffering from

serious physical illnesses to provide them with the much needed moral support and

concern. The institution has encountered students suffering from cancer and can proudly

say that all the necessary support was provided to these students by way of adjustments

in the practicum and help with the theoretical component of the course to help them cope

despite their health limitations.

4. What additional services are provided to students for enabling them to compete for

the jobs and progress to higher education? How many students appeared/qualified

in SLET, NET, Central/State services through competitive examination in the last

two years?

The Institution has a placement cell which not only conducts campus interviews but also

provides students with guidance on how to present themselves at interviews, how to

prepare their resume, how to choose the right kind of jobs based on their professional

qualifications and personal commitments.

Alumni are asked to share their success stories with the present students to motivate them

to progress to higher education.

The resource personnel at the National seminars hosted annually by the college are often

eminent educationists coming from different universities such as YCMOU, IGNOU,

SNDT and IDOL (University of Mumbai). These professionals provide the students with

an insight into the different Distance Education courses offered across universities and

the opportunities available for Higher Education. This motivates many of the trainees to

pursue higher studies on completion of the B.Ed.


The faculty members also guide the students in their choice of Higher Education courses

on the basis of their own knowledge and personal experience. Table 5 .3 below provides

details of enrolment/performance of students at competitive exams for the last two years.

TABLE 5.3: ENROLMENT/PERFORMANCE OF STUDENTS AT COMPETITIVE EXAMS

5. What percentage of students on an average go for further studies/ choose teaching

as a career? Give details for the last three years?

Since this is a B.Ed. course most of the students each year choose teaching as a career.

Table 5.4 below shows the required details.

TABLE 5.4: PERCENTAGE OF STUDENTS PURSUING FURTHER STUDIES/ TEACHING

6. Does the institution provide training and access to library and other education

related electronic information, audio/ video resources, computer hardware and

software related and other resources available to the student teachers after

graduating from the institution? If yes give details on the same.

The institution makes available its library resources, teaching aids prepared by students,

educational related electronic information in the form of CAI Modules, A.V resources

and computer hardware and software related resources to the student teacher after

graduating from the institution. No fee is charged for the same.

Students pursuing further studies are free to access the library, whenever they require

with permission from the Principal. The institution has installed SOUL software in the

library. It also has N-LIST consortia and a library blog. Through the library website past

students are made aware of the library facilities available and can use them for their higher

studies.

YEAR APPEARED FOR SET/NET NO. WHO QUALIFIED

2013-2014 Nil Nil

2014-2015 01 01

Year No. opting for further

studies

No. choosing teaching as a

career

2011-2012 35 92

2012-2013 37 88

2013-2014 31 90

2014-2015 In process 87


Ex-students are also given the opportunity to enhance their language skills by allowing

them to make use of the Language Laboratory facility.

Alumni have access to the websites and subject related blogs of each faculty member and

hence can avail of the guidance of the teacher educators as well as update themselves

with the latest developments in the academic domain posted on these sites.

7. Does the institution provide placement services? If yes, give details on the services

provided for the last two years and the number of students who have benefited.

The institution does have a placement cell. It organizes campus placements for the

students every year. Schools affiliated to the S.S.C, I.C.S.E. and C.B.S.E Boards, Junior

colleges and NGOs participate in this venture and recruit trainees of their choice. 28

institutions attended the campus interview programme in the year 2013–2014, and 26

institutions attended it in the year 2014-2015.The placement cell liaises with schools

located across Mumbai as well as overseas to communicate the date for conducting

campus placements. The alumni of the institution who are in need of job opportunities

are also notified of the date of campus recruitments and permitted to avail of this facility.

Students are provided with the necessary inputs and soft skills in preparing their bio-datas

and familiarized with the code of conduct in presenting themselves at interviews. They

are also guided in making the right choice of school in keeping with their professional

qualifications and work experience. The cell has also compiled a data base of employer

satisfaction which has now been uploaded online. This serves to obtain an objective and

constructive feedback from prospective employers regarding the trainees’ teaching

competencies and moral conduct. The data obtained is analysed and interpreted to make

the necessary modifications in training provided to equip trainees with the required skills

and graphically represented and documented to track Institutional growth. Table 5.5

shows details of the last two years.

TABLE 5.5: DETAILS OF THE PLACEMENT PROGRAMME FOR THE LAST 2 YEARS

Academic

Year

No. of

students who

benefitted

No. of Institutions attending the

programme

Schools Colleges NGOs

2013-2014 45 22 03 03

2014-2015 52 20 04 02


8. What are the difficulties (if any) faced by placement cell? How does the institution

overcome these difficulties?

The difficulties faced by the placement cell are as follows:

Some educational institutions come for the interview without prior communication.

Accommodating so many schools is difficult due to space constraints.

Lengthy Power Point presentations made by some institutions to familiarize the students

with their Institution are time consuming.

Some institutions require trainees to give demonstration lessons at the school which may

not be feasible in keeping with the college schedule resulting in absenteeism.

Students find it difficult to make a choice between institutions and simultaneously

present themselves at many interviews.

Students sometimes commit themselves to a given institution and later change

their decision.

Some institutions drop out without prior notice.

Mechanisms adopted to overcome them:

Institutions that do not show up are called up and offered an alternative date for the

interview. Campus interviews are now conducted on two days to overcome space and

time constraints.

To save time, schools have been requested to provide brochures on their institutes instead

of making presentations.

Adjustments are made by making arrangements for schools who may suddenly present

themselves for the interviews.

A pre-allotted date is made available to the students to demonstrate lessons in schools.

Students are oriented on how to present themselves at interviews and in decision making

so that they do not fall back on their commitment. The college also provides the students

with an overview of expectations of different schools and their locations.

Students are asked to get the attendance slip signed from the respective schools when

they attend an interview/demonstration lesson.

The staff counsels the students in making the appropriate choices.

Since the college had faced difficulties in obtaining feedback from the school authorities

who attend the campus interview programme, the college took the initiative and uploaded

the feedback questionnaire online.


9. Does the institution have arrangements with practice teaching schools for placement

of the student teachers?

Practice–Teaching schools communicate with the college on vacancies that arise and this

is in turn communicated to the teacher trainees by displaying such information on the

students’ bulletin board. At the time of Campus interviews, the practice-teaching schools

are notified about the same. Good students are identified by the practice teaching schools

during the practice-teaching programme as well as internship and absorbed by them.

Presently many of the alumni are placed with the practice-teaching schools.

10. What are the resources (financial, human and ICT) provided by the institution to

the placement cell?

Financial Resources: All expenses incurred towards hosting the campus interviews

(including refreshments and beverages) are borne by the college.

Human Resources: Two faculty members are designated to the Placement Cell. They

help in organizing the campus interviews and maintaining records of the same. The

student council members and faculty are also assigned different duties to ensure smooth

conduction of the interviews. Clerical staff helps in maintaining records and

documentation. Support staff helps in setting up the rooms. Team work is reflected

during the campus interviews.

ICT Resources: ICT is used in maintaining records and documentation i.e. typing and

presentation of lists displaying the schools attending the programme as well as for

orienting the students to preparing their resume and letters of application. To analyse the

satisfaction of past employers with trainees’ performance, the Employer Satisfaction form

has been uploaded online. Interview schedules of selected candidates are communicated

to the college by email.

5.2 STUDENT SUPPORT

1. How are the curricular (teaching-learning processes), co-curricular and

extracurricular programmes planned (developing academic calendar,

communication across the institution, feedback) evaluated and revised to achieve

the objectives and effective implementation of the curriculum?

The Principal in consultation with the faculty members draws a detailed schedule of all

the curricular and co-curricular activities to be conducted during the year in the form of

the Academic Calendar and portfolios are assigned to faculty members. Faculty meetings


are held at regular intervals to review the systematic execution of activities planned in the

Academic Calendar and to draw up the calendar for the next year. After the SWOT

analysis conducted by the students annually, the IQAC reviews the achievement of

objectives and effective implementation of the curriculum based on pre-determined goals.

It also analyses the report and draws up the curriculum for the next academic year. The

vision, mission and objectives of the Institution are kept in mind while framing the

curriculum. If the objectives are not achieved then the activities are revised. Meetings of

the various committees appointed to look into different curricular and co-curricular

activities are also held and the minutes of the same are shared and discussed at the IQAC

and staff meetings. Staff feedback is also taken into consideration for revision of the

curriculum and to overcome difficulties encountered in transacting the same. Practice-

teaching schools are decided on at the end of the academic year after evaluating their co-

operation.

2. How is the curricular planning done differently for physically challenged students?

The institution up to date has had no occasion to plan the curriculum differently as it

hasn’t encountered students who are physically challenged in a major way. However

whenever the institute has encountered students with minor physical disabilities required

provisions have been made.

In the past the institution had encountered a student who was afflicted with polio. She

was given the following concessions and her comfort level was duly considered:

Concessions regarding black-board work

Peer assistance to display teaching aids during the lesson

Flexibility in timings

Adjustment in the transaction of the curriculum

During exams the college ensures that students are made comfortable especially for those

in the family way. In case of infectious disease isolation is provided. Students who are

left handed are given special seating arrangements.

3. Does the institution have mentoring arrangements? If yes, how is it organized?

Yes the college does have a provision for mentoring students. Mentoring is done in

different ways:

The Principal follows the open door policy wherein students can approach her with their

problems and seek help and guidance for the same.


Faculty act as mentors to students. Each faculty member makes a conscious attempt to be

alert to the needs of the teacher trainees assigned to her group of 12 students. Mentor and

students meet once a week to redress any grievances faced by the students, be it academic

or personal. The faculty persuades the students to put in their best efforts and boosts their

morale constantly to set higher standards of achievement for themselves. After every

activity, be it curricular or co-curricular the faculty offers personalized feedback to the

teacher trainees.

The students are closely connected with their peers in the group assigned to them for

practice- teaching. They co-operate and support each other in tiding over the odds. Those

facing personal and academic difficulties are assisted by the group members fostering a

spirit of oneness and brotherhood.

At the professional level, the resource faculty of Prafulta Psychological services in

collaboration with whom the counselling course is conducted, provide mentoring services

to students facing serious personal and emotional issues. The college also had a part-time

counsellor who rendered her services to students in need as and when required. Now the

Institution has a faculty member who has specialized in Counselling Psychology and

holds an M.A. Psychology degree to qualify her as a professional counsellor. This

provides students with the added advantage of seeking guidance at their convenience

during their day at college.

4. What are the various provisions in the institution, which support and enhance the

effectiveness of the faculty in teaching and mentoring of students?

Teaching: To enhance the effectiveness of the faculty in teaching, staff attends

Orientation/Refresher Courses, syllabus framing and orientation meetings to update their

knowledge and expertise. They also attend workshops and seminars in their areas of

specialization for professional development and present papers at the same. The findings

of their studies are then published in reputed journals. In addition to this, staff is provided

with the opportunity to use innovative teaching methods. The institution has a well-

equipped library which serves as a good learning resource. Each faculty member is also

competent to provide consultancy services to other educational institutions in her area of

expertise (Details are mentioned in Table 3.6). This enriches their knowledge base and

enhances their teaching proficiency.


Mentoring: With respect to mentoring, a provision is made in the time table itself for the

mentor to conveniently meet the students. The teacher educators are encouraged to attend

the sessions conducted as part of the Counselling Certificate course by Prafulta

Psychological Services as well as talks arranged by the Guidance and Counselling cell to

update them with the issues faced by children and adolescents and techniques to handle

the same.

5. Does the institution have its website’? If yes, what is the information posted on the

site and how often is it updated?

The Institute has an official website www.sti-edu.in. It provides information on:

History of the Institution

Vision, Mission, Goals and Objectives of the Institution

Syllabus

Faculty profile

Admission Procedures

Infrastructure

Co-curricular Activities

Value added courses

Alumni

IQAC (http://stieiqac.wix.com/x-qsite)

It is updated periodically. The college also has additional websites (to display the

ongoing activities and events and regular quality updates by the IQAC

(http://stieactievents.webs.com/).

6. Does the institution have a remedial programme for academically low achievers? If

yes, give details.

The institution does have a remedial programme for academically low achievers.

Students who fail up to come to a certain standard of performance are provided remedial

help by the staff. In most subjects, peer tutoring is conducted wherein outstanding

students help their less capable peers.

Low achievers are also provided with a second attempt at an examination to improve

their performance.

Question papers and model answer papers are uploaded on the subject webpages.

http://www.sti-edu.in/

http://stieiqac.wix.com/x-qsite

http://stieactievents.webs.com/


Co-operative learning strategies are used for remedial instruction.

Students are encouraged to answer University question papers and prepare model

answers.

Good answer papers at the different examinations are photocopied, filed and made

available for reference by students in the library.

A question bank in each subject is provided to the students.

A Language laboratory has been installed especially for the vernacular students and those

interested in upgrading their language proficiency.

7. What specific teaching strategies are adopted for teaching (a) Advanced learners

and (b) Slow Learners.

(a) Advanced Learners: Certain topics in the syllabus are identified and assigned to these

students for self-study. These topics are then presented by them in class. This challenges

and motivates the advanced learners to excel. They are also asked to prepare model

answers to questions from the syllabus and other instructional material and share them

with the entire group.

(b) Slow Learners: The college has not encountered slow learners as such. It has however

encountered students with language barriers who have been helped to cope effectively

through communication classes. The language laboratory provides them with an

opportunity to improve their competency in spoken English. They are also paired with

peer tutors who assist them with their academic difficulties.

8. What are the various guidance and counselling services available to the students?

Give details.

The college has a Guidance and Counselling Cell which provides the following services:

Certificate Course in Counselling: Details provided in 3.5.1.

Talks by Various Counsellors: Eminent counsellors are invited to share enriching

experiences relating to social concerns like drug addiction, juvenile delinquency,

cybercrime, pornography etc.

Career Guidance: The placement cell offers guidance to students in making appropriate

choices of schools to work in according to their educational qualifications and

experiences.

Personal Counselling: Details provided in 5.2.3.


Grievance Redressal Cell: The grievances encountered by students are conveyed to this

committee for redressal. They are discussed at the cell meetings and ways to resolve them

amicably are arrived at. Students are provided with an opportunity for voicing their

objections through a suggestion box which is conveniently placed outside the lecture hall.

The problems they encounter are looked into by the Principal and addressed cordially.

Anti-Ragging Cell: The Institution alerts students to the malpractice of ragging and

advises them to refrain from the same. However, being a women’s college no major

incidents of ragging have been encountered so far.

9. What is the grievance redressal mechanism adopted by the institution for students?

What are the major grievances redressed in last two years?

The students approach the Principal and faculty directly with their grievances which are

conveyed through the student council members elected by the students. The grievances

are redressed by the Grievance Redressal cell as stated in 5.2.8 above. Major grievances

redressed in the last 2 years range from personal to academic issues, change in the time

table (due to a hectic schedule) and health problems. Grievances are also expressed

through the SWOT analysis done at the end of the academic year. Besides the academic

issues, the college also deals with legal, health, financial and family issues faced by the

teacher trainees. The Principal and faculty do their best to render support to these students.

The library timings have also been adjusted according to the needs and convenience of

the students. Library working hours have been extended to 8 hours a day. Vernacular

students have the benefit of using the language laboratory to step-up their competency in

spoken English. Students are encouraged to use the computer lab as and when required

for various reasons as mentioned in 4.1.3. Students facing space and family constraints to

study at home are also permitted to use the premises of the institution beyond college

hours and on public holidays during the preparatory leave for University and college

examinations.

10. How is the progress of the candidates at different stages of programs monitored and

advised?

To maintain the progress of the candidates, guidance is provided to students before

embarking on an activity to make them aware of the guidelines to successfully carry out

the task. If they encounter any difficulties in completing the task, they are suitably

advised. Evaluation is both formative as well as summative. The communication skills of


the trainees are assessed on admission through personal interviews and a workshop in

oral communication is conducted to improve their oral communication skills and self-

confidence. Guidance by faculty is provided in the preparation of lesson plans. Each

lesson is supervised by staff members and they are provided with an immediate,

descriptive, suggestive, constructive feedback for improvement based on their

performance. Peer evaluation forms an important component of the course wherein

students observe lessons of their classmates, offer constructive criticism and benefit from

their insights. Faculty members discuss the performance of students after each activity

and identify any difficult cases which need special help and attention. Students

themselves are encouraged to reflect on their own performance by writing down their

introspection on completion of a lesson in the space provided in the lesson plan. Every

activity-curricular or co-curricular involves careful monitoring of the progress of

candidates with the use of check-lists, verbal feedback etc. and is accompanied by

necessary guidance for improvement as and when needed.

