CBSE School Quality Assessment and Assurance Framework PDF

` CBSE School Quality Assessment and Assurance Framework Central Board of Secondary Education Academic Unit 011-23...

` CBSE School Quality Assessment and Assurance Framework Central Board of Secondary Education Academic Unit 011-23231067 [email protected] Encouraging Self Reflection, Accountability, Collaboration and Innovation CBSE SQAA Framework April 2023 2|P a g e CONTENTS S. No. Topics Page no. 1. LEARNER PROFILE 5 2. SECTION 1- STANDARDS FRAMEWORK 7-269  Introduction  Vision, Mission and Values Framework  Objectives  Eligibility  Approach and Impact  Structure and Organisation of Standards Framework  Weightage assigned to domains in the Framework  Overview of the Framework  Domains, Sub Domains and Standards  Quality Assessment Process  Scoring Process, School SQAA Profile and Maturity Levels 3. SECTION II – ANNEXURES AND GLOSSARY 271 – 301  Annexure A- Safety Checklist  Annexure B – Constitution of School Safety Committee  Annexure C – Integrating Learning about Safety in School Education  Annexure D – School Safety Pledge  Annexure E – Constitution of Parent Teacher Association  Annexure F – Template for Self-Improvement Plan  Annexure G - Score Card  Glossary 3|P a g e ACRONYMS ACPP Annual Curriculum and Pedagogical Plan ASD Autism Spectrum Disorder CBOs Community Based Organisation CBSE Central Board of Secondary Education DIKSHA Digital Infrastructure for Knowledge Sharing EBSB Ek Bharat Shrestha Bharat FLN Foundational Literacy and Numeracy HPC Holistic Progress Card HPE Health and Physical Education IEP Individual Education Plan LOs Learning Outcomes MoM Minutes of Meeting NAS National Achievement Survey NCERT National Council of Educational Research and Training NCF National Curricular Framework NEP National Education Policy NGO Non-Governmental Organisation PE Physical Education SAFAL Structured Assessment For Analyzing Learning SDGs Sustainable Development Goals SEWA Social Empowerment through Work Education and Action SLAS State level achievement Survey SLD Specific Learning Disability SQAA School Quality Assessment and Assurance OoSC Out of School Children 4|P a g e LEARNER PROFILE PREPARING MYSELF FOR THE FUTURE SELF-AWARE  I work to understand myself better and am open to constructive feedback  I look for continual improvement that supports my learning as well as personal development CARING AND  I am kind and thoughtful COMPASSIONATE  I show kindness, empathy and compassion and act to make a positive difference in the lives of others SOCIALLY  I am responsible for myself and responsive to and respectful of others RESPONSIBLE  I care about significant local and global issues that make an impact on our lives and on planet earth OPEN MINDED  I try to make connections while using information  I appreciate my own culture and beliefs as well as the traditions, beliefs and culture of others REFLECTIVE  I think about my behavior and actions and its impact on others  I find ways to improve my learning and behavior PRINCIPLED  I act with honesty, integrity and fairness and respect others  I take responsibility for my actions RISK TAKER  I am resourceful and resilient in the face of challenges  I love to explore new ideas CONFIDENT  I can express myself confidently  I can work with information and ideas of my own and those of others COMMUNICATOR  I am confident and articulate in expressing myself in more ways than one  I am a good listener and can understand others’ perspectives COLLABORATOR  I work well independently as well as in groups  I appreciate and respect diversity ENGAGED  I am intellectually, socially and emotionally ready to make a difference  I consciously engage with issues that have a significant local and global impact INQUIRER  I am curious and ask a lot of questions  I learn with enthusiasm and try to find answers independently PROBLEM SOLVER &  I analyse data and evaluate my options in solving problems DECISION MAKER  I take informed decisions and act responsibly CRITICAL AND  I use my critical and creative thinking skills to make informed and CREATIVE THINKER ethical choices  I think out of the box to find alternative solutions to complex problems INNOVATOR  I explore, experiment and discover  I introduce new ideas and concepts BALANCED  I take care of my physical, intellectual, and emotional well being  I make decisions based on critical and creative thinking when faced by a problem 5|P a g e  SECTION 1 STANDARDS’ FRAMEWORK (SCHOOL QUALITY ASSESSMENT AND ASSURANCE FRAMEWORK) 6|P a g e 1.1 INTRODUCTION School Quality Assessment and Assurance (SQAA) Framework is a set of standards and best practices as paradigms for attaining