Teacher accountability towards children learning achievement as per RTE Act 2009.As per RTE every child of the age of 6-14 years shall have a right free and compulsory education in a neighborhood school till completion elementary education i.e., class I-VIII. Every child has the right to receive quality elementary education. The RTE focuses on quality and children learning achievement. The children has the right to receive special training to be on par with others with required subject specific competencies. Therefore the system is accountable towards children learning achievement appropriate to the class / grade. The mandate of the RTE in providing quality elementary education will be possible provided teachers and other support staff are professionally sound, duty bounded, committed for the achievement of goals of elementary education.
Therefore, the teacher accountability is focused on the important areas that promotes quality of children learning performance viz.,
1) Performance of the duties of the teachers
2) Teaching learning process
3) Focus on children performance.
The first two factors shall have greater bearing on the third one i.e., children learning performance. Following are the item wise indicators of performance to be checked and observed.
a) Duties of the Teachers
- Maintain regularity and punctuality in attending schools.
- Not to use Mobile phones in the classrooms and schools.
- Setting goals and targets based on base line.
- Conduct and complete the curriculum duly following child friendly and child centered methods.
- Complete the curriculum with in specified time.
- Planning and providing special training to the children who logging behind to make them at par with others and posses class specific academic standards.
- Checking of homework and correction notebooks.
- Valuation of test papers and maintaining the CCE Record.
- Planning and inviting the SMC members and parents to the meeting.
- Informing the children learning progress to the parents and SMC members.
- Developing question papers and conducting the periodic assessment both formative and summative.
- Teachers not to leave school during school hours and not to abstained from schools without government orders.
- Maintenance of Teacher dairy reflecting planning and reflection.
- Researches and studies.
- Basically Headmasters are also teachers and they must take atleast two periods of a regular subject concerned in case of high schools and the headmasters in case of other schools must take responsibility of a class / subject.
b) Teaching Learning Process
- Preparation of Unit plan.
- Preparation and use of Teaching Learning Material.
- The entire period time is learning time for children. Therefore, engage children on full time basis in the period by way of teaching, engage in activities where teacher moving and supporting the children and clarifying the concepts.
- Encourage children to express and ask questions.
- CCE is the part of Teacher Learning Process and assess the children on continues basis and support them observations shall be recorded in the teachers dairy.
- Children participation (engagement) individual and group work.
- Promoting learning through explorations, projects, experiments, discovery and child centered tasks.
- Classroom interaction – Teacher – pupil, pupil – pupil, pupil and material. Inclusive classrooms – focusing on children lagging.
- Not to teach text but to construct text.
- Analysis of children performance and planning for appropriate support to the children.
- Formative assessment to understand the extent of children learning and support them.
c) Exhibiting professionalism
- Attending In-service trainings / workshops for professional development and reading the modules and implementing the training content / method.
- Professional writings, readings, library memberships
- Internet access and awareness of using technology
- Reading professional literature and improve teaching.
- Book reviews and sharing in the school complex meetings.
- Paper presentations and writing to Magazines, News Papers etc.,
d) Children Performance
- Clarity on learning outcomes / competencies.
- Implementation of Continuous and Comprehensive Evaluation.
- Assess the learning ability of each child and accordingly supplement additional instruction required if any.
- Hold regular meetings with parents and guardians and apprise them about the attendance and learning achievement.
- No child shall be excluded or repeated in the same class in the name of nonperformance.
- Accountable for achieving subject wise academic standards according to SCF- 2011.
Eg: Languages: Listening & Speaking
- Attaining subject specific competencies in all other subjects / curricular areas as above.
- All children should achieve standards (except M.R/ children with special needs).
- Incentives / recognition may be given to teachers for 80% and above achievement levels.
f) Checks and Measures
- Disciplinary action for default in achieving performance among children and shall liable to disciplinary action under the service rules applicable.
- System level generation of appreciation / explanation based on the data.
- 5% external check should be done at the district level annually.