11. How does the institution ensure the students’ competency to begin practice teaching

(Pre-practice preparation details) and what is the follow-up support in the field

(practice teaching) provided to the students during practice teaching in schools?

To ensure the students competency to begin Practice – teaching, a Content Test is held in

their respective school subjects. This helps to evaluate their content knowledge of the

subject concerned. To equip them with teaching skills as part of pre-practice preparation

the following schedule is followed:

Micro–Teaching: An orientation to micro-teaching is conducted to initiate this

technique. Each trainee is required to deliver 4 micro lessons based on the skill of using

the chalkboard, skill of illustrating with examples, skill of probing questioning and skill

of stimulus variation/set induction. Each skill comprises of teach and re-teach sessions

which ensure mastery of the skill in question. It also equips students with the confidence

needed to deliver their macro lessons. Staff and peer feedback is constructive and enables

the students to improve on their performance before they exhibit the next skill.

Bridge Lessons: Each trainee is required to deliver one bridge lesson of 15 minutes

duration in either of their Special Methods. These lessons help them to integrate the

different micro skills they have acquired and make a smooth transition from micro to

macro teaching.


Simulated Teaching: Each trainee is required to deliver five/six simulated lessons

involving various techniques like role-play, gaming, models of teaching, CAI and

creativity. This orients them to different innovative teaching techniques which they could

use in their classroom teaching to make their lessons participatory, creative and effective.

Model lessons for each of the above are demonstrated by faculty and outstanding ex-

students. Students are also oriented to the lesson observation checklist and the schedule

for recording lesson observations of their peers. This makes them aware of the criteria for

lesson evaluation. They are trained in the writing of lesson plans and are each assigned 2

subject experts from the faculty to guide their lesson plans in their Special Methods. A

rough plan for each lesson is then prepared by the students on procuring the unit for a

given lesson. It is assessed by the respective subject guide with suggestions for

modification. The fair plan is then presented when the lesson is delivered at school.

On completion of every practice–teaching lesson, students are provided with a detailed

feedback on their performance provided through a check list covering various aspects of

the lesson. The students also inform their method masters about their performance at

practice teaching and whether the objectives were achieved according to the plan. Two

practice lessons out of the total twenty lessons (one in each teaching method) are

evaluated by the teachers of practice teaching schools. This provides an objective and

unbiased opinion of the student’s performance. As feedback forms an essential

component of every activity, students are trained to accept and give constructive feedback

for improving themselves and their peers. The foundations for being open to criticism are

laid during micro lessons.

5.3 STUDENT ACTIVITIES

1. Does the institution have an Alumni Association? If yes,

(i) List the current office bearers

(ii) Give the year of the last election

(iii) List Alumni Association activities of last two years.

(iv) Give details of the top ten alumni occupying prominent position.

(v) Give details on the contribution of alumni to the growth and development

of the institution.

(i) The institution has an alumni association. The current office bearers are listed in Table5.6


TABLE 5.6: COMPOSITION OF THE ALUMNI COMMITTEE

(ii) The last election was held on 27th April 2013.

(iii) Alumni Association activities of the last two years: An annual meeting of the alumni

association is held during which alumni share their achievements and success stories,

discuss ways in which they can contribute to institutional growth and brainstorm for

measures to take the institution to greater heights on the ladder of excellence. Some of

the activities conducted by the alumni in the last two years included the Talk-show on

CCE, the Inter-collegiate festival Planit-E and a Charity Drive organized for the less

fortunate sections of society. These activities have already been detailed in 3.4.2.

(iv) The table below lists the names of the top 10 alumni:

TABLE 5.7: TOP TEN ALUMNI OF S.T.I.E

NAME DESIGNATION

Dr. Sr. Lilian Rozario President

Ms. Claudette Lobo Vice-Preside

Ms. Donalyn Santiago General Secretary

Ms. Hema More Treasurer

Ms. Sally Benerji Member

Ms. Rita Fernandes Member

Ms. Marion Gonsalves Member

Ms. Muthu Mariammal Member

Mrs. Precilla D’souza Member

NAME OF THE ALUMNI DESIGNATION

Dr. Mrs. Saramma Chandy Principal, The Lord’s Universal College of

Education, Malad (East), Mumbai.

Sr. Clita Lobo Principal, Nitya Sahayamata High School,

Omzoor, Mangalore.

Sr. Jinij Varghese Principal, St. Charles Junior College, Bangalore

Mrs. Prescilla D’Cunha Team leader, Tech Mahindra Business Services,

Malad (West), Mumbai.

Mrs. Neesha Mallik Lecturer, Bahrain Teachers College, University of

Bahrain.

Mrs.Marissa Fernandes Principal, Holy Cross High School, Kurla (West),

Mumbai.

Ms. Marita Cleetus Consultant coordinator, Knowledge Providers at

the Orchid School, Baner, Pune.

Ms. Rhea D’souza Independent Education Consultant in International

College, Freelance, Mumbai.

Sr. Louella Rodrigues Principal, St. Aloysius Jr. College of Education.

Dr. Mrs. Giselle D’souza Associate Professor, St. Teresa’s Institute of

Education, Santacruz (West), Mumbai.


(v) The alumni contribute in various ways to the growth and development of the institution

(Details provided in 3.4.2). In addition we take pride in mentioning:

Three of our alumni are presently employed as part of the faculty of the B.Ed.

The event organizer for the inter-collegiate Environ-fest was an alumnus.

Fifteen of our alumni are presently employed as part of the faculty of St. Teresa’s Convent

High School.

Late Dr. Leena Pinto who headed the Guidance and Counselling Center of the institution

was an alumnus of the college.

2. How does the Institution encourage students to participate in extracurricular

activities including sports and games? Give details on the achievements of students

during the last two years.

The college conducts a host of extra–curricular activities catering towards the

development of the 3 domains viz; cognitive, affective and psychomotor. Every activity

is supported by well-defined objectives. Participation is made compulsory to help

students discover their hidden talents. The college lays a lot of emphasis on

extracurricular participation for all round–development. For this purpose special credit

points are awarded as part of the Honours programme to encourage students to participate

whole-heartedly. (Refer to Annexure X for Best Practices). The college motivates them

by providing time, space and professional help as and when required. Students have

represented the college at inter-collegiate debates, elocution competitions, singing, etc.

In the year 2011-2012, 2012-2013 the college won the second prize for street play at the

UDAAN festival organized by DLLE. In 2014-15 the students won quite a few prizes in

the Inter Collegiate Competitions such as essay writing, extempore speech, debate and

Mathematics quiz, as well as at the slogan framing and street play events at the Inter-

collegiate festival Planit-E. The college organizes indoor games like chess, carom, dumb

charades, table tennis and Pictionary. Participation in at least one event is made

compulsory. The college also organizes the Annual Sports Day and students are awarded

certificates of merit for their performance. Cultural programmes provide a platform for

students to participate in different activities and exhibit their finer aptitudes of dancing,

singing and acting. They are given a chance to demonstrate their creativity in planning

these events, writing scripts for musicals and compering the Annual Day celebration.

Faculty members provide them with the required training for these performances. Given


below is a table showing the achievements of students at inter-collegiate festivals held

during the last three years.

TABLE 5.8: STUDENT ACHIEVEMENT AT INTER-COLLEGIATE FESTIVALS DURING

THE LAST THREE YEARS.

Name of the

student

Name of the

Competition

Name of the organizing

college

Year Prize awarded

STIE Street Play UDAAN Festival - DLLE 2011-12 Second prize

STIE Street Play UDAAN Festival - DLLE 2012-13 Second prize

STIE Street Play PLANIT – E, St. Teresa’s

Institute of Education

2014-15 Second prize

Clarine Saldanha Slogan

Framing

PLANIT – E, St. Teresa’s

Institute of Education

2014 -15 First prize

Sara Shaikh

Aafreen Jamal Debate Gandhi Shikshan Bhavan 2014-15 Second Prize

Merlyn Aranjo Essay Hansraj Jivandas College of

Education

2014-15 Second Prize

Vaishali Jashwal Debate Gandhi Shikshan Bhavan 2014-15 Second Prize

Swati Pandey Essay Hansraj Jivandas College of

Education

2014-15 Third Prize

Renita D’Souza Extempore

Speaking

Thakur Shyamnarayan

College

2014-15 Second Prize

3. How does the institution involve and encourage students to publish materials like

catalogues, wall magazines, college magazine, and other material. List the major

publications/materials brought out by the students during the previous academic

session.

The college has taken the initiative to compile an e-magazine in keeping with its stand

towards a green environment. The Librarian along with the students has uploaded a

teaching-aids catalogue on the library blog. The college has a magazine committee

(Details provided in Table 6.2) which periodically reviews write-ups sent in by students

during the academic year. These are then edited and compiled in the form of an e-

magazine which is also uploaded on the institution’s website. This allows alumni and

other interested stakeholders to view the highlights of the entire year. An e-newsletter

titled ‘E-buzz’ reporting events at the inter-collegiate environ-fest has been compiled. A

copy of the same has been sent to all the 46 institutions that participated in the event to

enable them to share in the joy of the institution’s success of its first attempt at Planit-E.


4. Does the institution have a student council or any similar body? Give details on –

constitution, major activities and funding.

The institution has a Students’ council to which members are elected by the students. It

comprises of a General Secretary and 9 other members. It is headed by the Principal and

a faculty member. Its activities include organizing and conducting co-curricular activities

which include sports, the singing competition, the College feast, Principal’s day,

Teacher’s day, Annual day, Christmas Celebration and the Intercollegiate festival etc.

The members also attend regular meetings of the council and present the students’ needs

and grievances to the Principal. Expenses incurred for the different activities are funded

by the college.

5. Give details of the various bodies and their activities (academic and administrative),

which have student representation on it.

The college has bodies such as:

Students’ council helps in organizing college activities, and redressal of student

grievances.

Women’s cell conducts activities to propagate gender awareness.

Library committee takes stock of the books available in the library and indents the books

which need to be procured for staff and students.

Co-curricular activities committee plans and organizes various extracurricular events

throughout the year.

Magazine committee edits and compiles the articles for the college magazine and

e-newsletter. Two student representatives are appointed on each of the above mentioned

committees. They work in close co-operation with the faculty in-charge.

The core team for the environ-fest comprised of 25 students who were responsible for

the smooth conduct of the Inter-collegiate festival Planit-E.

Every practice-teaching group has a leader who liaises with the faculty in-charge of

practice teaching. The group leaders serve as co-ordinators within the group and also

become contact points to communicate with the faculty regarding the time-tables and

internship schedules.

The 4 student managers appointed as part of the DLLE programme constantly oversee

and monitor the activities assigned to them and the students under their purview. They

provide timely updates on the students’ progress to the Extension Education teachers.


6. Does the institution have a mechanism to seek and use data and feedback from its

graduates and from employers to improve the preparation of the programme and

the growth and development of the institution?

Students who have graduated from the institute update the college about their progress as

well as provide suggestions that could be incorporated in the curriculum in keeping with

the requirement of Industry. Employers also convey their degree of satisfaction with the

trainees recruited from the institute. Recommendations put forth by them are duly

considered. Faculty also plays an important role in obtaining feedback from the schools

on the performance of the teacher trainees. The institution administers a performance

appraisal questionnaire to the principals of the practice teaching schools every year to

invite their suggestions for improvement and feedback on the performance of teacher

trainees employed by them. The students also evaluate the curriculum through a feedback

form (Exit point questionnaire) filled by them on completion of the course. This year the

college has adopted an online 3600 feedback system for obtaining feedback data from

various stakeholders (Details provided in 6.3.1).

5.4 BEST PRACTICES IN STUDENT SUPPORT AND PROGRESSION

1. Give details of institutional best practices in Student Support and Progression?

Information Services: The Institute has a transparent student information system which

makes available to students detailed information on the programmes on offer,

availability of choices, minimum entry requirements, admission policy, fee structure,

refund policies, examination system, promotion and detention rules and avenues for

financial support available to students. This information is made available in the form of

the prospectus, on the college website and also in the students’ hand book.

Value Addition Services: The college offers a credit based Honors programme to its

student trainees. (Details mentioned in the data record sheet for Best Practices.)

Placement Services: The college organizes campus interviews for the aspiring teachers

to acquaint them with available job opportunities in schools and junior colleges (Details

provided in 5.1.7 above).

Community Service: Details provided in 3.4.1.

Students Welfare Services: Merit scholarships/ freeships are provided by the special

District Welfare Social officer Mumbai: Suburban to NT/NT3, OBC, SC, ST students.

This covers expenses incurred by way of tuition fees and exam fees.


Book Bank Facility: Every year reference books needed for the different subjects are

issued to students. To maximize their use rotation and sharing are advocated.

Channelising Student Potential: The students’ talents were tapped by giving them an

opportunity to plan and organize an Inter-collegiate Eco-fest- ‘PLANIT-E’. This event

was a great success in showcasing their abilities and potential (Refer to Annexure X for

Best Practices).

To acquaint students with the concept of CCE, alumni from schools affiliated to various

boards of education were invited to conduct ‘The Big Five’ talk show.

Additional Information to be provided by Institutions opting for Re-accreditation /

Re-assessment.

1. What were the evaluative observations made under Student Support and

Progression in the previous assessment report and how have they been acted upon?

The evaluative observations made in the previous assessment report reflected the positive

growth of the college in terms of Student Support and Progression. Hence, the college

continues its mission by providing the necessary and possible services to students.



Student Support and Progression?

The college has customized the B.Ed. Honours Programme according to the felt needs of

the student population of every given year (Refer Annexure X for details).

The college hosted the first-ever All-Mumbai Eco-Fest and the Big Five talk show on the

CCE (Details mentioned in 5.4.1).

The placement cell has been strengthened and the number of educational institutions who

partake in campus interviews has shown an upward trend.

The institution now has a Guidance and Counselling cell to offer personal, educational

and vocational guidance to students.

In order to sensitise students towards the deprived sections of society, a charity drive was

organized (Details provided in 3.4.1).

In keeping pace with the fast moving technological world, trainees have been exposed to

the use of technology based software and facilities to enhance their teaching skills. This

also serves in giving them a panoramic view of current trends in education.


CRITERION VI: GOVERNANCE AND LEADERSHIP

6.1 INSTITUTIONAL VISION AND LEADERSHIP

1. What are the institution’s stated purpose, vision, mission and values? How are they

made known to the various stakeholders?

Purpose: St. Teresa’s Institute of Education was started on 16thJune, 1973 by the sisters

of the Congregation of Carmelite Religious of Trivandrum. The strong philosophy of this

Institution has been well retained ever since, making the Teacher’s Traning Programme

a ‘life experience’ more than a meager course. The Institute inculcates the need for prayer

and virtues of sacrifice and faith in each trainee, only then accomplishing other objectives

of intellectual, social and educational significance. Total quality teacher education for

women is the ultimate goal.

Vision Statement: ‘Sensitive Tolerant Innovative Education’.

Mission Statement: ‘Emancipation, Empowerment and Enlightenment of teachers

leading to Excellence in Education’.

Core Values:

Emancipation and empowerment of women

Holistic development

Synergy with technology

Fostering a spirit of egalitarianism

Reflecting global perspectives in Education

Pursuit of excellence

Dissemination to Stake-Holders:

Staff: For the principal and staff of STIE, the vision and mission statements hold the

guiding philosophy that directs and charts all their efforts at work. Regular staff meetings

are held throughout the year to ensure that every activity conducted at STIE reflects the

Vision and Mission of the college.

Students/Trainees: Each trainee is acquainted with the above through the prospectus,

web-site, students’ hand-book and the orientation programme conducted at the beginning

of the academic session. The Vision and Mission statements are also put into practice in

every activity of the course.


Parents: They are made aware of the vision and mission through the prospectus, website,

handbook, and through the significant development of their ward.

Practice-Teaching Schools: Schools build a good rapport with the Institute and realize

the Vision and Mission through the college web-site and interaction with the staff and

trainees.