individual and institutional excellence. It is a tool for educationists, leaders, management and all those involved in making a difference in the lives of children. It is an attempt to allow all of us to make informed choices, articulate what we want and compare it with a realistic assessment of current reality, collectively aspire for a goal, reflect and initiate dialogues, recognize and manage the complexities at large and thus deal effectively with the forces that shape the consequences of our actions. An exhaustive, Benchmarked by best implementable and objective global standards along self-assessment tool with an with being rich in local underlying measure of requirements acceptability and credibility SQAA Framework Would reassure stakeholders that the school aspires for To be viewed as a tool continual improvement thus for continual process of leading to achievement of self-assessment desired student learning outcomes 1.2 VISION, MISSION AND VALUES FRAMEWORK OF SQAA VISION To provide quality education to students through standardized instruments and processes of self-evaluation and external assessment benchmarks in the concept, establishment and running of effective systems within an institution in accordance with changing socio-economic and cultural contexts. VALUES FRAMEWORK  Encouraging Self-Evaluation, Accountability, Collaboration and Innovation  Promotion of use of technology; interdependence; promotion of research and innovation; enhancement in employability skills; nationalis m; creating global citizens. 7|P a g e  MISSION a. Promote interconnectedness among stakeholders to support the school systems for ongoing research and development to improve achievement of student learning outcomes. b. Inspire schools to review and reflect on their curricular practices and achievement of student learning outcomes. c. Promote student centric non-discriminatory curriculum which prepares students to be confident, connected and lifelong learners as envisaged in NEP 2020. d. Stimulate schools to reflect, review, assess and create their institutions as learning organizations that are continuously growing and evolving on their developmenta l continuum. e. Foster the culture of openness, transparency and objectivity in self-assessment, peer review and external assessment. f. Empower schools to be continually involved in systematic self-assessment which has an explicit purpose of improving the quality of student experiences and their standards of attainment. 1.3 OBJECTIVES To enable schools to: a. Reflect and review their processes at periodic intervals. b. Use the rich data assimilated to respond proactively to the changing paradigms in the field of education. c. Create an enabling environment in the school for the achievement of student learning outcomes. d. Prepare students for an increasingly complex and interdependent world. e. Establish as inclusive schools with purposeful learning culture and achieve high standards of students’ learning and personal development. f. Develop individual and collective responsibility and accountability in ensuring the achievement of student learning outcomes. g. Assess and endorse themselves as learning organizations that meet established standards. h. Devise strategies to become incubators of innovation. i. Recognize, retain and sustain their unique elements in their local region. 8|P a g e 1.4 ELIGIBILITY FOR SQAA PROCESS Schools affiliated to CBSE must undergo the process of SQAA and self-assess themselves on the SQAA Framework every year on SQAA Portal. The schools aspiring to be affiliated to CBSE can also undertake self-assessment against the framework in an offline mode and prepare themselves for self-assessment while submitting application for affiliation. 1.5 APPROACH AND IMPACT The complete focus of the standards is on encouraging Self-Evaluation, Accountability, Collaboration and Innovation. Apart from this, the following has also been kept in mind while framing of standards: Empowerment Holistic Self- Student Non- of Leaders Assessment Learning threatening All parameters Outcomes Growth Self of school Self-Reflection Flexibility in Esteem functioning to bring about Application of time period integrated improvement in Standards seamlessly into life and work to one whole create overall well being Self- Adaptability Confident and Continual Standardization Explanatory better improvement Contextual Common School Framework equipped Creation of an Quality schools Clarity enabling Assessment Handholding, learning Framework for support and environment in all schools mentorship school 1.6 STRUCTURE AND ORGANIZATION OF SQAA FRAMEWORK Standards and Performance Indicators are at the