B4.1.2

B4.1.2   Teaching-LearningàSubject Knowledge and PedagogyàTeachers’ level of pedagogic competence

Rating
A	Not Demonstrated	No evidence of  pedagogic competence Either there are no supportive documents or the available documents and interactions with teachers and students do not illustrate teaching practices that demonstrate use of different methods of teaching and learning. The teaching involves only textbook and blackboard use.
B	Developing	Minimal evidence of pedagogic competence Teachers’ lesson plans demonstrate use of teacher-directed methods (e.g. lectures and readings, introducing new knowledge, recalling and relating prior knowledge, direct instruction, guided practice and independent practice)than student-centered models (group learning, inquiry learning, self-reflection, etc.).There is no practice of keeping log books, wherein teachers’ comments on student difficulties, performance, adjustment in lesson delivery, etc. are recorded.
C	Proficient	Pedagogic competence given due importance The level of teachers’ pedagogic competence is satisfactory, as seen in class observation records maintained in school, and interactions. Teachers design tasks on student-centred models of learning; have a choice among tasks, have group tasks linked to students’ interests and prior knowledge, and those that are useful to attain certain goals. Their expectations from students are based on student’s age, intellectual capacity, socio-cultural background, learning styles, attainment of Minimum Levels of Learning (MLL), etc.They make efforts to motivate students, and to follow inclusive practices. Teachers’ log books contain evidence of self-reflection on teaching practices, leading to revisions. Need to achieve a good balance of all these factors - knowledge of human developmental stages, understanding of student diversity and student motivation.
D	Accomplished	Pedagogic competence is of a high order Teachers promote independent study, self-reflection and inquiry learning; set tasks that are related to real life experiences, motivate students to learn, practice different types of reinforcement, inculcate self-belief in students, and are considerate towards human needs. They are trained in understanding learning disabilities,they effectively engage the learning-disabled students, and protect them from discriminatory practices. They successfully guide gifted children through curriculum compacting; opportunities to work with similarly gifted children and complex material, and to demonstrate their learning; independent study projects, mentorships, and inter-disciplinary studies; opportunities to practice divergent thinking and critical thinking, etc. A culture of continuous improvement through self-reflection and peer learning, participation in various programmes, awards and recognitions, research work and published papers in pedagogy is seen in school. Teachers talk energetically about their views on pedagogy and related experiments. Class observation records maintained in school, student feedback and appraisals gathered during interactions are very positive.
E	Distinguished	Demonstrated scholarship, recognized as authority in teacher training The school has at least one teacher who has made successful attempts to showcase and promote innovative practices and is recognized as a role model within school as well as in external circles. All the teachers if not equally able, try to follow the practices and learn from the role model.