Employers: Local schools, interested in recruiting trainees from STIE, learn of the Vision

and Mission through the college web-site and from their visits to the campus. The Vision

and Mission statements are also impressively displayed at the entrance of the college.

2. Does the mission include the institution’s goals and objectives in terms of addressing

the needs of the society, the students it seeks to serve, the school sector, education

institute’s traditions and value orientations?

The mission being a broad aim definitely reflects the goals and objectives of the

institution in terms of meeting the needs of the various stakeholders in the educational

process. The steady fulfillment of objectives reflects the comprehensiveness of the

mission which if unidirectional, would not have led to consecutive achievements till date.

Trainees who graduate from this institute, leave with the gifts of Emancipation,

Empowerment and Enlightenment. Excellence in Education cannot happen in a hollow

environment. It requires an environment rich with traditions and values. The endeavor at

STIE is to strive towards Total Quality Management by retaining its tradition and values,

although catering to the demands of the rapidly changing world. The emphasis on holistic

development ensures that students are given sound foundation in pedagogy, research

values, communication and the use of technology.

Given below are the various activities through which the Institution aims to address the

needs in various areas:

Needs of Society: The students render 20 hours of community service each year, in

organizations working towards the upliftment of the underprivileged sections of society.

The Institution also organized a charity drive and a rural camp (Details provided in 3.4.1).

This serves to sensitise students to the needs of those less fortunate than themselves.

Needs of the Student Teachers: The Honours programme is a value added course which

caters to the all-round development of head, hand and heart. The various activities

included therein ensure that every trainee emerges proficient in a wide array of skills. The

contextualized curriculum is another endeavour which is based on the multisensory


approach to instruction. It contributes to making teaching-learning an enjoyable, rich and

rewarding experience. In addition, the teacher trainees are provided with numerous

opportunities to nurture their talents by participation in different cultural programmes,

inter-collegiate festivals and events organized by the institution. Thus, each student is

geared towards the motto of the Institution ‘Excellence in Education’.

Needs of the School Sector: The Annual National seminars organized by the institution

on themes of educational and social relevance are attended by teachers from schools and

colleges. This becomes an open forum to enable sharing of knowledge and experiences

relating to novel trends and issues in the field of education. The college also ensures that

trainees are adequately informed about new policies and systems introduced in the school

sector such as CCE, RTE and the ‘No detention policy’. This is done through a host of

guest lectures by eminent educationists, talk-shows and panel discussions to dispel myths

that may crowd the minds of teacher trainees regarding these procedures. Thus at every

stage, the institution caters to the needs of the school sector to familiarize the student

teachers with practices currently in vogue in schools. The online feedback obtained from

the principals of practice teaching schools and alumni also helps the institution to

overcome weaknesses in a particular area of training and make the necessary

modifications in line with the recommendations provided.

Traditions and Value Orientations of the Institution: Every activity organized within

the portals of the institution as well as on the field is driven by a strong value orientation.

Ranging from theme based assemblies, to celebration of National days and festivals,

community work, creative teaching-learning strategies, co-curricular activities, talks by

resource persons and technology based learning, the emphasis is on ‘Excellence in

Education’ and ‘Women Empowerment’. Being a women’s college STIE strives

undauntedly to mold young women who enter its portals into agents of change, certifying

them not only with a teacher training degree, but more importantly with a degree for life.

3. Enumerate the top management’s commitment, leadership role and involvement for

effective and efficient transaction of teaching and learning processes (functioning

and composition of various committees and board of management, BOG, etc.)

STIE was founded by the sisters of the Congregation of Carmelite Religious of

Trivandrum with a vision to empower women in our country by training them to be world

class teachers. The top management comprises of Sisters of the St. Teresa’s Society. The


Manager of the college is Sr. Wilma Mendes. The Principal, Dr. Sr. Lilian Rozario,

through her steadfast nature and expert dedication, oversees the day-to-day activities of

the college with a keen eye and broad perspective. The LMC, being the main committee,

monitors and evaluates the overall functioning of the Institution. It meets twice a year,

once at the beginning of the academic session and again towards the end of the academic

year for thorough evaluation and planning. The composition of the LMC is given in Table

6.1 below:

TABLE 6.1: COMPOSITION OF THE LMC

Chairperson Sr. Wilma Mendes

Secretary Dr. Sr. Lilian Rozario.

Management Representative Sr. Ansela D ‘Mello

Educationists

Dr. Ancy Jose

(Principal, Nagindas Khandwala College of Commerce, Arts &

Management Studies)

Dr. Elaine Charles

(Former Principal, St.Xavier’s Institute of Education)

Ms .Vera Fernandes

( Principal, St. Xavier’s High School, Vile Parle)

Advocate Mr. Francis Athaide

Teaching Representatives Dr.Giselle D’souza

Dr.Sr. Tanuja Waghmare

Dr. Sheela Philip

Non-Teaching Representative Ms. Sharmila Vaz

Functions of the LMC are as follows:

Setting the goals and objectives to be achieved in the Academic Year.

‘SWOT Analysis’ to ensure total attainment of goals.

Approving the budget and financial statements.

Reviewing the progress of the college.

Making recommendations to the management for the improvement of the standard of

teaching in the college.

Considering and making recommendations on the report of the Local Inquiry Committee.

Preparing the Annual report on the Committee’s work.

Creating awareness of ethical conduct among teachers.

Maintaining a healthy and democratic professional environment.

Discussing major changes in educational policies and teaching methods.

4. How does the management and head of the institution ensure that responsibilities

are defined and communicated to the staff of the institution?


Staff-Meetings: At the beginning of each academic year, the principal holds a meeting

with the staff to jointly plan for the implementation of the activities drawn up for the year.

The entire year’s academic calendar is discussed and the staff is informed of their

responsibilities. Staff-meetings are also regularly held around the year.

Circulars: The principal periodically sends circulars to the staff to inform them of

upcoming events and duties.

Committees: The staff members are appointed to various college committees with

diverse portfolios to look into the smooth functioning of the constituents and activities of

the institution. Each committee has its objectives and action plan for the year. Roles of

individual committee members are well-defined within each group.

Personal Meetings: The Principal also has personal meetings with individual staff

members to discuss and plan future activities and to review the activities already

conducted.

Log Books: Each faculty member maintains a written record documenting the minutes

of the meetings for the various portfolios that she holds in a given academic year. These

books are reviewed by the principal periodically to evaluate the achievement of objectives

and facilitate planning for the next year.

5. How does the management/head of the institution ensure that valid information

(from feedback and personal contacts etc.) is available for the management to review

the activities of the institution?

Periodic Reviews are a regular feature at STIE. The reviews happen at both the formal

and informal level. In keeping with the Open Door Policy, the principal makes herself

very accessible to the staff and students. Feedback is always solicited.

At the Formal Level:

Staff meetings: At regular intervals, the Principal has a staff meeting to assess the

activities that have been recently conducted and to plan for the week ahead. Drawbacks,

pitfalls, conflicts and inadequacies are immediately brought to the Principal’s notice, so

that effective measures can be taken.

Students’ council: The Principal meets the students’ council at regular intervals. The

trainees present their grievances and reviews to the Principal.

Committee meetings: The various college committees viz. the Women’s cell, Anti-

Ragging Cell, Research Cell, Guidance and Counselling Cell, Examination Committee,


Library Committee, etc. meet as per the needs. Minutes of their meetings are presented

to the Principal for scrutiny (Details provided in Table 6.2).

Annual IQAC report: The annual IQAC report provides a comprehensive feedback of

the institution’s performance (http://www.sti-edu.in/quality-assurance/ ).

Feedback from various Stake-holders: Written feedback, through checklists and forms

distributed to students and other participants, is collected at the end of each

seminar/programme organized. Feedback is also collected from principals and teachers

of practice teaching schools on the performance of the student teachers as well as on the

consultancy services that the college faculty could provide for the students and teachers

of their schools. From the academic year (2014-15) the college has introduced the 360

degrees feedback mechanism to obtain online feedback from the various stakeholders


SWOT analysis: At the end of each academic session, trainees enumerate the strengths,

weaknesses, opportunities and threats of the institution. The Principal then makes a study

of their views and makes feasible changes based on their recommendations for the new

academic year.

At the Informal Level:

The Principal shares good rapport with the staff, trainees, practice-teaching schools, noted

educationists, well-wishers, local authorities and alumni who provide feedback on the

functioning of the institution. The Manager of the institution is in constant touch with the

faculty and students and interacts with them during the celebration of National Days and

festivals. Being an integral member of the LMC and IQAC, she attends the regular

meetings and is well informed about the functioning of the institution. She is always open

to communication and offers constructive suggestions for improvement of the

institution’s policies and processes.

6. How does the institution identify and address the barriers (if any) in achieving the

vision/mission and goals?

The barriers that impede the achievement of the vision/mission and goals are identified

from experiences in the day to day functioning of the college and from feedback received

from the various stake-holders such as students, teachers and practice-teaching schools.

Some of the barriers are listed below:

http://www.sti-edu.in/quality-assurance/


Time Loss due to Delayed Admission Procedure: The academic year generally starts

only around August with students coming in even as late as September. All schools begin

in June and thus it becomes very difficult for the college to schedule practice lessons in

schools and also conduct numerous other programmes included in the curriculum.

Measures taken: The working hours are longer, both for staff and students. There is

a dedicated effort put in by the management to ensure that the quality of the B.Ed.

programme at STIE is not compromised. Practice teaching lessons are taken on four days

of the week as against the scheduled three days, so that students manage to complete their

practice lessons in schools in good time.

Staggered Admissions: The seats are filled up according to the lists released by the

government for each round of admissions. This increases the pressure on the management

to ensure that the students admitted late come up to the level with the rest of the class.

Measures taken: Staff responsibilities are organized such that staff members in rotation

attend to the needs of the newly admitted students, helping them to make up for lost time.

Peer tutoring is also carried out wherein the outstanding students are identified by faculty

and given the responsibility of helping out those who have been admitted late.

Poor English Language Skills: Being an English medium B.Ed. college, it is mandatory

for the students of STIE to have at least functional proficiency in English especially if

they opt for English as one of their teaching methods. Through the centralized

government admissions, many students who are admitted have very poor linguistic skills.

Measures taken: A remedial programme is put in place with students and staff mentors

to help these students acquire competency in language. The college has set up a well-

equipped language laboratory to help those students who are weak in spoken English.

Paucity of Funds: STIE is an aided institution but it receives only the salary-grant from

the government. This makes it difficult for the college to meet the financial deficit for

maintaining and upgrading its infrastructure.

Measures taken: The College takes a loan from the St. Teresa’s Society. This year the

college also conducted two self-financing courses and intends to introduce more self-

financing courses in future.

7. How does the management encourage and support involvement of the staff for

improvement of the effectiveness and efficiency of the institutional processes?


Management by Objectives (MBO) Policy: The management follows the policy of

management by objectives. There is participative goal setting in resonance with the

individual employee’s area of expertise and tasks to be completed.

Management by Walking Around (MBWA) Policy: The Principal is always directly

involved in the work-related affairs of the staff and students. She spends a significant

amount of time gathering qualitative information through observations and informal

interviews about the functioning of the college.

Openness to Staff Suggestions: Staff suggestions are encouraged to improve the

effectiveness and efficiency of the institutional processes. The suggestions are deliberated

upon at staff meetings and feasible measures are put into place.

Team-Building: The staff is appointed on various committees that look into the

institutional processes. These committees foster team-building and co-operation between

the staff and the management.

Employee Empowerment: The staff is given a certain level of autonomy in transacting

the curriculum and in assuming their responsibilities. This ensures a sense of ownership

and identity that brings with it greater dedication and efficiency.

Periodic Appraisals: The Principal appraises the staff on their performance from time

to time. The trainees provide feedback to the staff and informal peer-reviews also take

place between staff members to ensure the effective improvement of the institutional

processes.

Professional Development of Faculty: The staff is encouraged to present papers at

various seminars and also attend courses and programmes to enhance their knowledge

and capabilities. The College also occasionally hosts in-house seminars specifically for

faculty improvement.

8. Describe the leadership role of the head of the institution in governance and

management of the curriculum, administration, allocation and utilization of

resources for the preparation of students.

Leadership role of the Head of the Institution in:

Governance and Management of the Curriculum: In keeping with the vision and goals

of the institution, the Principal always looks to enrich the curriculum so that students who

pass out from STIE bear the distinctive seal of their alma mater. To this end, the Principal

encourages suggestions from students and staff. The time-table schedule is flexible so


that seminars, educational visits, talks by eminent resource persons and other co-

curricular activities can be incorporated. The staff is also encouraged to experiment and

try out new teaching-learning processes. The Principal has also been an active member

of various academic committees. Faculty are also appointed on several syllabus revision

committees.

Administration: Various committees are formed to ensure delegation of responsibilities

to all stake-holders and to create a participatory organizational culture. The Principal

works in her capacity as administrator to oversee the functioning of the various

committees and also to convey to the manager the needs of the college. The Principal has

to liaise with the university authorities on various issues pertaining to administration. To

that end she has to regularly represent the college at official meetings. She also has to

interact with principals of other B.Ed. colleges to facilitate smooth decision making.

Along with the discipline committee, she ensures that the rules and regulations prescribed

by the university and stated in the handbook are adhered to by the students. Preparation

of the academic calendar ensures smooth administration and organization of activities

during the academic year.

Allocation and Utilization of Resources: Decisions regarding the financial aspect of

allocation and utilization of resources are taken by the Principal in consultation with the

LMC. A careful needs analysis is undertaken through the feedback received from faculty

and students. Accordingly, resources are then allocated for the enhancement of the

infrastructure and other related activities. The IQAC draws up a plan as to how the UGC

grant will be utilized for different curricular activities. This year the college hosted the

first term orientation programme of the DLLE. During the Inter-collegiate festival the

college used its premises to conduct various competitions. The school auditorium and hall

along with the college lecture hall and other classrooms of the college were used for the

different events over the two days. The computer laboratory is made available after

college hours for the needy students to prepare their assemblies, notes, projects, lesson

plans and presentations. A well-equipped Language laboratory is set up for the students

weak in English so that they can improve their spoken English competency. The

management also encourages collaboration with bodies like the UGC, ICSSR and NHRC

so as to obtain grants to organize National seminars and workshops.

6.2 ORGANIZATIONAL ARRANGEMENTS


1. List the different committees constituted by the institution for management of

different institutional activities? Give details of the meetings held and the decisions

made, regarding academic management, finance, infrastructure, faculty, research,

extension and linkages and examinations during the last year.

The different committees constituted by the institution for management of different

activities are summarized in Table 6.2

TABLE 6.2: DETAILS OF MEETINGS HELD BY DIFFERENT COMMITTEES

MEETINGS/YEAR DECISIONS MADE

LOCAL MANAGING COMMITTEE

Bi-annual Discussion on the audited statements of the year 2013 – 14.

Review of the report on various institutional activities.

Review of staff placements.

Confirmation of the previous L.M.C meetings.

Discussion on the proposed activities of the college for 2015 – 16.

Review of the Budget for the year 2014 – 15.

IQAC

6 times a year Review of all the activities in the academic calendar.

Introducing Honours Programme.

Planning for the National Seminar on Re-inventing Education for Nation

Building.

Delegation of duties for the short-term Research Methodology course.

Review of the achievement of objectives for the past academic year.

Discussion on cells to be formed.

Planning of the Micro-teaching Programme.

Planning for the Inter-collegiate festival Planit-E.

Organisation of the Human Rights Seminar.

Discussion of the Community Work and Christmas Outreach Programme.

Discussion of the outcome and success of Inter-collegiate festival.

Planning for the Internship Programme.

Discussion of the Campus Interview Programme.

Planning for Educational visits.

Planning a series of talks and workshops by the Research and Guidance and

Counselling cells.

Planning for NAAC re-accreditation.

Planning for the Preliminary Examinations.

Reviewing the Internal Assessment.

Review of the years’ work.

SWOT Analysis.

Planning for the year ahead.

ADMISSION COMMITTEE

5times a year

Publishing advertisement in Times of India regarding admission of minority

category.


Notices to be sent to parishes.

Deciding on the last date for filling and submitting admission forms by the

minority category.

Scanning admission forms submitted by the minority category and assigning

credits.

Preparing first merit list.