centre of any assessment framework. They provide a basis on which assessment is done. Since the concept of quality is complex and has to be seen holistically, therefore, the standards should cover almost all the key performance areas of school and consider the satisfaction of all the stakeholders concerned. In the proposed SQAA Framework, the standards have been set in seven different domains of school functioning which are further subdivided into sub-domains detailing out the areas under them. Performance Indicators have been mentioned against each Standard which indicate the observable actions or practices in response to that particular Standard. Each standard has 4 9|P a g e levels of performance indicators. Schematically structure of SQAA may be understood through following graphical organizer: Domains Broad areas of school functioning Sub Specify what constitutes Domains the concerned domain Qualify the various aspects of the sub Standards domain or defines the sub domain Acting force or Principle behind each Assessment standard which can be referred to further Rubrics Guiding Principles and Policies clarity Performance Four Performance Levels specified against each standard Indicators and Levels ranging from 1 to 4; Set of observable actions or practices termed as require Performance Indicators mentioned against each Performance Level Evidences & Required to support the claim of a Records particular level by school It is suggested that in order to understand and make sense of the framework, the domains, sub domains, standards, performance indicators, supporting documents and guiding policies/documents should be looked at in totality rather than in isolation. Since all areas of school functioning are seamlessly interwoven, the different components of the framework need to be viewed as a whole rather than in seclusion. The Performance Indicators are self- explanatory and corroborated by list of evidences given at the end of each standard. The schools can assess themselves against these standards and set an aspirational level that is achievable. Key elements highlighted from macro to micro level in above mentioned graphical organizer are further detailed out for more clarity about the Framework. Domain 1. SQAA Framework rests on the following seven domains which ensure school effectiveness:  Curriculum, Pedagogy and Assessment  Infrastructure – Adequacy, Functionality and Aesthetics  Human Resources  Inclusive Practices  Management and Governance  Leadership 10 | P a g e   Beneficiary Satisfaction 2. These domains are the key performance areas of school. 3. The seven domains are not independent of each other but interlinked and interdependent in a systematic and seamless manner. An example would be that of leadership that develops capacity of teachers by providing resources and training benchmarked with best practices and good governance leading to enhanced learning outcomes in all students in all curricular areas. Sub Domain 1. Specifies what constitutes each domain 2. Ensures uniformity in understanding and interpretation across all users and stakeholders 3. Example: Sub domains of Curriculum, Pedagogy and Assessment may be: a. Curriculum Planning b. Teaching Learning Process c. Student Enrichment, Skill based/Vocational Education Programmes embedded in the Annual Curriculum and Pedagogical Plan d. Mainstreaming Physical Education and Sports e. Values and Ethos f. Student Performance, Assessment of Learning Outcomes and Feedback and Learning Enhancement Programme g. Early Childhood Care and Education and Foundational Literacy and Numeracy 4. Based on aforementioned sub-domains of ‘Curriculum, Pedagogy and Assessment’, it may be inferred that sub-domains having some sort of similarities would be subsumed under a particular domain. Sub-Sub Domain Standard is benchmarking statement under the sub domain. It is a -Standards/ rule or principle that is used as a basis for judgement. Benchmarking In School Quality Assessment Framework, standards are the Statements benchmarking statements expressed in terms of behaviours and attributes of practices of an effective and well-functioning school. All standards set under any sub-domain tend to qualify various aspects of the concerned Sub-domain. Example: Under Curriculum Planning – a sub domain of domain ‘Curriculum, Pedagogy and Assessment’, we would find following Standards or Benchmarking Statements: o Principal and teachers are familiar with the spirit and content of NCF and recommendations of NEP. 11 | P a g e  o The School Leaders and Teachers are familiar with the curriculum documents and support material brought out by CBSE. o The School Integrated Annual Curriculum