B4.1.1

B4.1.1   Teaching-LearningàSubject Knowledge and PedagogyàTeachers’ level of subject expertise

Rating
A	Not Demonstrated	There is no evidence of subject expertise, knowledge enhancement, or reference to teacher resource material The teachers fulfill only the bare minimum requirements. Their subject specializations do not match the subjects they teach, there is no evidence of academic pursuits, lesson plans do not show depth of subject expertise, and teacher resource material is either unavailable or not referred to.
B	Developing	Minimal attempt to leverage subject expertise, upgrade knowledge or adhere to teacher resource material Teachers’ subject knowledge is limited to facts, concepts, and areas of difficulties; there is very limited use of teacher resource material. For middle school and above, attempts have been made to allot subjects to teachers as per their specialization to get better results in teaching methodology, but they are inconsistent and arbitrary The school’s teaching faculty does not demonstrate a culture promoting subject expertise. More participatory and comprehensive approach is needed.
C	Proficient	Subject expertise given due importance The level of teachers’ subject expertise is satisfactory in terms of qualifications and academic performance. Teachers know competing perspectives and various interpretations of the subject, impart the application of the subject in day-to-day life, and understand the inter-relationships and evolving nature of the subject. They regularly consult curriculum documents like syllabi, teacher’s guides and teacher resource manuals.Teachers need to concentrate more on knowledge augmentation through research and peer learning, in-depth lesson planning, and taking guidance from teacher resource material.
D	Accomplished	Teachers demonstrate command over their subjects The teachers are engaged in academic pursuits and have commendable achievements both at the professional and personal level, are actively involved in research activities and have published papers in journals, contributed articles in various publications, etc.
E	Distinguished	Demonstrated scholarship, recognized as authority in the subject Many of the teachers have written books, curriculum guides, teacher manuals, etc. They participate in curriculum reform committees, subject conferences, etc.