B4.1.5

B4.1.5   Teaching-LearningàSubject Knowledge and PedagogyàSelf-development of teachers

Rating
A	Not Demonstrated	Attempts at self-development are negligible There are no attempts to update knowledge and upgrade skills. There is no attitude of reflection on past experiences, and adjustment in working style or techniques.
B	Developing	Efforts at self-development are at a very basic level Teachers attend prescribed training programmes. They attempt to update themselves with subject-specific extra reading. They also shoulder additional responsibilities as and when required, but there isn’t evidence of attempts at self-initiated development.
C	Proficient	Self-development is  given due importance The level of teachers’ attempts at self-development are satisfactory - e.g. they talk about  the time they devote to weekly, monthly and yearly planning of events and activities. They fare well in communication and maintaining inter-personal relations, and volunteer for additional responsibilities. They attend seminars and conferences and are open to learning from peers. They need to develop a scholarly outlook, and adopt frequent self-assessment of teaching methods and incorporation of innovative practices from fellow teachers.
D	Accomplished	Self-development is of a high order Teachers’ lesson plans show innovations and the use of emerging technology in teaching practices, which are based on extra reading and participation in teaching forums. Positive approach towards self assessment of teaching methods, leading to adaptation of revised and productive teaching practices and class management are clearly reflected in students’ achievement levels, happiness and energy. Teachers are acquainted with the current educational scenario by participating in conferences, seminars and research work. They undertake subject-specific or pedagogy-related research projects and publish research findings in academic journals. They need to develop competence of advocating and promoting what they have gained through their attempts.
E	Distinguished	Self-development  is exceptional Continuous efforts in improvisation of teaching practices, zeal of learning new techniques of child-centered teaching, setting higher targets, and motivational classroom management are clearly visible through personal achievement and achievement for school. Teachers demonstrate an interest in participating in school policy-making committees or advisory councils, membership of social service organizations and state curriculum reform committees. In the teaching community their prowess is acknowledged and their participation in policy-making committees is regularly sought.