Deciding deadline for payment of fees.

Updating records of students admitted from open category.

Reviewing no. of vacant seats after display and payments of fees by students of

1st merit list.

Preparing 2nd merit list and deciding deadline for payment of fees.

Scheduling informal interviews for students of minority category admitted

through 1st/2nd merit list.

Reviewing no. of students admitted from open category and finding the vacant

seats to be conveyed to the government.

Preparing the final admission list.

Reviewing the no. of students admitted in open category during each round of

centralized admission and spot admission.

Delegating staff to put together testimonials of students admitted to be submitted

at the Higher Education Office at Pune.

RESEARCH CELL

Quarterly Organized a short-term research methodology course in collaboration with

ICSSR

Planned the UGC sponsored National Seminar ‘Re-inventing Education for

Nation Building’.

Reviewed papers to be presented and published.

Published the seminar proceedings with ISBN.

Screened proposals for sponsored seminars/ topics for Action Research projects.

Planned a series of talks by eminent researchers.

Planned the ‘Human Rights’ Seminar in collaboration with NHRC.

Oriented students to the Action Research projects.

Organised a faculty development programme on Web 2.0.

ALUMNI COMMITTEE

Quarterly Preparing the alumni data base form.

Ensuring enrollment of every student passing out from the institution in

June2014.

Updating records of registered alumni on the computer.

Deciding on alumni who could be invited to give macro demonstration lessons.

Preparing the alumni data base form.

Ensuring enrollment of every student passing out from the institution in

June2014.

Updating the alumni database.

Inviting resource persons to conduct the CCE Talk show for the B.Ed. teacher

trainees.

Creating a webpage for alumni activities.

Inviting alumni as judges for the Ms. Education Contest.


Inviting alumni to demonstrate model simulation lessons.

Contacting various alumni to get their schools involved in the Campus.

interview programme and the Internship programme of the college

Getting alumni involvement in helping with Annual Day Celebrations.

Contacting alumni to obtain information on job vacancies in their institutions.

Preparing a performance appraisal form to be sent out to practice teaching

schools to assess satisfaction of employers with trainees emerging from STIE.

Planning the Annual Alumni meet.

Assigning duties to staff for the same.

Preparing a feedback form inviting constructive suggestions of alumni attending

the meeting.

Deciding on refreshments to be served /games to be conducted/ prizes and

agenda.

GRIEVANCE REDRESSAL AND ANTI-RAGGING CELL

Quarterly Framing and discussing objectives of the Anti-Raging Cell.

Framing and discussing objectives of the Grievance Redressal Cell.

Orientation to the Anti-ragging Cell.

Conducting assemblies on the theme of Ill effects of Ragging

Review of activities of the Cell.

Short break time of students was increased from 10 minutes to 15 minutes to

allow sufficient time for Anna Poorna Yojana project.

Extended time was provided for the students who were unable to complete the

required number of practice teaching lessons.

INFRASTRUCTURE AND E-RESOURCES COMMITTEE

Quarterly Checking whether the equipment is in working condition.

Installing the Smart board in the Lecture hall and in Method room.

Installing new LCD projector in the Lecture hall as well as LCD facility in two

other rooms.

Discussion on general maintenance of overall resources in college.

Setting up of Language laboratory.

Discussed about the infrastructural changes that could be made within the

college premises.

Decisions regarding the maintenance of language laboratory and other

equipment.

LIBRARY COMMITTEE

3 times a year Library Committee Composition, Stock Report till June 2011 is produced before

committee.

Renewing the membership for NLIST consortia

Fixing the date Schedule for Library Orientation and NLIST orientation for

Students.

Placing an order for the Journal cupboard.

Bound Volumes of Past Question Papers.

Library Internship program for Library Science Student from SNDT should be

started.

Library Blog should be created, and the matter to be uploaded was decided

Schedule for thematic displays in the Library was decided.

Journal Subscription List for the year Jan- Dec 2013 was finalized.


ILL with Hashu Advani college of Special Education.

Bar-coding Problems, Onsite visit of Ms. Nalini Raja and Bar-coding

Professional was planned.

Decision to take Library Science students for the same for internship.

Purchasing of the baggage cupboard for the library.

Student Candidate for Best Library User (2014-15) Award was selected.

To prepare bound volumes of back issues of journals.

DISCIPLINE COMMITTEE

3 times a year Reviewed last year’s performance in areas of absenteeism, reaching late for

practice teaching.

Prepared an action plan to improve discipline.

Discussed on maintaining an ‘Academic Track Record’.

Assessed the progress of ‘Academic Track Record’.

Discussed on oral feedback taken on discipline from faculty.

Evaluated the success of ‘Academic track Record’.

Discussed on the points to improve discipline.

PLACEMENT CELL

Quarterly Deciding upon a date for the campus interviews.

Drafting a letter to be sent out to schools desiring to participate in the campus

interview programme.

Analysis of Performance Appraisal Forms received from employers in the

previous year.

Reviewing letters of appreciation received from employers.

Preparing a rough schedule of the time slots and rooms allotted to the various

schools for the interviews.

Reviewing the letters received from schools regarding their acceptance to

participate in the campus interview programme.

Drawing up an orientation programme for the students on how to prepare their

job resume and soft skills needed to present them at interview.

Assigning various faculty members different duties on the day of campus

interviews.

Appointment of group leaders for each group to monitor the smooth execution

of interviews.

Deciding on refreshments to be served to visiting principals and teachers.

Preparing an appraisal form to be filled up by the employers.

Preparing a summary of the students who received placement through the

campus interview programme.

Sending out letters thanking employees for participating in campus –interview

programme.

Updating records of the outcome of the campus interview programme.

CURRICULAR ACTIVITIES COMMITTEE

Examination

(Quarterly)

Discussed and finalized the dates for holding of content test, essays and

examinations.

Scheduled the dates and planned the staff supervision for the same.


Time Table

(Quarterly)

Coordinated with the different committees to draw up a tentative plan of

curricular/co-curricular activities to be held monthly.

Practice Teaching

(Quarterly)

Scheduled the dates to start with practice lessons in schools and to seek

permission from different schools that could be available.

Discussed and planned Internship programme.

Extension Education

(Bi-annual)

Planned the first term orientation programme to be hosted by STIE.

Planned the dates for the term wise visits by field coordinator.

Scheduled the dates for APY sales/career fair.

Decided the dates for project submission and forwarding grades to DLLE.

Teaching Aids

(Bi-annual)

Finalized the type and the size of the teaching-aids and the date for orienting

students to the preparation of the same.

Viewed the students’ progress in preparing their teaching-aids and offered

guidance and suggestions.

Finalized the date of submission for teaching-aid projects/judging criteria and

the judges to be invited for evaluation.

CO-CURRICULAR ACTIVITIES COMMITTEE

Student Council

(Quarterly)

Took a decision regarding the formation of the council and fixed the date for the

elections.

Held regular meetings with the student body to plan out the organization of

various activities and cultural programmes within the institution.

Women’s

Development

(Bi-annual)

Discussed about the programmes that could be conducted within the cell.

Planned for activities to be conducted on International Women’s Day.

Guidance and

Counselling

(Bi-annual)

Oriented students on the procedure for interviewing a counsellor in the school

during internship and writing a report on the same.

Talks to be arranged by prominent counsellors and psychiatrists.

Social Service

(Bi-annual)

Finalized the date of orientation to community work.

Planned the charity drive.

Finalized the date of visit to Asangaon.

Environment Club

(Bi-annual)

Conducting assemblies on the theme of Environmental Issues.

Hosting an Intercollegiate Festival.

Collaborating with NGO SOSVA.

Honours Programme

(Quarterly)

Created a workable schedule for the academic year.

Decided on break-up of skills to be included and resource persons to be invited

for the same.

Planned the Orientation Programme.

Assessed goal achievement/ finalized grades for awarding certificates.

Magazine

(Quarterly)

Appointed committee members and editor of the magazine.

Discussion on various aspects to focus on in the magazine.

Appointed students to provide write ups on various talks, workshops and

activities held in college.

Discussion on alignment and overall presentation of the magazine.

Health

(Bi-annual)

Initiation of Yoga Training in collaboration with Shri Ambika Yogashram

Planned first-aid session for students by Sharmilee Londe.

Reviewed Dr. Avinash D’souza’s workshop on Learning Disabilities

Planned for Family Life and Sex Education workshop.


SUPW

(Bi-annual)

Finalized the items to be undertaken as part of the SUPW programme and the

date for the orientation programme for the same.

Finalized the date of submission/criteria of evaluation for SUPW articles.

2. Give the organizational structure and the details of the academic and administrative

bodies of the institution. The organizational structure is shown in Figure 6.1 below.

The details of the academic and administrative bodies of the institution along with the

overlap based on their functions is represented in Figure 6.2 below:

FIGURE 6.2: ACADEMIC AND ADMINISTRATIVE BODIES OF THE INSTITUTION

FIGURE 6.1: ORGANISATIONAL STRUCTURE OF THE INSTITUTION


3. To what extent is the administration decentralized? Give the structure and details

of its functioning?

The administration is decentralized to the extent that a number of committees are formed

to look into the daily functioning of the college. The tenure of a particular staff member

on each committee is for a period of three years. The committees comprise of senior as

well as junior staff members. The seniors groom the juniors to help them take effective

charge of their responsibilities and possibly lead the committee in future. Each teacher is

appointed as a member of more than one committee; this promotes active involvement

and co-operation across the board. Since the Principal takes an active part in ascertaining

the achievements of each staff member, personal attention and direct feedback is

provided which act as motivating factors leading to improved performance. Moreover,

transparency is maintained in every aspect of the college’s functioning, thus enabling

every member to contribute openly to the success of the Institute.

4. How does the institution collaborate with other sections/departments and school

personnel to improve and plan the quality of educational provisions?

Collaboration with the University and Other B.Ed. Colleges:

The Principal has been an elected member of the Board of Studies, Faculty of Education,

and University of Mumbai. She has also been actively involved in the planning of the

curriculum for the two year B.Ed. course which has been implemented in keeping with

NCTE norms. Besides, the Principal and faculty have been appointed as members on the

committees for syllabus revision in 2014-15.

The Principal has been the convener for the papers on Psychology of the Learner, Global

Education and Understanding Self. Thus the orientation programmes for these papers

were hosted by the college for faculty members of other B.Ed. colleges.

Faculty member Dr. Sheela Philip is appointed as a field coordinator with the DLLE. She

collaborates with the University and also visits other colleges to orient them on Extension

activities.

The Principal and the members of the staff are appointed as university paper-setters for

the B.Ed. University examination.

The staff collaborates with the University in assessment of examination papers. All

members attend the Centralised Assessment Programme of the University of Mumbai and


some of the faculty members have been appointed as moderators for their respective

teaching subjects.

The college networks with the libraries of three other neighbouring B.Ed. colleges in the

vicinity (Details provided in 4.3.2). This facilitates sharing of library resources.

Collaboration with School Personnel:

Planning the practice-teaching schedule: The practice-teaching and internship

schedule for each year is drawn up in consultation with the teachers and principals of

practice-teaching schools, keeping in mind their examination dates and other co-

curricular activities. During the internship programme, the trainees work in close

association with the school teachers and assist them in various school activities (Details

provided in 2.3.7).

Feedback on practice lessons: The practice lessons are supervised by the college staff,

but verbal feedback on the performance of the student-teachers is obtained from the

teachers of practice-teaching schools. Out of 20 lessons delivered by each teacher trainee,

two lessons, one in each Special Method are supervised and evaluated by school teachers.

This provides the school personnel with an insight into the trainees’ proficiency for

teaching and subject competency as well. At the end of the year the college sends out a

feedback pro-forma to the practice teaching schools to obtain a comprehensive written

feedback on the overall performance of the student-teachers during the year. This year

the proforma has been uploaded online.

Seminars for school personnel: The college also organizes seminars for school

personnel on pertinent issues concerning the cause of education.

Consultancy services: Some staff members also provide consultancy services to schools

on an honorary basis (Details provided in Table 3.6).

Placement: Schools are invited to attend the campus interview programme organized by

the institution annually to recruit trainees according to their choice and requirement.

Information relating to vacancies arising in any school is displayed on the students’notice

board to inform them about the same.

Inter-school eco-fest: The college organized an interschool environ-fest for schools

across Mumbai. The event was spread over two days and saw the participation of 46

educational institutions.


Collaboration with Other Bodies/Departments: The Institution collaborates with a

number of organizations at the State, National and international levels. These linkages

have been detailed in 3.5.1

5. Does the institution use the various data and information obtained from the feedback

in decision-making and performance improvement? If yes, give details.

A. Feedback from Schools: The following graph in Figure 6.3 shows the feedback received

from practice teaching schools in the year 2014-15.

FIGURE 6.3: DATA COMPILED FROM THE EMPLOYER SATISFACTION SURVEY

As revealed by the graph, the employers were very satisfied with the content knowledge

and teaching skills of the teacher trainees. The host of activities organized by the college

had succeeded in contributing to broadening their knowledge base and equipping them

with confidence. Their communication skills, organization and planning ability and

creativity were rated as moderate. Use of the language laboratory to improve the spoken

English competency of the training teachers is one move to improve their performance in

this direction. Besides, innovative teaching-learning strategies like constructivism, case-

study approach and co-operative learning techniques are being employed to let their

creativity and innovative skills surface. The analysis showed that certain areas like

teamwork, leadership skills and versatility with technology needed more emphasis. To

make the students techno-savvy a National Seminar on ‘Digi-Age Learning: New

challenges, Changed Perspectives’ was conducted. Faculty blogs and websites have been

02468

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Employer Satisfaction Survey

Very Satisfied

Satisfied

Dissatisfied


initiated to provide web spaces to students for intellectual deliberation and interaction.

Talks on topics like ‘MOODLE’ and ‘The use of Google Docs for conducting online

research’ orient them to the use of new applications in the world of technology. The

installation of a smart-board in the college gives them an exposure to and experience of

how technology can serve to make the teaching-learning process interactive and

interesting. The Inter-collegiate festival Planit-E served to help students exhibit their

leadership and entrepreneurial skills. Thus, the institution constantly works towards

building the teacher trainees’ competencies in areas which deserve attention.

B. Feedback from Students:

SWOT Analysis of the Institution: During this process, the trainees cited strengths and

weaknesses of the college with regards to the following areas:

Infrastructure: The students were appreciative of the clean campus, good building,

pleasant ambience, comfortable seating arrangement, good technological support, well

equipped computer laboratory and a Wi-fi enabled classroom which facilitates interactive

web-based teaching-learning.

Curriculum: The all-round development and spirit of secularism were listed as strengths

by many students. As a weakness, the students complained of the heavy curricular

schedule. This of course, can be streamlined but activities cannot be excluded because

the college wishes to give the best possible learning experiences to the students within

the one year duration of the course.

Teaching-learning: The students were grateful for the detailed guidance given to them

for their practice lessons. The productive seminars and workshops together with the

innovative teaching methods are surely the strengths of the Institution. Lack of proper

time management was cited as a grievance by most students.

Management: The students were very grateful to both the teaching as well as non-

teaching staff for their helpfulness, efficiency and good interpersonal relations. They

complained about the strict discipline that is expected of them at STIE. They were also

unhappy about the insistence on attendance. These of course, are essential because the

trainees have to be groomed towards being regular and punctual; since the same will be

expected of them in their schools and places of work.

Exit Point Questionnaire: This is a rating scale devised by the institution and uploaded

online to obtain a detailed evaluation by the teacher trainees of the course and various


activities conducted during the academic year. It provides the institution with an objective

and comprehensive picture of the extent to which institutional objectives have been

achieved. Analysis of the exit point questionnaire provides the IQAC with the required

guidelines for re-designing the curriculum accordingly.

C. Feedback from Alumni/Parents: The institution seeks to obtain the impressions and

suggestions of alumni and parents regarding their satisfaction with the quality of the B.Ed.

course. The recommendations made by them are analysed by the IQAC and taken into

consideration when drawing up the plan of activities for the next academic year. The

college has now introduced the 360 degrees feedback mechanism for procuring online

feedback from all its stakeholders using Google docs. This method ensures smooth and

easy collection of data as well as analysis and graphical representation of the results.

6. What are the institution’s initiatives in promoting co-operation, sharing of

knowledge, innovations and empowerment of the faculty? (Skill sharing across

departments’ creating/providing conducive environment).