and Pedagogica l Plan (ACPP) reflects the recommendations of the Board. o Curriculum develops skills and abilities which prepare students for lifelong learning; fosters global citizens hip leading to attainment of Sustainable Development Goals (SDGs). As compared to Domain and Sub Domain, Standards: o are more concrete and specific o tend to give operational definition of concerned Sub- domain Due to concreteness and distinctiveness of each Standard or Benchmarking Statement, assessment exercise would be objective and reliable in nature. This is the reason why Standards are give n central stage within any assessment framework. Performance Performance Levels, Performance Indicators and Rubrics answer Levels, the following questions: Performance o How School would be assessed on each standard? Indicator and o How to determine where school stands on each standard so that Rubrics school may aspire for continual improvement? o How to determine appropriate performance level on standard for school? For facilitating assessment of school on each standard, four performance levels ranging on scale of 1 to 4 have been specified. Performance Level-IV would be highest and Performance Level- I would be lowest. Performance Level indicates the developmenta l stage of the school. Further to determine on which performance level school stands, along with each performance level, observable actions or practices termed as performance indicators are specified. Technically, if against each standard or benchmarking statement, performance levels and associated performance indicators are specified, resultant scoring guide tool is called ‘Rubric’. Note: Performance levels are ordered incrementally from low to high, it means for getting higher performance level, requirements of previous levels would be met by school. It means for attaining performance level-IV which is the highest level, school would have to meet requirements of preceding performance levels. 12 | P a g e  The school has flexibility to self-assess its maturity level, define its aspirational level and then devise its plan of action after each domain of the framework to achieve the aspired level. Score Against each standard, Performance levels have been specified ranging on four-point scale. Level-IV of Performance Indicators under each standard depicts the best practice(s) carrying a weightage of 4. In order to get a score of 4, all the performance indicators at other three levels along with all the performance indicators at level 4 must stand true/appropriate for the school. Similarly, Performance level-III, II and I are carrying weightage scores of 3, 2 and 1 respectively. Record/Evidence/ Against each standard, set of records and evidences have been Supporting specified which support that observable actions or practices are Documents happening in school as per requirements specified for performance levels of concerned standard. (Availability of documents at all levels: 5+3+3+4 is preferred) Note: One document can also be an evidence for other domains and their sub domains and standards. Example: A common/separate Curriculum/Pedagogy/Assess me nt Policy for Nursery – Class II, III-V, VI-VIII, IX-XII can be a supporting document for Domains 1 and 4. Schools are expected to upload/make available only those supporting documents that reflect planning, implementation, mentoring and monitoring practices, reflection, gap analysis, improvement plans in school processes leading to enhanced student learning outcomes and impact analysis of improvement plans, etc. Policy/Reference Against each standard, policy or reference documents are mentioned Document which are acting force or principles behind the concerned standard. It means for more detailed information regarding any standard concerned policy or reference document(s) may be referred. 13 | P a g e  Maturity Level In SQAA along with each standard, four Performance levels ranging on scale of 1-4 have been specified. These four levels of performance namely Performance level-IV, III, II and I denotes ‘Dynamic-Evolving’, ‘Stable’, ‘Transient’ and ‘Inceptive’ maturity levels respectively. These are given in the figure below: The school can refer the above criteria or developmental stages of performance to know where it stands in terms of developmenta l stage and formulate appropriate and achievable plans for self- improvement and enhance accountability. Although it is expected that each school meets the best practices as depicted in these performance indicators, not all indicators will apply to or be appropriate for each school. Level-IV (Dynamic-Evolving) Level-III Demonstrates strong benchmarked defined (Stable) and documented Evidences of