NCERT Teacher’s Performance Indicators: NCERT has developed PINDICS for elementary school teachers. What is PINDICS? Use of PINDICS. PINDICS Guidelines for teachers. PINDICS Guidelines for Head Teacher/CRCC (School complex HM) /MRCC (MEO). Implementing Performance Indicators (PINDICS) of Teachers at Elementary Level in Telangana State.
The Historical Context: PINDICS means Performance Indicators for Elementary School Teachers and Evolving performance standards for teachers’ accountability. NCERT will develop through appropriate provision of training and support, teacher performance standards. NCERT has developed a framework for Performance Indicators for Elementary School Teachers (PINDICS) that is based on norms and standards as enunciated in various studies and statutory orders of the government.
These performance standards define the criteria expected when teachers perform their major tasks and duties. Under each performance standard there will be specific tasks which teachers are expected to perform- termed as specific standards. These are further delineated as performance indicators that can be used to observe progress and to measure actual result compared to expected result.
NCERT TSAR Teachers Performance Indicators 2021
|PS Code||PI Code||TSAR Teachers Performance Indicators|
|PS 1||PS 1: Designing Learning Experiences|
|1.1||Use existing knowledge and experiences of learners while planning|
|1.2||Consider Learning Outcomes (LOs)while planning|
|1.3||1.3 Plan for engaging all learners in different activities|
|1.4||1.4 Collect, prepare and integrate the relevant teaching learning materials (TLMs)|
|1.5||1.5 Planning assessment strategies|
|PS 2||PS 2: Knowledge and Understanding of Subject Matter|
|2.1||2.1 Exhibit content knowledge with conceptual clarity using appropriate examples|
|2.2||2.2 Address the conceptual errors/difficulties/misconceptions of learners|
|PS 3||PS 3: Strategies for Facilitating Learning|
|PS 3A||Creating Conducive Learning Environment|
|3A.1||3A.1 Use available space in the classroom to organize different activities|
|3A.2||3A.2 Ensure cleanliness in classrooms and school|
|3A.3||3A.3 Take care of safety of students in the classroom|
|3A.4||3A.4 Address the issues of personal health & hygiene|
|3A.5||3A.5 Display teaching-learning materials and learners work in the classrooms|
|3A.6||3A.6 Use appropriate strategies for ensuring classroom discipline|
|3A.7||3A.7 Strengthening learners’ regularity of attendance in classroom/ school|
|PS 3B||Learning Strategies and Activities|
|3B.1||Use learner centred strategies (engaging students in creative and critical thinking, inquiry, investigation, and problem-based learning; encouraging discussion, dialogue, debate, cooperative and collaborative activities, etc.)|
|3B.2||3B.2 Provide opportunities to all learners to participate in discovery, exploration and experimentation|
|3B.3||3B.3 Acknowledge learners’ responses and encourage their participation|
|3B.4||3B.4 Encourage learners to ask questions|
|3B.5||3B.5 Develop ICT skills amongst learners|
|3B.6||3B.6 Use different teaching-learning resource materials like textbooks, teachers’ sourcebooks, print & digital materials, web resources, etc.|
|3B.7||3B.7 Provide opportunities to learners for development of qualities like care, concern, compassion, sympathy, empathy, and stress management|
|PS 3C||Communication Skills|
|3C.1||Listen to learners patiently|
|3C.2||3C.2 Use the home language of learner wherever needed|
|3C.3||3C.3 Write grammatically correct sentences with proper spacing and punctuation marks|
|PS 3D||Assessment and Feedback|
|3D.1||Assess students’ learning and provide feedback for improving learning|
|3D.2||3D.2 Maintain students’ profile of learning and performance (record of different tests, assignments, written work, projects, anecdotes, etc.)|
|3D.3||3D.3 Share learners’ progress with parents/guardians|
|PS 4||PS 4: Interpersonal Relationship|
|4.1||Relationship with students|
|4.2||Relationship with colleagues|
|4.3||Relationship with parents and community|
|PS 5||PS 5: Professional Development|
|5.1||Update subject knowledge through self- learning|
|5.2||Participate in in-service education programmes as per need and requirement|
|5.3||Participate in in-service education programmes for improving ICT skills|
|5.4||Engage in innovative and action research activities|
|5.5||Participate and present papers in seminars/ conferences/ workshops and publish articles/papers in various journals, newspapers, magazines, etc.|
|5.6||Contribute to the development of teaching-learning materials (TLMs) and other resources through ICT|
|PS 6||PS 6: School Development|
|6.1||Organise/participate and contribute in School Management Committee (SMC)/ Parent Teacher Meeting (PTM)/Parent Teacher Association (PTA) activities|
|6.2||Discharge duties of various committees responsibly and take initiative for organizing activities for those committees (such as morning assembly, time-table, examination, sports, cultural day celebration, public relations, excursions, etc.)|
|6.3||Take responsibilities for organizing activities-Guidance & Counselling, NCC, NSS, Scouts & Guides, Red Cross, various club activities, resource mobilization, and school budgeting|
|6.4||Discharge all kinds of duties as assigned by the authority|
These performance standards define the criteria expected when teachers perform their major tasks and duties. These are further delineated as performance indicators that can be used to observe progress and to measure actual result compared to expected result. NCERT will also develop and pilot instruments to measure teacher competence under PINDICS. PINDICs will eventually evolve as the framework for effective teacher performance for effective monitoring and benchmarking across the country.