Promoting Co-operation: The work-environment at STIE is cordial. The management,

staff and students co-operate with each other. The following initiatives contribute to

co-operation:

Morning assemblies: The principal, staff and students collectively participate in the

morning assembly each day. This helps to strengthen the bonds of comradeship. The staff

also acts as role models and conduct value based assemblies at the start of each academic

year. This provides an example for the students to emulate.

Common celebrations: Various festivals and events are celebrated in college throughout

the year. These occasions again give the management, students and staff an opportunity

to freely interact with one another and usher in the spirit of brotherhood and cultural

integration.

Working together: The academic year at STIE provides numerous opportunities to the

staff to come together and collectively work for the realization of the goals of the college.

As stated earlier, the staff is appointed to various committees wherein they have to form

different teams and work together to fulfill common goals. Seminars and workshops

hosted by the college are another feature that requires the staff to challenge themselves

and go beyond their daily routine, constantly developing their leadership and

organizational skills.


Sharing of Knowledge and Innovations: The Principal’s openness to staff suggestions

encourages faculty members to present their ideas and thoughts at staff meetings with

confidence and freedom. Planning any activity at STIE routinely involves brainstorming,

leading to sharing of knowledge and ideas. Also, when staff attends any seminar outside,

they come back and share their learning with the other staff members. As stated earlier,

staff are encouraged to experiment and use new pedagogies and methods of curriculum

transaction.

Empowerment of Faculty: The numerous responsibilities assumed by the staff right

through the year serve to empower and challenge them to scale greater heights. The staff

is encouraged to attend seminars, participate in workshops, engage in consultancy etc.

The principal always encourages the staff to take up minor and major research projects

and to publish scholarly articles. (Details of staff achievements in this direction have been

listed in Criterion III).

6.3 STRATEGY DEVELOPMENT AND DEPLOYMENT

1. Has the institution an MIS in place, to select, collect, align and integrate data and

information on academic and administrative aspects of the institution?

ICT plays a key role in the management and allocation of educational resources and in

providing data on students and teachers often referred to as the Education Management

Information System (EMIS). Towards this objective all data and information relating to

the academic and administrative aspects of the institution is regularly computerized and

documented. In addition, the institution has the following mechanisms in place which act

like valves in ensuring smooth passage of information coming into and going out from

the institution:

Incoming Information is obtained through the online feedback mechanism and can be

categorized as under:

Feedback obtained from the students on the activities and events both curricular and

co-curricular organized by the college as well as assessment of the faculty in terms of

their proficiency and efficiency. This is done through the TAQ and Exit Point

Questionnaire uploaded on the IQAC website.

Feedback from the alumni on the extent to which the institution has contributed to their

development and growth. This information constitutes the Alumni Database form.


Feedback from parents regarding their satisfaction quotient in terms of the quality of

the B.Ed. course.

Feedback from employers regarding their opinions and ratings of student teacher

efficiency, behavior and value systems. This information composes the Employer

Satisfaction Survey. The online data base generated through each of the above is analysed

and graphically represented to enable a progressive comparison of institutional growth

and development. The IQAC reviews the same and brings about modification of the

existing activities and programmes in keeping with the recommendations of stakeholders.

Outgoing Information involves the use of different web spaces and e-resources to create

a broad based forum for popularizing the institution, its faculty and programmes.

Websites: The College displays its Vision/Mission statements and objectives as well as

the credentials and areas of expertise of the faculty on its main website. In addition the

institution has created add-on sites on which detailed description of ongoing activities

and upcoming events are popularized.

Blogs: Each faculty member has a personal subject related blog for the purpose of

providing a forum for interaction and discussion of academic issues as well as to enhance

the quality of teaching-learning.

Annual Quality Assurance Reports: These are uploaded on the institution’s website

and provide an overall view of achievement of the institution’s goals in keeping with pre-

determined objectives for a given academic year. This enables timely quality updates of

the gradual and steady ascent of the college on the ladder of progress.

E-magazine: It is prepared by the students and sent out to alumni and the extended

Teresian family in a bid to stay connected across the globe. It features the highlights of

the year’s happenings and projects the future plans of the institution. Through each source

of outgoing information thus, the college seeks to constantly keep its stakeholders well

informed of the Institutional progress and seek their constructive suggestions and ideas

for improvement. Figure 6.4 is a diagrammatic representation of the EMIS at STIE.


FIGURE 6.4: THE EMIS AT ST. TERESA’S INSTITUTE OF EDUCATION

2. How does the institution allocate resources (human and financial) for

accomplishment and sustaining the changes resulting from the action plans?

Allocation of Human Resources: At the beginning of each academic year, the action

plans are drawn up at the macro-level viz. the staff meeting. The process of

implementation then begins at the micro-level with staff working in the various

committees to see the fulfillment of the same. The appointment of staff members to the

various committees is made with due care after consideration of the parameters such as

expertise, competency, rotation of portfolios, individual workload etc. As mentioned

earlier the committees are so constituted such that the senior and junior staff members are

both included. This is done deliberately so that the seniors can groom the juniors for the

future. Most committees also have student representatives thus ensuring capacity building

at all levels.

Allocation of Financial Resources: The committees make their evaluations known to

the Principal, who in turn presents them to the LMC. The feasibility and affordability of

the demands are looked into and accordingly financial resources are allocated.

3. How are the resources needed (human and financial) to support the implementation

of the mission and goals, planned and obtained?


Human Resources: The curricular and co-curricular activities at STIE are the realization

of its mission and goals. To achieve this end, the principal and staff meet together to chalk

out the various programmes for the benefit of the staff, students and the teaching

community in general. Besides the faculty, a number of eminent persons often come to

the college to conduct lectures and seminars. These sessions are planned in advance for

the convenience of both the college and the visiting experts.

Financial Resources: The management generally provides for the financial resources

from its budgetary allocations. In case of a seminar, the college charges a registration fee

from the participants; the college also seeks funds from bodies like the UGC and NHRC,

ICSSR etc. In case of self-financing courses, the finances are mobilized through the fees

of the course.

4. Describe the procedure of developing academic plan. How are the practice teaching

school teachers, faculty and administrators involved in the planning process?

Procedure for Developing the Academic Plan:

The academic plan for the next year is tentatively drawn up at the end of each academic

year. The academic plan must align with the school calendar since practice-teaching is an

important part of the B.Ed. syllabus. Hence the college must schedule practice teaching

sessions keeping in mind the availability of the schools and the feasibility of practice

lessons in the available time. At the beginning of each academic year, the students are

divided into various practice-teaching groups. Each group has 3-4 schools for practice-

teaching. The students speak to the school authorities and get an overview of the dates

during which the school will permit the students to give practice lessons. The students

draw up their practice-teaching time-table in consultation with the teachers of the

practice- teaching schools. All other lectures and activities are then scheduled as per the

requirements of the University syllabus in congruence with the events in the annual

calendar. The academic calendar is collectively drawn up by the principal and staff of

STIE (Refer to Annexure II A).

5. How are the objectives communicated and deployed at all levels to assure individual

employee’s contribution for institutional development?

The objectives are communicated and deployed at all levels as follows:


Committee Level: Each committee has its own objectives that resonate with the

Institution’s Vision, Mission, Values and Objectives. All the efforts put in by the staff

and students are directed towards the fulfillment of the goals and objectives.

Course Level: The pedagogy involved in every subject taught at STIE is structured

around the objectives of the institution. The staff actively participates in curriculum

design and therefore all their endeavours contribute towards institutional development.

Co-curricular Activities: All co-curricular activities reflect the objectives of the

institution. Staff members take charge of the different activities thereby making their

distinctive contribution to institutional development.

College Website: The main website of the college displays the vision and mission

statements of the institution as well as projects the array of activities being conducted in

keeping with its goals. This keeps alumni and other stakeholders abreast with the constant

efforts and endeavours of the college towards attainment of its objectives.

Handbook: The students’ handbook also details the vision/mission statements and

objectives to ensure that they are driven towards the institution’s motto of ‘Excellence in

Education’. This information is also displayed attractively at the entrance of the college.

6. How and with what frequency is the vision, mission and implementation plans

monitored, evaluated and revised?

The evaluation at STIE is both formative and summative. The evaluation is done both at

the individual level and at the institutional level. The success of the vision, mission and

implementation plans can be judged from the success of the staff and the students. The

students’ efforts at practice-teaching, essays, exams, and other co-curricular activities are

monitored by the Principal and staff. The discipline and ethos of the institution is also

monitored by the management. Whenever shortfalls are detected, the staff and

management, come back to the drawing board to make a reconnaissance of the same,

changes are accordingly brought into the teaching-learning and evaluation processes. This

happens on a daily basis, though formal evaluation is generally done at the end of each

academic year, where all the activities of the year are reviewed including the performance

of the students at the University exams. The vision and mission statements are not

drastically changed though of course the objectives and implementation plans are

periodically revised to keep abreast with the changes in the country and world.

7. How does the institution plan and deploy the new technology?


The incorporation of new technology is determined by its usefulness to the B.Ed.

curriculum and its affordability. As mentioned earlier the staff and students make their

evaluations and suggest technological advancements. These are then studied by the

members of the LMC and the Principal, accordingly new technology is deployed. Listed

below are a few examples of the use of technology in enhancing various transactions:

Curriculum: The academic calendar is displayed on the college website along with the

revised syllabus.

Teaching-Learning: The faculty and students make use of videos, power-point

presentations, blogs and websites as well as social networking sites to transact the

curriculum.

Evaluation: The 360 degrees online feedback provided by the various stakeholders gives

an objective overview of the performance of the institution and the faculty.

Administration: ICT is used in the admission process to maintain records and to

document accounts of the institution.

Library: The Library is well equipped with internet facility. Online cataloguing and bar-

coding has been introduced in the library (Details provided in 4.3.4/4.3.5 & 4.3.6).

6.4 HUMAN RESOURCE MANAGEMENT

1. How do you identify the faculty development needs and career progression of the

staff?

Faculty Development Needs: The Principal keenly observes the performance of the

faculty. Feedback is an important feature at STIE. The students assess the faculty at the

end of each year through the TAQ. Students’ feedback on the faculty is also sought by

the Principal through her interactions with the students, right through the year.

Accordingly the Principal advises the faculty on their development needs. Faculty is also

sent for seminars, the fees of which are borne by the institution.

Career Progression of Staff: The Principal identifies the needs of the faculty for

development in career and encourages the staff and also guides them to take the necessary

action. The staff are relieved of their duties and allowed to attend the Orientation and

Refresher Courses as stipulated by the UGC for career advancement, consultancy,

syllabus revision, committee meetings etc.


The staff is also encouraged to take up minor and major research projects. Through the

Board of Studies the Principal also proposes the names of staff members for appointments

as university paper-setters and examiners.

One staff member has been promoted to Associate professor, one staff from stage two to

three and five from stage one to two under the Career Advancement Scheme (CAS) of

the UGC.

2. What are the mechanisms in place for performance assessment (teaching, research,

service) of faculty and staff? (Self–appraisal method, comprehensive evaluations by

students and peers). Does the institution use the evaluations to improve teaching,

research and service of the faculty and other staff?

The mechanisms for performance assessment are as follows:

Self-Appraisal: The staff is required to fill up a self-appraisal form each year and submit

it to the Principal.

Evaluations by Students: Details provided in 6.3.1.

Evaluations by Peers: The staff members constructively evaluate one another right

through the year, though no formal procedure is followed for the same.

Overall Evaluation by the Principal: The Principal evaluates the staff on the basis of

her own observations of their performance, and on the basis of the feedback received

from the students. Good practices and success stories are shared with other staff members

and remedial measures undertaken to overcome weaknesses.

3. What are the welfare measures for the staff and faculty? (Mention only those which

affect and improve staff well-being, satisfaction and motivation)

The management provides loans to the staff (especially the non-teaching staff) whenever

required.

The staff room is well-designed. Staff has individual work-spaces and lockers. There is

also a microwave, refrigerator and water purifier provided. In the campus there is

sufficient space for parking of staff vehicles.

Adjustments in the timetable and lecture schedule are made for staff pursuing their

doctoral studies for purposes of data collection, library reference and research guidance.

On-duty leave is sanctioned for faculty members attending their pre-Ph.D.

courses/Orientation and Refresher courses as well as for staff rendering consultancy

services at schools.


Faculty development programmes are organized for both the teaching and non-teaching

staff to help them upgrade their knowledge and skills.

Financial incentives are provided by way of promotions and increments to the teaching

faculty as prescribed in keeping with the Career Advancement Scheme of the UGC.

Faculty members are acknowledged and felicitated by the management for their

outstanding professional achievements at the Annual College Day celebration.

4. Has the institution conducted any staff development programme for skill up-

gradation and training of the teaching and non-teaching staff? If yes, give details.

Teaching Staff: The College organizes seminars for the development of the staff.

Recently, the college organized the following development programmes:

A Research Methodology certificate course for five days was conducted in collaboration

with ICSSR to familiarize faculty with the new trends in the field of educational research.

The research cell organized a series of three sessions on ‘Selecting a research topic’,

‘Conducting online research’ and ‘Introduction to MOODLE’.

A One Day hands on training Programme for the STIE teaching and non-teaching Staff

on ‘Enhancing Teaching-Learning using Web 2.0’ was conducted by Dr.Sarika Sawant

of S.N.D.T University.

N-LIST Awareness Programme was conducted by the Librarian for the faculty to train

them in accessing various full text electronic resources available through this consortium.

Non-Teaching Staff: The College organizes seminars and workshops for the

development of the non-teaching staff.

Web 2.0(Same as above).

An orientation cum training on the use of Google forms for securing online feedback.

An orientation to the use of technological equipment like printers, photocopy machines

by experts.

Mock drill for downloading e-papers for the University Examinations.

5. What are the strategies and implementation plans of the institution to recruit and

retain diverse faculty and other staff who have the desired qualifications, knowledge

and skills (Recruitment policy, salary structure, service conditions) and how does

the institution align these with the requirements of the statutory and regulatory

bodies (NCTE, UGC, University etc. ) ?


Recruitment Policy for staff appointments are in accordance with the NCTE, UGC and

University norms. Whenever there is a vacancy, the post is advertised in the newspaper

and applications are invited. The applications are scrutinized and the eligible candidates

are interviewed by a Selection Committee constituted by the Management of STIE in

according to the University rules. Salary structure and service conditions are as per State

Government norms. The stipulated number of working hours, leave provisions and work

load are also decided upon in keeping with UGC guidelines and NCTE norms. Faculty

appointed with diverse qualifications are encouraged to pursue online/Distance Education

courses that facilitate their professional growth so as to better equip them to teach the

concerned subject.

6. What are the criteria for employing part-time/Adhoc faculty? How are the part-

time/Adhoc faculty different from the regular faculty? (E.g. salary structure,

workload, specializations).

All academic posts at STIE have been filled in by faculty appointed on permanent basis.

Hence there has been no need for employing any part time/ Adhoc faculty. Experts in

various fields are invited by the Management to conduct short-term courses, but they are

not employed by the College.

7. What are the policies, resources and practices of the institution that support and

ensure the professional development of the faculty? (E.g. budget allocation for staff

development, sponsoring for advanced study, research, participation in seminars,

conferences, workshops, etc. and supporting membership and active involvement in

local, state, national and international professional associations).

Faculty Improvement Programme: Eligible staff can avail of benefits under the scheme

for UGC Faculty Improvement. They can go on leave for up to two years while pursuing

their Ph.D.

Participation in Seminars and Workshops: The staff are encouraged to participate in

seminars and workshops. The Management pays the registration fees for the same.

Faculty Development Programmes: Faculty members are encouraged to attend all the

resource sessions and workshops organized by the institution for the students on themes

of educational and social significance. In addition to this, training workshops in Research

Methodology and Web 2.0 were also conducted as mentioned earlier.


Orientation/Refresher Courses: The faculty is recommended to attend

Refresher/Orientation courses conducted by the Academic Staff Colleges for their

professional development.

8. What are the physical facilities provided to faculty? (Well-maintained and functional

office, instructional and other space to carry out their work effectively).

Staff-Room: The College has a spacious, well ventilated staffroom with separate

workspaces and lockers for each staff member. The staffroom has a computer with

internet facility. The staff room also has a toilet exclusively meant for staff use. Other

details have been mentioned in 6.4.3.