database processes. Governance Level-II improvement processes. and leadership exhibits (Transient ) System is defined and accountability, System is in early documented. People are responsibility, self- Level-I aware of their roles in the constructive years. evaluation and ( Inceptive ) Practices are generally institution and practicing improvement planning. System is at initial corrective in nature. it. Practices are preventive stage. Practices are and corrective in nature. individual based. Level 4 of Performance Indicators Level-IV of Performance Indicators under each standard depicts the best practice(s) carrying a weightage of 4. In order to get a score of 4, the performance indicators at other three levels must stand true/appropriate for the school. Also, the practices followed by the school should reflect SYSTEMS APPROACH TO QUALITY MANAGEMENT. 14 | P a g e 1.7 WEIGHTAGE ASSIGNED TO DOMAINS OF SQAA The domain of ‘Curriculum, Pedagogy and Assessment’ carries highest (40%) weightage as compared to other domains. In the SQAA Framework, the domain of Curriculum, Pedagogy and Assessment has been treated as core domain because it consists of teaching- lear ning processes, learning outcomes, assessment practices, etc. that are used as yardstick for determining quality of school education. NEP-2020, keeping in mind, targets of SDG-4 to be achieved by 2030, has emphasized improving quality of educational outcomes which underpins allocation of higher weightage to the domain of Curriculum, Pedagogy and Assessment. Rest of the domains have been treated as enablers and facilitators for achieving enhanced student learning outcomes and each carry 10% weightage. Curriculum, Pedagogy & Assessment 40% Beneficiary Satisfaction Infrastructure 1 10% 10% 7 2 SQAA Domains Leadership 6 3 Human Resources 10% 10% 5 4 Management Inclusive & Practices Governance 10% 10% 15 | P a g e 1.8 OVERVIEW OF SQAA FRAMEWORK Domains Sub-domains Standards / Benchmarking S. No. Statements Curriculum, Pedagogy 7 26 1 and Assessment Infrastructure 12 20 2 Human Resources 05 10 3 Inclusive Practices 05 07 4 Management and 10 10 5 Governance Leadership 03 05 6 Beneficiary Satisfaction 06 06 7 Total Items 49 84 1.9 SQAA DOMAINS, SUB DOMAINS AND STANDARDS/BENCHMARKING STATEMENTS In this sub-section, Domains, Sub-domains, Standards, Performance levels and indicators, records/evidences and policy documents are presented in detail. Domain-wise details are presented below: 16 | P a g e DOMAIN 1: CURRICULUM, PEDAGOGY AND ASSESSMENT DOMAIN OVERVIEW The students achieve excellence through a wide range of inclusive and innovative policies, practices and well-defined outcomes that allow for holistic, cohesive and free learning spaces for learners. The many student friendly systems and operatives that make education a functional and living entity are a part of academic and non-academic processes and products. The teachers’ knowledge of their subjects and how students learn; learning environment and creating positive classrooms, teacher-student interactions; teaching learning methodologie s; integration of arts, values, life skills, sports in teaching learning practices, use of inter - disciplinary approaches to achieve student learning outcomes, informal assessments to measure students on their developmental continuum; continual upgrade by staff on their knowledge, competencies and skills; inclusivity and building a culture of innovation are some of the descriptors of a strong curricular, pedagogical and assessment policy in place. SUB DOMAINS STANDARDS 1.1 Curriculum 1.1.1 Principal and teachers are familiar with the spirit and content of Planning NCF and recommendations of NEP. 1.1.2 The School Leaders and Teachers are familiar with the curriculum documents and support material brought out by CBSE. 1.1.3 The School Integrated Annual Curriculum and Pedagogical Plan (ACPP) reflects the recommendations of the Board. 1.1.4 Curriculum develops skills and abilities which prepare students for lifelong learning; fosters global citizenship leading to attainment of Sustainable Development Goals (SDGs). 1.2 Teaching 1.2.1 School follows an optimum number of teaching days and teaching Learning hours as defined by the Appropriate Authority/State/UT Processes Government. 1.2.2 The school follows Teacher – Student Ratio as per norms. 1.2.3 Teachers are empowered to adopt varied teaching learning approaches reflecting their understanding of the needs of the diverse students and create a conducive environment for joyful learning. 1.2.4 The School uses NCERT defined Learning Outcomes (LOs) for all classes as success criteria. 