- NCERT has developed PINDICS for elementary school teachers.
- Self-assessment by the teacher at least twice a year.
- Assessment by Head Teacher/CRC/BRC coordinators also twice in a year; using teacher’s self-assessment record, observation of actual classroom processes and dialogue with teachers, students and SMC members
- Would be linked subsequently to QMTs and consolidated at Cluster, Block , District & State level.
What is PINDICS ? and Guidelines Circumstance: Performance Indicators (PINDICS) are used to assess the performance and progress of teachers. It consists of performance standards (PS), specific standards and performance indicators. Performance standards are the areas in which teachers perform their tasks and responsibilities. Under performance standards there are some specific tasks which are expected to be performed by the teachers. These are termed as specific standards. From specific standards performance indicators have been derived. 7 Performance Standards (PS)
Performance Standards communicate expectations for each responsibility area of the Teacher job performance. The following seven performance standards have been identified.
PS -1 : Designing Learning Experiences for Children
PS -2 : Knowledge and Understanding of Subject matter
PS -3 : Strategies for Facilitating Learning
PS -4 : Interpersonal Relationship
PS -5 : Professional Development
PS -6 : School Development
PS -7 : Teacher Attendance
Use of PINDICS: PINDICS can be used by teachers themselves for assessing their own performance and to make continuous efforts to reach the highest level. These can also be used for teacher appraisal by the supervisory staff/mentor to assess and to provide constructive feedback for the improvement of teacher performance. Each performance indicator is rated on four point scale ranging from 1 to 4 indicating the levels of performance. 4 Rating Points
The four Rating Points are
1. Not meeting the expected standard
2. Approaching the expected standard
3. Approached the expected standard
4. Beyond the expected standard
If the teacher performs tasks in an innovative way and makes extra efforts for improving student performance can be rated as beyond the expected standard. Guidelines for teachers
Self-assessment by the teacher should be done for every quarter in a year. Complete the teacher identification information on page 1.
NCERT Teacher’s Performance Indicators:
- No item should be left blank
- Read each performance indicator carefully and reflect on it in the context of your classroom practice and give rating points in the appropriate box.
- Place yourself on a point on the four-point scale according to your performance against each indicator.
- Work out total score on the performance standard (area) by adding scores on each indicator of the standard.
- Prepare a descriptive report on the basis of your assessment. The report may also include the areas in which help is required.
Guidelines for Head Teacher/CRCC (School complex HM) /MRCC (MEO) : Assessment by Head Teacher/CRCC (School complex HM)/MRCC (MEO) should be carried out twice in a year keeping in view following points.
- Use teacher’s self-assessment record
- Observe actual classroom processes
- Have dialogue with teachers, students and SMC members to supplement teacher’s report
- Prepare a descriptive report based on self-observation and report collected from the teacher
- Discuss the report with the teacher concerned to improve his/her level of performance
- Link information from teachers assessment using PINDICS with information about student attendance, curriculum coverage and student learning outcomes from Quality Monitoring Tools (QMTs)
- Complete Teacher Performance Sheet and Consolidation Sheet CRC level for onward transmission to BRC.