Library: The library has cubicles for private study. Reprographic and printing facilities

are available to the staff.

Technological Support: Details provided in 4.4.1.

Other Facilities: The College has a well-equipped gymnasium, a prayer room and a

conference room. Being a women’s college the Happy Nappy vending machine has been

installed to make available sanitary facilities to the staff. There is also a sick bay for those

who are indisposed.

9. What are the major mechanisms in place for faculty and other stakeholders to seek

information and/or make complaints?

The Local Managing Committee has 3 staff representatives through whom all the faculty

members can communicate their suggestions and grievances.

Staff meetings also become a forum to express and redress staff grievances and share

important information relating to the Institution.

Informal face-to-face interactions of stakeholders with the Principal and faculty serve to

seek information on their degree of satisfaction with the Institution and students emerging

from it, the quality of training provided and constructive suggestions for improvement.

The college has also initiated the 360 degrees online feedback mechanism for obtaining

feedback and suggestions from the alumni, parents, students and employers.

Information relating to the ongoing activities and events is displayed on the college

website for the benefit of all stakeholders.

Important notices concerning University provisions/regulations for the staff are regularly

circulated among the faculty and displayed on the staffroom notice board.


Any grievances encountered by the staff are communicated to the Principal and resolved

amicably.

10. Detail on the workload policies and practices that encourage faculty to be engaged

in a wide range of professional and administrative activities including teaching,

research, assessment, mentoring, working with schools and community engagement.

Workload Policy: The workload is generally distributed in the teacher-student ratio of

1:12. Teachers have groups for practice teaching, lesson guidance, observation of

simulated lessons etc. Teaching subjects are divided among the staff as per the discretion

of the Principal and in keeping with the qualifications and area of expertise of the staff.

Portfolios are equally shared among the staff.

Extension Activities: The staff is encouraged to engage themselves in research,

consultancy and community engagement. Concessions are accordingly given to the staff

so that they can participate in seminars and network with schools and community. For

assessment of University papers, staff is relieved of their duties in college so that they

can be present at the Centralised Assessment Programme centre of the University.

11. Does the institution have any mechanism to reward and motivate staff members?

If yes, give details.

The institution rewards and motivates staff members through letters testifying their

accomplishments. Faculty is acknowledged and felicitated at the Annual Day Celebration

of the college for their outstanding achievements such as publication of books and

completion of doctoral studies. Staff members are also thanked and complimented for

their contribution in organizing and planning various activities and events at the daily

assemblies and functions hosted by the college. The Principal leaves no stone unturned

to motivate the staff and make them feel special. Occasionally, tokens of appreciation in

the form of books and floral tributes are also presented to the staff for their dedication

and commitment.

6.5 FINANCIAL MANAGEMENT AND RESOURCE MOBILIZATION

1. Does the institution get financial support from the government? If yes, mention the

grants received in the last three years under different heads. If no, give details of the

source of revenue and income generated.


The institution gets financial support from the government in the form of the Salary Grant

and a UGC Basic Development Grant. The salary grant received in the last three years is

represented in Table 6.3.

TABLE 6.3: SALARY GRANT RECEIVED FOR THE LAST THREE YEARS

Years Salary Grant Received

2012-2013 Rs. 83,28,846

2013-2014 Rs. 1,21,59,097

2014-2015 Rs. 1,08,57,780

The UGC Basic Development Grant received for the last three years is represented in

Table 6.4.

TABLE 6.4: BASIC DEVELOPMENT GRANT RECEIVED FROM UGC

Years Basic Development Grant

2012-2013 Rs. 20,00,000/-

2013-2014 Rs. 7,00,000/-

2014-2015 Nil

2. What is the quantum of resources mobilized through donations? Give information

for the last three years.

No resources have been mobilized through donations.

3. Is the operational budget of the institution adequate to cover the day-to-day

expenses? If no, how is the deficit met?

The operational budget is inadequate to cover all the day to day expenses. The deficit is

met by taking a loan from St. Teresa’s Society.

4. What are the budgetary resources to fulfill the missions and offer quality

programmes? (Budget allocations over the past five years, depicted through income

expenditure statements, future planning, resources allocated during the current

year, and excess/deficit).

The college receives a Salary Grant from the government and a Basic Development Grant

from the UGC for purchase of books and equipment. Expenses of other resources are met

by the management. Detailed budget estimates for the current academic session and the

audited statement for the Development Assistance Grant released to the college by the


UGC under the XI plan for under-graduate education are attached (Refer to Annexure

VI). Budget allocations over the past 5 years have been summarized in Table 6.5.

TABLE 6.5: BUDGET ALLOCATIONS FOR THE LAST FIVE YEARS

5. Are the accounts audited regularly? If yes, give the details of internal and external

audit procedures and information on the outcome of last two audits. (Major

pending audit paras, objections raised and dropped).

Yes the accounts are audited annually.

The College has chartered accountants Mr. Rao and Mr. Ashok who conduct an internal

financial audit every year of the statements of accounts and issue an audit report on those

statements. Information on the outcome of the last two audits as mentioned in the report

has been summarized as follows:

Receipts and payments were tallied with the cash book and vouchers of the institute.

All statements of accounts were reported to be authentic and correct.

External audit is done by the Accountant General. The last external audit was in

2007-2008.

6. Has the institution computerized its finance management systems? If yes, give

details.

The finance management system of the college is computerized. Tally 8.1 has been

installed on all the office computers. Two computers in the administrative office are used

exclusively for admission and administrative work as well as for documenting accounts.

6. 6 BEST PRACTICES IN GOVERNANCE AND LEADERSHIP

1. What are the significant best practices in Governance and Leadership carried out

by the institution?

The significant best practice in Governance and Leadership is ‘Staff motivation through

Cognitive Evaluation’. The Institution receives a salary grant from the government; the

YEAR INCOME EXPENDITURE SURPLUS DEFICIT

2010-2011 9,91,189 9,57,769 - 7,90,336

2011-2012 9,45,670 9,24,588 - 8,52,901

2012-2013 10,02,599 9,92,957 - 8,88,336

2013-2014 9,93,901 9,87,490 - 7,75,522

2014-2015 9,58,803 9,52,552 - 8,45,019


Principal has no discretionary powers to link staff performance to remuneration. Hence,

rather than adopt the ‘carrot and stick’ approach, the Principal follows the cognitive

evaluation strategy. Staff performance is not contingent on extrinsic rewards; it resonates

with intrinsic motivation and each individual staff member’s cognitive belief system. The

staff thus finds fulfillment in the accomplishment of the tasks assigned. Staff is given the

autonomy to use their creative expertise and intuitive insights for task achievement. The

experience gained from working on various assignments is itself a reward for the staff

who expand their capabilities and enhance their professional prowess. This also puts the

staff on the road to self-actualization and makes them persons of character and

competence. The Principal awards certificates to the staff to document the portfolios they

handle.

Additional Information to be provided by Institutions opting for Re-accreditation /

Re-assessment.

1. What were the evaluative observations made under Governance and Leadership in

the previous assessment report and how have they been acted upon?

The evaluative observations made during the previous assessment were as under:

The college during the last two years is experiencing a deficit budget.

Effective internal co-ordination and monitoring mechanism to be strengthened.

Students’ evaluation of teachers is initiated but it has to be strengthened.

More efforts need to be put in for mobilizing resources through consultancy.

Various welfare measures to teaching and non-teaching staff of the college are to be

instituted.

These observations have been acted upon as follows:

The college collaborates with reputed National funding agencies like the UGC, ICSSR

and NHRC to fund seminars and workshops organized at the institutional level. This

serves to lower the financial burden on the institution. Besides, the St. Teresa’s Society

also renders financial support to the college as and when the need arises.

The IQAC oversees the work functioning of various committees set up to ensure the

smooth functioning and co-ordination of several activities under its purview.

The 360 degrees online feedback system has been initiated to receive anonymous

authentic feedback from stakeholders to step-up the quality standards of the Institution.


Students and faculty evaluate the performance and processes of the college through

SWOT analysis.

A small amount of revenue is also generated through the consultancy services provided

by the staff.

The Principal provides funds to support staff on the basis of credibility of the situation

they present.



Governance and Leadership?

Some of the quality sustenance and enhancement measures undertaken since the previous

Assessment and Accreditation are as follows:

Revision of the Institution’s Goals: The core values of the institution have been revised

after much thought and deliberation to cope with the challenges of globalization.

Enhancement of the Infrastructure: As already detailed in Criterion IV, the

infrastructure has been upgraded in the classrooms, lecture hall, library, staffroom and

administrative offices. The conference room and prayer room are spaces that have been

created within the infrastructure.

Enrichment of the Curriculum: The curriculum at STIE is well-structured to go beyond

the classroom, network with society and reflect life. Details have already been explained

in Criterion I.

Resource Mobilization through Self-Financing Courses: The College introduced one

self-financing course in 2014-15 and plans to start more such courses in future.

Professional Growth of the Faculty: Six faculty members have completed their doctoral

studies and 4 are nearing completion.

Reinforcement of the IQAC: The IQAC cell has been working to review and improve

the quality of teaching, learning and evaluation at STIE. Hosting inter-collegiate festivals,

liaising with alumni, organizing certificate courses and initiating the 360 degrees online

feedback mechanism are some of the endeavours in this direction.


CRITERION VII: INNOVATIVE PRACTICES

7. 1 INTERNAL QUALITY ASSURANCE SYSTEM

1. Has the institution established Internal Quality Assurance Cell (IQAC)? If yes, give

its year of establishment, composition and major activities undertaken.

The Institution has an IQAC cell. It was established in 2003. The composition is

represented in Table 7.1.

TABLE 7.1: COMPOSITION OF THE IQAC FOR THE ACADEMIC YEAR 2014-15

Composition of the IQAC (2014-15)

Chairperson 01 (Principal)

Manager 01

Administrative officers 01

Nominee(s) from local society 02

Teachers 05 (Senior Teachers)

Coordinator 01

Total No. of Members 11

Major Activities undertaken:

Planning, Monitoring and Evaluating: The IQAC plans the Academic Calendar for

each year. (Refer to Annexure II). Programmes are carefully monitored and periodic

reviews made to evaluate their success or failure. Based on the review, the future plans

are drawn up. The SWOT analysis and TAQ response garnered from the students are

also evaluated by the cell. This year the college has initiated the 3600 online feedback

mechanism (Details provided in 6.3.1).

Seminars and Workshops: The cell also plans the seminars and workshops to be

conducted each year. The seminars fall under two categories- those exclusively meant

for the college students and those to which outside delegates are invited. When

organizing National level seminars, the cell looks into all the aspects such as submitting

a proposal to the UGC, NHRC, ICSSR, etc. for financial assistance, printing the

brochures, certificates, reviewing papers etc. The seminars/workshops organized by the

IQAC in the past five years are detailed in Table 3.3.

Cells and Clubs: The IQAC reviews the activities through the minutes of the meetings

held by various cells and clubs and guides their endeavors. The cell also co-ordinates


with the different constituents of the college to ensure their smooth functioning (Details

provided in Table 6.2).

Contextualised Curriculum: The IQAC suggests activities that could form part of the

contextualized curriculum. In every paper students have an assignment, an educational

visit and a guest lecture that helps them see the interconnectedness between education

and life (Details provided in Table 1.3).

Extension Activities: The IQAC decides on the projects that could be undertaken by

the students as part of their Extension Education Programme. These choices are made

after carefully evaluating the recent trends, time constraints and other difficulties that

students face. The achievement of objectives in terms of learning of life-skills and other

student benefits also influence the decisions made (Details provided in 2.2.2).

Honours Programme: The IQAC introduced the Honours Programme in 2008-2009.

This is a 25 credit programme that caters to the holistic development of the students.

(Details have been elaborated in the data record sheet- Annexure X).

Action Research Projects: The broad topics on which Action Research could be

undertaken are suggested by the faculty and reviewed and approved by the IQAC. These

topics are then further developed into the individual action research topics for the

students (Details provided in 3.1.2 and 3.1.3).

Innovations in Teaching-Learning: The IQAC encourages faculty to incorporate

creativity in teaching-learning and evaluation. The emphasis is on integration of ICT in

student learning. The ISI Model detailed in Criterion II is an IQAC endeavour.

Development of Instructional Material: The compilation of lesson plans, assemblies,

tutorials, model answer papers, CAI modules, action research projects, book reviews

etc. are some of the other activities overseen by the IQAC. Uploading of instructional

material by faculty on their personal websites has been initiated by the IQAC.

Case Study Approach: In order to develop the conceptual and analytical skills of the

students, the IQAC suggested the introduction of the case study approach. Case studies

are drawn out of local newspapers, educational journals and magazines to teach students

the importance of learning from life.

Short-Term Courses: The IQAC also plans short term courses on Research

Methodology, Yoga and Counselling. This helps the students, participants and staff to

develop the skills necessary for their professional growth (Details provided in 1.2.3).


Inter-Collegiate Festival: The IQAC initiated an intercollegiate festival in which

students from various colleges and schools participated (Details provided in Annexure

X). Apart from this students are also generally encouraged to participate in the various

intercollegiate competitions hosted by other colleges.

Educational Visits: The IQAC identifies places of relevance for excursions to equip

trainees with the required knowledge and skills to enhance teaching-learning.

Community Work: The IQAC approves of the centres suggested by the students and

faculty for community work. This activity aims at sensitizing students towards the

downtrodden and neglected sections of society.

Networking with Alumni: The IQAC liaises with the alumni and seeks their co-

operation in organizing different activities to strengthen their bond with their alma mater


Guest Lectures: The IQAC organizes different sessions in order to help the students

interact with experts from diverse fields. Distinguished resource persons share their

knowledge and experiences with the students throughout the academic year so as to give

them an insight into changing trends and add an interdisciplinary dimension to learning.

Table 7.2 gives the list of various sessions organized by the IQAC in the academic year

2014-15.

TABLE 7.2: SESSIONS ORGANIZED BY THE IQAC IN THE ACADEMIC YEAR 2014-15

Date / Duration Session Resource person

23/08/2014 Innovative Teaching Skills Fr. Norbert Menezes, S.J.

30/08/2014 Workshop on Chart Making Meghna Fernandes

4/09/2014 Workshop on Street Play Alpam Salve

4/09/2014 Talk on Drug Addiction Fr. Joe Pereira

5/09/2014 Workshop on Flower Making Ms. Odelia

27/09/2014 Talk on Waste Management Mr. Mahesh Kulkarni

30/09/2014 Talk on Management by Values Fr. Glenford

1/10/2014 Talk on Gandhian Philosophy Dr. Namita Nimbalkar

9/10/2014 Talk on First Aid Ms Sharmila Londe

14/10/2014 Talk show on C.C.E Dr. Giselle D’souza

17/10/2014 Talk on Learning Disability Dr. Avinash D’souza

7/01/2015 Seminar on Human Rights Sr. Mina Carvalho/Sr. Agnes/

Ms. Anju Bubna

26/3/2015 Talk on how to select research Topic Dr. Anil Sutar

26/3/2015 Talk on- Role of Teacher as a Counselor Ms Shaileja Muley

27/03/2015 Talk on Personal Development Fr. Patrick Dsouza

11/3/2015 Talk on Leadership Fr. Steven

20/2/2015 Campus Interview Representatives of schools

11/3/2015 Leadership Mr. John K. John


2. Describe the mechanism used by the institution to evaluate the achievement of

goals and objectives.

The institution draws up the academic calendar each year in keeping with the goals and

objectives to be achieved through the various activities. The mechanisms used at STIE

for evaluating the achievement of objectives are as under:

Staff Reviews: The Principal and staff regularly meet to review and evaluate the

programmes conducted in college. The staff offers their insights and suggestions which

are considered by the management.

Student Reviews: The students communicate their feelings about the various

institutional activities conducted right through the year. The Principal makes it a point to

meet the students at regular intervals and redresses their grievances. The students can also

put forth their comments and suggestions through the members of the Student Council.

At the end of the year, the students undertake a SWOT analysis of the institution. This

again helps in gauging the achievement of goals and objectives. The Exit Point

questionnaire administered at the end of each year also provides valuable insights into the

extent to which the pre-determined objectives have been realized and how much the

students have benefitted from the course.