1.3 Student 1.3.1 The school provides ample opportunities for Art Education. Enrichment, Skill 1.3.2 The School Vocational Education Programme develops based/Vocational entrepreneurial and employability skills and provides opportunities for Education internship and apprenticeship at local industry. Programmes 1.3.3 The school provides facilities to the students to participate in embedded in the activities which enhance Literary and Reading Skills, Creative and Annual Critical Thinking Skills; Scientific Skills; Communication Skills, Curriculum and Leadership Skills, and ensures mandatory Digital, Financia l, Pedagogical Plan Citizenship, Information and Media, Environmental and Health Literacy. 17 | P a g e  1.3.4 The school has a Life Skills Development Programme focusing on Thinking, Social and Emotional skills. 1.4 1.4.1 School has a Policy and a strong leadership for promoting Health Mainstreaming and Physical Education in Students. Physical 1.4.2 Teaching and learning of PE, Sports, Yoga and other Fitness Education and Activities is rich and engaging. Sports 1.4.3 Inclusive PE and Sport is an important aspect of school. 1.5 Values and 1.5.1 The school nurtures values through a climate of care, compassion, Ethos and respect; welcomes diversity and creates a culture of pride for the school amongst the stakeholders. 1.5.2 The school inculcates pride towards Indian heritage and civilization and encourages students to be conscious of their duties towards society, living beings and nature. 1.6 Student 1.6.1 The school ensures 75% attendance of its students and reduces Performance, drop outs. Assessment of 1.6.2 Teachers use multiple modes of assessment to assess the Learning performance of the students - Assessment of Learning. Outcomes and 1.6.3 The school has defined procedures and criteria to regularly assess Feedback and the students' performance; adopts varied assessment tools and Learning techniques to assess the performance of the students – Assessment for Enhancement Learning and As Learning. Programme 1.6.4 Assessment of skills and competencies (visual and performing arts, life skills, values and ethos, vocational skills, health and physical education, scientific skills, computational skills, literacy skills, digita l skills, reading skills and other skills) is done on the basis of Learning Outcomes and the criteria given in the Holistic Progress Card (HPC). 1.6.5 The school uses the results of NAS/SLAS/Third Party Assessment/CBSE SAFAL assessment to ensure all students progress on their developmental continuum. 1.7 Early 1.7.1 The school organises content and teaching learning material based Childhood Care on defined Learning Outcomes, principles and guidelines given in NCF and Education for Foundational Stage along with consideration for the local context. and Foundationa l 1.7.2 The school adopts an inclusive approach to pedagogy that is play Literacy and based, engaging, contextual and experiential. Numeracy 1.7.3 The schools designs and conducts age appropriate, regular and ongoing assessments that check for the achievement of the defined Learning Outcomes. 1.7.4 The school has created a suitable ecosystem for attaining Foundational Literacy and Numeracy (FLN) targets for all children. 18 | P a g e  DOMAIN 1: CURRICULUM, PEDAGOGY AND ASSESSMENT- PERFORMANCE INDICATORS Sub - Domain – 1.1 Curriculum Planning 1.1.1 Principal and teachers are familiar with the spirit and content of NCF and recommendations of NEP. 1.1.1.1 - Level I - Inceptive 1.1.1.2 - Level II – Transient 1.1.1.3 - Level III – Stable 1.1.1.4 - Level IV- Dynamic Evolving  School leaders have read the NEP  The school organizes  Teachers integrate  School Curricular, Pedagogical and and NCF documents and engaged orientation programmes and recommendations of NCF and Assessment Policy for each stage as in discussions. discussions for teachers on NEP in their lesson plans. per new curricular and pedagogical  School leaders have identified the NEP and NCF.  Lesson plans are reviewed structure (5+3+3+4) is available. key recommendations of NEP and  The school organizes regularly in relation to  The school has integrated the NCF. orientation programmes for achievement of defined recommendations of NCF and NEP parents on NEP and NCF. learning outcomes. in the school curriculum.  