Student Performance: The student performance in practice lessons, internal

examinations and university examinations help the college to constantly monitor and

evaluate the academic growth and progress of the students.

360o Online Feedback: 3600 online feedback using Google forms is a mechanism which

is used to evaluate the achievement of goals and objectives of the institution by all

stakeholders online (Details provided in 6.3.1).

Feedback from Participants: Whenever the College hosts a seminar, delegates are

requested to fill up a feedback form which is analyzed for future improvement.

IQAC Meetings: All the activities are periodically discussed and reviewed in terms of

the quality standards set by the institution at the IQAC meetings held in college. This

helps in evaluating whether the quality benchmarks have been achieved and also acts as

a motivating force to raise the standards for the future.

LMC Meetings: All the activities planned during the academic year are reviewed with

respect to the milestones to be crossed at the LMC meetings held bi-annually.

3. How does the institution ensure the quality of its academic programmes?


Appointment of Staff: The institution makes sure that all staff appointments are in

keeping with UGC norms. The management does its best to recruit capable staff members

who can be an asset to the institution. Academic quality cannot be ensured without quality

staff members.

Staff Development: The newly appointed staff is groomed by the principal and the senior

staff to take on their responsibilities with confidence and openness. The staff is

encouraged to attend seminars, workshops, Orientation and Refresher courses and also to

carry out research, take up consultancy etc. to enhance their professional development.

The institute also occasionally organizes training programmes specifically for the

professional growth of the staff. This in turn adds a quality dimension to the activities

carried out by them.

Various Cells/Committees: The different cells/committees detailed in Table 6.2 look

into the planning and execution of various activities-both curricular and co-curricular.

This ensures systematic organization and better co-ordination in conducting the academic

programmes. The faculty members appointed on the different cells meet periodically to

review the plan of action in keeping with the latest trends and innovations in the field to

provide students with contemporary knowledge and skills.

Career Advancement Scheme: The staff is encouraged to cross the benchmark set by

the Career Advancement Scheme of the UGC. This motivates the faculty to update

themselves through participation in different activities for professional growth.

Networking with Community: The College participates in community programmes

such as the Extension Education Festival UDAAN, Intercollegiate competitions,

seminars, workshops etc. wherein students and faculty meet with representatives of other

colleges. These interactions help in gaining new insights which further enhance the

quality of the academic programmes at STIE.

Research and Review: The faculty at STIE continuously strives to improve its

knowledge and to keep abreast with the latest developments in the field of education

through research. They are encouraged to experiment, innovate, and review their efforts

periodically by presenting research papers at National and International seminars as well

as by publishing books and research manuscripts in renowned journals (Details provided

in Table 3.5). The Research cell brings out an ISBN publication annually featuring the

papers presented at the National Seminar hosted each year.


Expert Consultation: The Principal consults with the principals and senior faculty

members from schools and colleges. Their advice is put to good use in providing

guidelines for improving academic programmes and activities held within the college.

Experts from the community are invited to deliver lectures on topics of educational and

social relevance. Informal interactions with these resource persons also help in obtaining

insights into quality maintenance and improvement.

Use of Technology: Exposure to the use of latest technology like the smart board,

language lab, blogs, websites, etc. is encouraged in STIE. This helps to bring quality in

the teaching-learning process. Also, it prepares the students for the world of technology.

Innovative Methods of Teaching: Use of innovative, student-centered methods and the

constructivist approach is a regular practice at STIE. This adds a creative dimension to

learning.

Collaborations: STIE collaborates with different colleges, schools, academic bodies and

NGOs in order to bring quality to the programmes conducted in the college. Collaboration

with organizations like NHRC, UGC, ICSSR, DLLE and SOSVA has been on-going at

STIE and has widened the horizons of learning.

3600 Feedback: At STIE feedback is sought from all the stakeholders. This helps to raise

the quality standards continually (Details provided in 6.3.1).

Interdisciplinary Learning: The College organizes National seminars which are

interdisciplinary in nature. The faculty is encouraged to attend interdisciplinary refresher

courses which broaden their knowledge base. The eco-fest hosted by the college was also

an effort towards interdisciplinary education.

Library: The library focuses on the use of technology to add quality to the different

facilities provided. Students and faculty are regular users of the N-LIST consortia. The

college was among the top 10 best N-LIST users for the month of February and March

2015. The library has also initiated the bar-coding system.

4. How does the institution ensure the quality of its administration and financial

management processes?

The institution ensures the quality of its administration and financial management

processes through:

Cells and Committees: The various cells and committees (Details provided in Table 6.2)

help in decentralization of administration and participative co-operation.


LMC: The LMC is the governing body that looks into the overall functioning of the

College. The LMC meets twice a year to review the administrative and financial

management processes of the College.

Training to Staff: Staff is sent for seminars, short term courses and workshops in order

to get updated with the latest technology and knowledge. This helps staff to develop the

necessary skills and expertise to work efficiently.

Documentation of Activities and Events: Documents are maintained and updated from

time to time in order to have smooth administration and effective financial management.

Abiding by Rules and Regulations: Guidelines laid down by the University of Mumbai

and UGC are followed very strictly in order to have quality in administration and financial

management.

Audits: Regular audits are conducted in order to have effective financial management

and transparency in transactions. The Institution hires the professional services of

financial consultants to ensure the quality of its financial management processes.

Need-Based Financial Planning: STIE always focuses on need-based financial planning

in which needs are prioritized and funds disbursed accordingly. This helps in preparing

the budget effectively.

5. How does the institution identify and share good practices with various constituents

of the Institution.

The institution identifies the good practices through formal and informal feedback

obtained from staff and students. These good practices are deliberated upon at staff

meetings and success stories are shared. The staff is encouraged to emulate the novel

ideas and strategies which have served to take the institution to greater heights.

SWOT Analysis: It helps in identifying the good practices of the institution. These are

then shared by the IQAC with the other constituents of the institution.

Felicitation of Faculty: To share the good practices like publication of books,

completion of Ph.D. etc. the staff is felicitated at the Annual Day programme. This

informs the other constituents about the good practices and achievements of the

institution.

Acknowledgement by the Principal: Faculty is acknowledged by the Principal for the

best practices they follow and initiate. This also acts as a source of motivation for others.


Paper Presentations: Papers presented by the faculty at various seminars disseminate

information about the best practices of the institution. The Research Cell organizes Paper

Reading sessions for staff who have completed their doctoral studies. This serves as a

forum to publicize the research findings to a wider audience.

Websites: The college website, portfolio websites and faculty websites display

information about the best practices of the institution.

E-Newsletter: E-Newsletter provides information on the various activities hosted by the

college during the academic year to the different stakeholders.

Blogs: Information regarding the best practices used in the teaching of various subjects

is shared through the personal blogs of the faculty.

Annual College Report: The college showcases its best practices and achievements

through the college report at the Annual Day celebration. A power-point presentation

highlighting the same is also displayed at different seminars, workshops and events

hosted by the college during the year.

Campus Interviews/Alumni Meetings: These also become good forums for the

principals and teachers as well as ex-students placed in different schools across the city

to know about the good practices and events being hosted by the college.

7.2 INCLUSIVE PRACTICES

1. How does the institution sensitize teachers to issues of inclusion and the focus given

to these in the national policies and the school curriculum?

Seminars on Learner Diversity: The College invites a reputed psychiatrist Dr. Avinash

DeSouza to conduct a seminar on Learner diversity and Inclusion.

Preparation of an Individualised Education Plan: During internship, the students have

to identify a child with learning diversity/ disability from their practice teaching schools

and prepare an IEP for the child. The guidelines on how to prepare the IEP are given to

the students during the Educational Psychology lectures.

Special Fields: Inclusive Education and Guidance and Counselling are offered as

electives in the B. Ed course. These papers deal with issues relating to inclusion.

Special Methods: Diagnostic and Remedial teaching are specially addressed with respect

to school subjects.

Community Work: As part of this venture students offer their services at Special

Schools as shadow teachers and in turn gain an insight into inclusive practices.


National Seminars: National seminars organized in college always have an angle of

inclusion. Sub-themes and the resource persons are selected accordingly.

2. What is the provision in the academic plan for students to learn about inclusion and

exceptionalities as well as gender differences and their impact on learning?

STIE being the only Women’s College, focuses a lot on gender sensitization and women

empowerment.

Core Syllabus: Within the core syllabus, the subject of Educational Psychology has a

module on learner diversity. So also, other subjects too address gender specific

philosophies related to social settings.

Practice-Teaching: In order to complete their practice lessons, students have to teach in

‘boys’, girls’ and co-educational schools. This gives them the opportunity to learn about

gender differences and their impact on learning. Some of the practice teaching schools

also follow inclusive strategies for integration of exceptional students which again

provides valuable learning experiences for the trainees when they visit those schools and

interact with the staff and students there.

Extension Education: Students have the option of taking up SWS as a project. This

requires them to interview 25-30 women to gauge their level of empowerment.

Action Research: Topics selected for action research projects focus on gender role

stereotyping and differences.

Special Methods: These cover topics related to exceptionalities and inclusion in some

way or the other. Movie clippings, case studies, guest lectures are organized to sensitize

students towards these issues.

Special Fields: Some modules in the special fields like Guidance and Counselling and

Inclusive Education provide scope for discussion, debate, group activities and case

studies related to inclusion and gender differences.

Seminars: Seminars such as ‘Women’s Human Rights’, conducted in collaboration with

the NHRC, and multiple transactions that are conducted reflect the college mission and

are steered towards gender equality.

Guest Lectures: Help to make students aware about gender issues (Details provided in

Table 7.2)

Assemblies: Everyday assemblies focus on themes like women empowerment, gender

equality and inclusion which help in creating awareness and a positive attitudinal change.


Street Plays: Street plays put up by the students on various occasions in college as well

as at intercollegiate festivals convey powerful messages relating to gender equality and

women empowerment.

3. Detail the various activities envisioned in the curriculum to create learning

environments that foster positive social interaction, active engagement in learning

and self-motivation.

Assemblies: Each day begins with prayerful reverence to God. The Principal, staff and

students come together as one family and participate in the daily assembly which is put

up by the students. This generates a deep consciousness among them about their

responsibilities as teachers towards society and the nation.

Competitions: Through the whole year numerous competitions are organized for the

students to help them discover their latent potential. These competitions foster

sportsmanship and promote active student engagement.

Group Activities: All activities, right from practice teaching to community visits etc.,

are carried out in groups of about twelve students. A staff member oversees the activities

of the group. Thus, students get individual attention, peer support and an equal and fair

chance for self-expression.

Constructivist Teaching: Most staff members use constructivist teaching techniques

during their lectures. This is to teach students the finer nuances of being actively involved

in the learning experience, thus stimulating attention and reducing distraction.

Seminar Presentations: Students have to make a seminar presentation on a given topic

in one of their core papers. In preparation for this presentation, they have to engage in

research and study, so as to comprehensively present their paper within the set time. This

activity promotes self-motivation.

Peer Reviews: The foundations for peer reviews are set early in the year during the micro-

teaching lessons. Students are groomed to carefully observe the lessons of their

companions and critique them. The rationale is to teach students to be open to

constructive feedback and to learn from one another.

Constructive Feedback: The Principal and staff also constructively review and evaluate

every activity that the students participate in. They are guided at every step of the way so

that they grow in confidence, competence and enthusiasm. Much care is taken to see that

feedback is given in a manner that encourages, not discourages.


Common Celebrations: National as well as major religious festivals are celebrated with

devotion and brotherhood, thus giving both staff and students a break from the stress and

grind of the hectic schedules at STIE. There is much positive social interaction as the

entire college is filled with a filial atmosphere.

Individual Projects: Projects such as the Action Research, ITP-SDE and Evaluation

Project etc. develop the research competencies of the students and impress upon them the

fact that research is an essential component of successful teaching.

Educational Visits: The educational visits that form part of the contextualized

curriculum show students the integration of learning with life. The experiences they gain

through these visits widen their perceptions and deepen their insights, giving them a

practical orientation to theoretical concepts.

Organizing and Participating in Inter-collegiate Competitions: This helps students

develop team spirit, social discipline and leadership skills.

Fostering Reflective Thinking Skills: Students are expected to document their

experiences during the internship and community work in books set aside for the purpose.

This activity enhances self-awareness by giving them a chance to think of their

experiences. It also leads to self-improvement where-in trainees learn from their

experiences and want to improve their performance. Most importantly, it results in

empowerment by helping them realize their self-worth leading to self-motivation.

4. How does the institution ensure that student teachers develop proficiency for

working with children from diverse backgrounds and exceptionalities?

Practice Lessons: For their practice lessons, student teachers have to go to three different

schools; these schools cater to students from diverse social and economic backgrounds.

Some schools are exclusively for boys or girls and some are co-educational institutions.

STIE makes sure that the students distribute their lessons in such a way that they go to all

classes from Standards V to IX. Thus, the trainees learn to adapt and work with children

coming from diverse backgrounds. From this year the college has also obtained

permission for practice-teaching in Municipal schools. This endeavor enables each

student to give at least one lesson in such a school which caters to economically backward

children. This contributes towards instilling empathy in the minds of the teacher trainees

and creates in them a readiness to handle students from all socio-economic strata.


The Big Five: The talk-show on the ‘CCE’ provided a forum to network with alumni

placed in schools affiliated to the different Boards of education. This familiarized the

trainees with activities which can be conducted in the different school subjects as a part

of CCE. This also helped to dispel myths regarding this scheme of evaluation.

Film Reviews: Films relating to children with special abilities like ‘Taare Zameen Par’,

‘Black’ and ‘Pa’ were reviewed by the trainees followed by discussion of different

strategies that are being used to deal with these differently-abled learners.

Community Work: Working as shadow teachers in schools for the mentally challenged,

provided trainees with a first-hand experience and exposed them to the special

competencies needed to cater to these students.

5. How does the institution address the special needs of the physically challenged and

differently-abled students enrolled in the institution?

In the year 2006-07, the College had a student who was handicapped due to polio (Details

provided in 5.2.2). Necessary support, guidance and help are ensured if any such students

are admitted in the college.

6. How does the institution handle and respond to gender sensitive issues (activities of

Women’s cell and other similar bodies dealing with gender sensitive issues)?

Women’s Cell: The College has a Women’s cell. This cell conducts various activities to

create awareness about women’s issues and gender differences.

Women’s Day Celebrations: Being an all-women’s college, STIE, proudly celebrates

Women’s day each year. Debates, skits and lectures by experts are held in college to mark

the significance of the day.

Annual Human Rights Seminar: A one day training programme is organized in

collaboration with NHRC, Delhi. In this programme the main focus is on Women’s

Human Rights.

Assemblies: Assemblies conducted by the students focus on issues related with women.

This creates awareness in the students about their rights.

Chart/Poster Making: Themes for the chart/poster making competition focus on gender

issues. This makes students think and reflect as well as sensitizes them towards these

issues.

Annual Day Theme: The Annual Day programme also focuses on themes relating to

gender equality.


Happy Nappy Machine: Sanitary facilities are available to faculty and students through

the Happy Nappy vending machine.

CCTV: Being a women’s’ college, there are CCTV cameras installed to ensure the safety

of faculty and students.

7. 3 STAKEHOLDER RELATIONSHIPS

1. How does the institution ensure the access of the information on organizational

performance (Academic and Administrative) to the stakeholders?

Annual Report: At the college Annual Day, the annual report of the college is presented

to the various stakeholders in attendance viz, representatives of the management, the

LMC, principals of local schools and colleges, students and their parents. The annual

report documents the various activities that took place in the College through the year.

IQAC: The IQAC cell also draws up a comprehensive report of the year’s activities and

future plans of the Institution and submits it annually as the AQAR.

College Website: The details of information pertaining to various college activities

including the profile of the institution and information on upcoming events is uploaded

on the college website.

LMC: The LMC is the administrative body that looks into the overall functioning of the

College. The LMC meets bi-annually to review the organizational performance. Reports

on the academic, administrative and financial audits of the College are presented before

the LMC for scrutiny. The LMC also takes up issues relating to the future expansion and

enhancement of the College.

Staff Meetings: Reviews collected from the students, staff, alumni, employers and

community members are discussed and deliberated upon at staff meetings. The analysis

of these reviews helps in planning the next course of action.

Committee Meetings: The various cells and committees meet regularly to evaluate their

activities and plan the road ahead. The minutes of their meetings are then documented

and presented to the Principal and the staff during staff meetings.

E-News Letter: The college has an online newsletter which informs the stakeholders

about the various activities conducted in college during the academic year.

Alumni Meetings: Information about different endeavors of the institution is

disseminated through the alumni meetings held in college.


Staff Websites and Blogs: Each staff member has a personal website and blog through

which information about the activities of the college and professional growth of staff is

reflected to the stakeholders.

Library Blog: Information about the activities of the library and the resources available

there-in is provided to the stakeholders.

Practice-Teaching: Through formal and informal interactions with principals and

teachers of the practice-teaching schools information about organizational performance

is shared.

Campus Interviews: Interactions of students and faculty with different school personnel

during the campus interviews helps to mirror information related to Institutional quality

standards.

ISBN Publications and Seminar Proceedings: These are released after each National

seminar organized by STIE and help disseminate the conceptual constructs and research

findings of studies carried out by the faculty among the stakeholders.

2. How does the institution share and use the information/data on success and failures

of various processes, satisfaction and dissatisfaction of students and stakeholders for

bringing qualitative improvement?

Periodic Reviews: The process of review and planning is an ongoing feature at STIE.

The Principal meets the students regularly and gets an overview from them about their

satisfaction/ dissatisfaction of the various curricular and co-curricular activities held

within the institution. These responses are then shared with the staff during meetings and

personal interviews. Suggestions for improvement are sought from both the staff and

students. These suggestions are then evaluated and implemented on a trial basis and again

reviewed.

Annual Review: At the end of the year a comprehensive review is undertaken by the

principal and the staff to evaluate the academic year. The students are asked to conduct a

SWOT analysis of the institution and also assess each staff member through an online

TAQ. The data obtained along with their responses to the Exit point questionnaire are

analyzed and put into perspective for future quality improvement.

IQAC, LMC and Alumni Meetings: Through these meetings information relating to

students’ satisfaction and grievances is shared and redressed. These discussions help in

getting an insight into bringing qualitative improvement.


3. What are the feedback mechanisms in vogue to collect, collate and obtain data from

students, professional community, alumni and other stakeholders on program

quality? How does the institution use the information for quality improvement?

The college employs the following mechanisms to procure objective and constructive

feedback:

Students’ Council Meetings: These meetings are held regularly. The Principal and a

designated staff member interact with the council during the meetings. The council

members present their feedback to the Principal based on the reviews they receive from

their classmates. Students’ concerns are also looked into during these meetings.

Teacher Assessment Questionnaire: The students are asked to fill in a TAQ for each

staff member, at the end of the academic year. Their responses are analyzed and staff is

appraised by the Principal on the basis of information provided by the students. Staff

members take note of these observations and make the necessary improvements in their

teaching strategies and subject proficiency. STIE has initiated an online TAQ.

SWOT Analysis: Through the SWOT analysis, the management gets a feel of the

students’ opinions of the institution. The Principal carefully studies the students’

comments and communicates them to the staff. Suggestions for improvement are

discussed and incorporated wherever possible in consultation with the IQAC.

Alumni Advisory Board: It also monitors the activities of the College, interacts with the

students and conducts sessions for the students and alumni on education-related issues.

The Alumni also make suggestions for improvement to the Principal based on the

feedback they receive from the students, their fellow-alumni and from their experiences

in the world of work.

Employer Satisfaction Survey: The placement cell has devised an employer satisfaction

survey form which is administered to the principals who attend the campus interview

programme each year. This information provides a database of the satisfaction of

employers with the quality of training provided by the college. It also presents an insight

into areas which need to be focused on in enhancing the knowledge and skills of the

teacher trainees. The data is statistically analysed and graphically represented to

document progress in the quality of teachers emerging from the institution every year.

3600 Feedback: Online feedback is obtained from all stakeholders to assess the overall

functioning and effectiveness of the institution (Details provided in 6.3.1). The same is

represented diagrammatically in Figure 7.1 below.


FIGURE 7.1: 360 DEGREES FEEDBACK

Participant Feedback: Each time the college hosts seminars, feedback on the same is

compiled from the participants. This helps in further quality enhancement in the future.

Appraisals by the LMC and IQAC: These governing bodies conduct periodic meetings

to review the attainment of objectives and accomplishment of goals. Brainstorming is

encouraged; ideas for improvement in quality standards are sought from these eminent

educationists and professionals. Sharing of the best practices in vogue in their own

institutions often provides valuable insights into constructive changes that can be

implemented in the institution’s journey to excellence.

Additional Information to be provided by Institutions opting for Re-accreditation

1. How are the core values of NAAC reflected in the various functions of the

institution?

Contributing to National Development:

Capacity Building: Conscious efforts are made to ensure that the students are equipped

with skills that would make them an empowered workforce. To achieve this, the

curriculum is tailor-made to ensure development of the head, heart and hand. This is


accomplished through the academic as well as aesthetically oriented activities that are

incorporated into the curriculum.

Culture Dissemination: As Indians we have inherited a rich and diverse cultural

heritage. It is our duty to pass on this legacy to our children. Hence, at STIE much

emphasis is laid on the preservation and transmission of Indian culture. Students have to

put up cultural programmes at various occasions, give a lesson on culture dissemination

in their practice-teaching schools and learn folk art such as warli paintings, tie and dye ,

fabric painting and jewellery making as part of their SUPW activities and Honours

Programme.

Emancipation of Women: STIE is a Women’s College. On graduating from STIE, the

students undergo a transformation. Each one of them becomes aware of their enormous

potential. Their personality development through different activities helps foster a

healthy self-concept. All students find employment even before their final exams through

the campus interviews organized by the college. The students are thus intellectually,

socially and economically emancipated. They step out into the world of work with

confidence, enthusiasm and with zeal to contribute to the upliftment of the nation.

Community Consciousness: Community service, which is a part of the syllabus, helps

develop empathy in students for the less fortunate in society. It also leads them to think

beyond themselves and work for the betterment of the Nation by serving the poor and

the needy. These values are then carried by the students to their classrooms and nurtured

in the children they interact with.

Extension Education: The programme of Life Long Learning and Extension conducted

by the DLLE contributes to the building of life-skills in the students. The various projects

undertaken by them also awaken their consciousness to National challenges such as

population, dowry, women’s rights, child labour etc. Sensitivity towards these issues

creates within students a National consciousness that contributes to National

development. They also inculcate entrepreneurship skills through this project.

Fostering Global Competencies among Students:

Contextualized Curriculum: The topics in the syllabus are connected to contemporary

social, political, national and global issues. This provides students with a broad exposure

and helps in developing a realistic world-wide perspective.

Research: Research is vital to quality improvement the world over. Hence, research

competencies are inculcated in the students through their projects in Action Research.


Students are expected to add reviews of foreign as well as Indian studies in their literature

review for their final project. Reading up on developments in research both in India and

abroad helps foster global competencies in the students.

Communication Skills: Effective communication is a skill that is universally essential.

Hence a workshop on communication skills is conducted by the college for the benefit

of the students at the very beginning of the course. Right through the year, the students

are encouraged to participate in the discussions in class and also take part in various

activities to develop their communication skills. The college now has a Language

Laboratory to help students weak in English upgrade their language competency.

Global Citizenship: Goals of global citizenship such as forging attitudes of collective

responsibility, perceiving connections and relationships, recognizing the

interconnectedness of systems and developing creative enterprises are all addressed

through a wide array of activities. Students work in groups, they have numerous

opportunities for drawing out and expressing their creativity. Sustainable development is

emphasized through conservation of resources and waste management. The

contextualized curriculum helps them perceive connections and relationships and thus

develop a holistic picture of the world.

Inculcating a Value System among Students:

Assemblies: Teachers weave the social fabric of the nation. Hence, it is imperative for

teachers to be persons of good moral character. The morning assemblies at STIE strive

to develop the value dimension of the trainees’ personality and teach them how to instill

a strong value base in others.

Value-Based Lessons: Through every lesson, the students have to bring out a value.

These values could be personal, social, environmental or national. Thus, value-based

teaching becomes a way of life for the trainees and it is hoped that they continue this

practice throughout their teaching careers.

Community Out-Reach and Charity Drives: These programmes (detailed in 3.4.1) are

a voluntary endeavor to celebrate the joy of giving, especially during festivals. The

students experience a happiness that transcends craving for material gains as they go out

and spread festive cheer with those living on the fringes of society. This year the college

organized a rural camp at Asangaon and visited the orphans as well as the inmates of the

old-age and leprosy homes.


Dignity of Labour: The ‘Socially Useful Productive Work’ programme trains students

in different skills based on their aptitudes. The goal of this is to make women self-reliant.

Students are taught to prepare creative handicrafts which develops their aesthetic sense

and instills in them dignity of labour.

Group-Work: Most activities at STIE are conducted in small groups of about twelve

students. Working in groups teaches students tolerance, co-operation, compassion and

helpfulness. They also have adequate opportunity for self-expression and personalized

attention.

Environmental Awareness: The SOSVA project ‘Save water, Safe water’, the inter-

collegiate festival Planit-E, tree plantation drives and participation in the ‘Swachh Bharat

Abhiyan’ on 2nd Oct 2015 awakened the environmental consciousness of the students

and fostered values of cleanliness, conservation and recycling of resources. It also

impresses upon them the importance of individual contribution towards sustainable

development.

Prayer Room: STIE has a prayer room which is open to students and staff of all faiths.

This allows the students to spend time reflecting and praying. This also offers a

therapeutic effect in managing stress and raising personal effectiveness.

Street Plays: Values like respect, equality, environmental care are inculcated in the

students by participation in street plays.

Promoting the Use of Technology:

College Website: The college website has been detailed in 5.2.5. Students are

encouraged to consult the website periodically. Also, the task of updating the website

weekly is taken care of by a staff member and some students.

Computer Training: Knowing how important it is for every person to possess basic

computer skills, a course on computer training is provided to the students. Use of basic

programs such as MS-Word, MS-PowerPoint and MS-Excel are taught to the students

which assists them to prepare different projects during the course.

Multi-Media Presentations: Lectures are delivered using multi-media presentations

and online resources. This enhances the effectiveness of learning and trains students on

how to use technology to enhance the quality of the teaching-learning process.

ICT-SDE Projects: Students pursuing ICT-SDE detailed in 3.5.1 gain an exposure to

online learning.


Computerization of Projects: Every student is expected to make their final project

submissions in all categories in a computerized format. The software ‘Turn it in’ is used

to ensure that no plagiarism has been resorted to.

Digital Collection in the Library: The digital resources include audio-video CDs,

learning packages, digital encyclopedias and e-learning discs. Students are encouraged

to use these resources in their practice lessons.

Social Networking: Students are encouraged to use social networking within their

practice-teaching groups (Details provided in 1.1.5).

Computer Assisted Instruction: Students have to prepare one/two CAI lessons, one in

each teaching method. Training and guidance for the same is provided to the students by

the members of the staff.

Online 3600 Feedback: For details please refer to 6.3.1.

Staff Blogs and Websites: Each staff has a personal blog and website which is used as a

platform for dissemination of information and interaction.

Language and Computer Lab: For details refer to 4.1.3.

CCTV: To ensure safety and security CCTVs are installed in the college.

Happy Nappy Machine: To provide sanitary facilities the ‘Happy Nappy’ vending

machine is installed in the college.

Quest for Excellence:

Formative Evaluation: Every activity that the students participate in is evaluated

periodically by the staff. This helps in diagnosis and remediation. It caters to customizing

activities and training, enhancing personal capacities.

Innovative Classroom Dynamics: Staff members are given the freedom to innovate and

experiment with their teaching-learning strategies. The constructivist approach is

emphasized and students participate as active learners in the classroom.

Research Mindedness: The importance of research-mindedness towards quality

improvement is impressed upon the staff and students (Details provided in Criterion III).

An inter-disciplinary approach to learning has further strengthened the quality of the

B.Ed. course at STIE.

IQAC: The IQAC cell makes a dedicated effort to set standards of excellence for the

activities within the college (Details provided in 7.1.1).

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4. DECLARATION BY THE HEAD OF THE INSTITUTION

ANNEXURES

i St. Teresa’s Institute of Education, Mumbai- SAR 2015

ANNEXURE I

A BRIEF NOTE ON TEACHER

EDUCATION SCENARIO IN THE

STATE

ii St. Teresa’s Institute of Education, Mumbai- SAR 2015

ANNEXURE II

A. INSTITUTIONAL ACADEMIC

CALENDAR

B. MONTHLY TIMETABLE

iii St. Teresa’s Institute of Education, Mumbai- SAR 2015

ANNEXURE III

A COPY OF THE SYLLABUS

iv St. Teresa’s Institute of Education, Mumbai- SAR 2015

ANNEXURE IV

MASTER PLAN OF THE

INSTITUTION

v St. Teresa’s Institute of Education, Mumbai- SAR 2015

ANNEXURE V

SAMPLE OF STUDENT FEEDBACK

A. ON CURRICULUM

B. ON FACULTY

vi St. Teresa’s Institute of Education, Mumbai- SAR 2015

ANNEXURE VI

AUDITED INCOME- EXPENDITURE

STATEMENT FOR 2014-15

vii St. Teresa’s Institute of Education, Mumbai- SAR 2015

ANNEXURE VII

LATEST RECOGNITION ORDER

ISSUED BY

NCTE

viii St. Teresa’s Institute of Education, Mumbai- SAR 2015

ANNEXURE VIII

UNIVERSITY RESULTS FOR

PREVIOUS ACADEMIC YEAR

2014-2015

ix St. Teresa’s Institute of Education, Mumbai- SAR 2015

ANNEXURE IX

SAMPLE OF FEEDBACK ON PRACTICE

TEACHING

A. BY TEACHER EDUCATORS

B. BY PEERS

C. BY STAFF OF PRACTICE

TEACHING SCHOOLS

x St. Teresa’s Institute of Education, Mumbai- SAR 2015

ANNEXURE X

DATA SHEET TO RECORD THE

BEST PRACTICES

xi St. Teresa’s Institute of Education, Mumbai- SAR 2015

ANNEXURE XI

CERTIFICATE OF COMPLIANCE

xii St. Teresa’s Institute of Education, Mumbai- SAR 2015

ANNEXURE XII

COPY OF LETTER OF INTENT

xiii St. Teresa’s Institute of Education, Mumbai- SAR 2015

ABBREVIATIONS

ABBREVIATIONS

ABBREVIATION FULL FORM

APY Anna Poorna Yojana

CAI Computer Assisted Instruction

CAM Concept Attainment Model

CBSE Central Board of Secondary Education

CCE Continuous Comprehensive Evaluation

CET Common Entrance Test

CFL Compact Fluorescent Lamp

CP Career Project

D.T.Ed Diploma in Teacher Education

DLLLE Department of Lifelong Learning and Extension

ICSE Indian Certificate of Secondary Education

ICSSR Indian Council of Social Science Research

ICT Information and Communication Technology

ICT-SDE Information and Communication Technology -Skill Development Education

IEP Individualized Education Plan

IQAC Internal Quality Assurance Cell

ISBN International Standard Book Number

ITM Inquiry Training Model

LAN Local Area Network

LCD Liquid Crystal Display

LMC Local Managing Committee

NCC National Cadet Corps

NCTE National Council of Teacher Education

NGO Non Government Organization

NHRC National Human Rights Commission

N-LIST National Library and Information Services Infrastructure for Scholarly Content

NPE National Policy of Education

NSS National Service Scheme

NT2 Bhatakya Jati (Nomadic Tribes)

OBC Other Backward Class

OHP Over Head Projector

OJAS Open Journal Access System

OPAC Online Public Access Catalog

SBC Special Backward Class

SC Scheduled Caste

SOSVA Society for Service to Voluntary Agencies

SOUL Software for University Libraries

SSC Secondary School Certificate

ST Scheduled Tribe

STIE St. Teresa’s Institute of Education

SUPW Socially Useful and Productive Work

SWOT Strengths, Weaknesses, Opportunities, Threats

SWS Survey of Women’s Status

TAQ Teacher Assessment Questionnaire

TIFR Tata Institute of Fundamental Research

TQE Total Quality Education

TQM Total Quality Management

UGC University Grants Commission

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