Classrooms are observed  School leaders engage in regular regularly in relation to data analysis to assess alignment of achievement of defined school curriculum and teaching learning outcomes. learning practices with NEP and  Feedback and feedforward is NCF. given to the teachers at regular  Identified gaps are addressed with intervals to improve teaching appropriate measures. learning process. Guiding Principles/Policies NCF Document, NEP, Position Papers NCERT, Circulars issued by the affiliating Body/Board 19 | P a g e  SUGGESTED SUPPORTIVE DOCUMENTS THAT CAN BE REVIEWED BY SCHOOL Document Availability Document Availability Document Availability Document Availability Yes/No/In Yes/No/In Yes/No/In Yes/No/In Progress Progress Progress Progress School Curricular, Integrated Annual Health and Wellness Teachers’ diary and Teacher Pedagogical and Curriculum and Policy Observation/Classroom Assessment Policy Pedagogical Plan Participation Record for each stage as per new curricular and pedagogical structure (5+3+3+4) Minutes of Annual Assessment Curriculum policy Student Performance departmental and Examination reflecting no hard Enhancement records and IEP meetings reflecting Calendar separation of subjects (Individual Education Plan for the discussion on: all students including Gifted NCF/Position Papers Students and Children with NCERT/NEP Special Needs) Orientation Parental Involvement Environmental Monitoring and Reviewing Programmes on Calendar Management Policy Checklists -Self/Peer NCF/NEP School Calendar Innovation Policy Policy on Equity and School Improvement Plan Inclusion List of text books Annual Professional Health and Wellness HR Policies and study material Development Plan for Calendar Teachers Staff Process Owner Any other Any other Any other Duty List 20 | P a g e  1.1.2 The School Leaders and teachers are familiar with the curriculum documents and support material brought out by CBSE. 1.1.2.1 - Level I - Inceptive 1.1.2.2 - Level II - Transient 1.1.2.3 - Level III- Stable 1.1.2.4 - Level IV- Dynamic Evolving  All teachers have access to  The school organizes orientation  Teachers are regularly engaged in  The school has developed a School respective syllabi and programme to familiarize the staff micro discussions/dialogue to Curricular, Pedagogical and Assessment Manuals/Handbooks developed with the key recommendations of understand the impact of Policy for each stage as per new by the Board. the Board. integrating the recommendations of curricular and pedagogical structure the Board on achievement of (5+3+3+4). learning outcomes.  Teachers are trained and mentored on a regular basis.  Resources prepared by the teachers and their teaching practices are analysed regularly to gauge their understanding.  Areas of improvement are identified and action plans made accordingly. Guiding Principles/Policies NEP, NCERT Documents, Curriculum Documents, Circulars issued by the CBSE, Handbooks and Teachers' Manuals developed by the Board 21 | P a g e  SUGGESTED SUPPORTING DOCUMENTS THAT CAN BE REVIEWED BY SCHOOL Document Availability Document Availability Document Availability Document Availability Yes/No/In Yes/No/In Yes/No/In Yes/No/In Progress Progress Progress Progress School Curricular, School Calendar Minutes of Consolidated Time Table Pedagogical and Departmental reflecting the educational Assessment Policy for Meetings programme in the school each stage as per new curricular and pedagogical structure (5+3+3+4) List of CBPs for Annual Curriculum Teachers' Diary with Mentoring and Monitoring teachers and Pedagogical Plan Lesson Plans and Reviewing Practices reflecting the reflecting the educational educational programme in the programme in the school school School Vision & Roles and Any other Improvement Plans to Mission statements Responsibility of strengthen the system reflecting ethos of Staff NCF/NEP 22 | P a g e  1.1.3 The School Integrated Annual Curriculum and Pedagogical Plan (ACPP) reflects the recommendations of the Board. 1.1.3.1 - Level I – Inceptive 1.1.3.2 - Level II – Transient 1.1.3.3 - Level III – Stable 1.1.3.4 - Level IV- Dynamic Evolving  A syllabi bifurcation annual  Orientation programmes are  The school identifies professiona l  The school has developed a School plan for all the classes is held for teachers of all development needs and organises Curricular, Pedagogical and Assessment available. stages to acquaint them with CBPs accordingly. Policy for each stage as per new curricular  The monthly syllabi plan is the curricular and  Teachers engage in in-house training and pedagogical structure (5+3+3+4). shared with the parents. pedagogical and assessment programmes to develop a teaching  The curriculum plan details strategies on approaches as learning model most suited to promoting multilingualism. recommended in NEP and local/classroom context that promotes  Integrated Annual Curriculum and NCF. 21st century skills. Pedagogical Plan reflects Vision and  Discussions are conducted  The curriculum plan draws Mission of the school and alignment with with teachers on the format connections among different subjects recommendations of NCF. to be adopted while and disciplines in order to promote  The approved Annual Curriculum and designing the Integrated interdisciplinary learning. Pedagogical Plan is effective ly Annual Curriculum and  The school Annual Curriculum and implemented. Pedagogical Plan keeping Pedagogical Plan reflects enhanceme nt  The school team meets at regular interva ls the CBSE guidelines in in 21st century skills, Values and to evaluate the effectiveness of the view. Ethics, Health and Physical Education, implementation of ACPP.  A draft for the ACPP is Visual and Performing Arts,  Data is analysed regularly to identify prepared subject wise, class Vocational Skills etc. and is integrated strengths and areas of improvement and wise and unit wise in with different aspects of learning. action plans made accordingly to collaboration with the  The innovative ACPP is shared with strengthen the system. teachers. the parents.  Teachers are mentored on a regular basis. Guiding Principles/Policies NEP, NCERT Learning Outcomes, Curriculum Documents, RTE Act, Circulars issued by the Board, CBSE Teachers Manuals on Pedagogy 23 | P a g e  SUGGESTED SUPPORTING DOCUMENTS THAT CAN BE REVIEWED BY SCHOOL Document Availability Document Availability Document Availability Document Availability Yes/No/In Yes/No/In Yes/No/In Yes/No/In Progress Progress Progress Progress School Curricular, Integrated Annual Lesson plans reflecting Strategies adopted to Pedagogical and Curriculum and Pedagogical multiple approaches to incorporate Assessment Policy Plan/School Calendar based learning - experiential multilingualism for each stage as on New pedagogical and learning, cooperative per new curricular curricular structure of school learning, inquiry based, and pedagogical education (5+3+3+4) research based, art based, toy based, blended structure learning, design thinking, (5+3+3+4) usage of ICT tools etc. Vision and Mission Details of Lesson Plans reflecting Anecdotal records of School Clubs/Activities/Courses/ integrated/cross curricular Internship/ Vocational approach to learning; and Education/Contemporary enhancement in skills and Courses competencies of 21st century List of CBPs for Minutes of Departmental Lesson plans reflecting Mentoring and teachers Meetings and Staff Meetings enhancement of life skills, Monitoring Practices values, art education, health and fitness, FLN Guidelines to Consolidated Time Table Supporting Documents of Improvement Plan to prepare Annual reflecting the educational activities conducted for all strengthen the system Curriculum Plan programme and its classes on appreciating and Annual philosophy India’s rich cultural Pedagogical Plan heritage Staff process owner Any other Any other Any other list 24 | P a g e  1.1.4 Curriculum develops skills and abilities which prepare students for lifelong learning; fosters global citizenship leading to attainment of Sustainable Development Goals (SDGs). 1.1.4.1 - Level I - Inceptive 1.1.4.2 - Level II - Transient 1.1.4.3 - Level III - Stable 1.1.4.4 - Level IV- Dynamic Evolving  The school is aware of the  The school identifies the required  School ACPP and Calendar  The school has developed a School Curricular, recommendations of the skills to be enhanced among the reflects provision of Pedagogical and Assessment Policy for each NCF and guidelines of the students at every stage. opportunities and other stage as per new curricular and pedagogical Board.  The time table and school innovative means for structure (5+3+3+4).  The school leaders have calendar reflects age appropriate students to demonstrate their  More than 50% Students participate in oriented teachers on the opportunities provided to 21st century skills and competitions which aim at enhancing their learning outcomes. students to enhance their 21st century skills. abilities towards the problem-solving skills, logical reasoning skills attainment of SDGs. and other 21st century skills.  Students are given  The school creates opportunities for staff and opportunities to participate in students to interact with other schools or educational intra/inter/district level institutions at Regional Level, National Level and competitions to enhance their International Level to exchange and incorporate best practices. 21st century skills.  The school team meets at regular intervals to evaluate the impact of the activities on learner outcomes.  Data is analysed regularly to identify strengths and areas of improvement and action plans made accordingly to strengthen the system.  Teachers are mentored on regular basis. Guiding Principles/Policies Learning The Treasure Within' –UNESCO, NEP, NCF 2005, CBSE Circulars, SDGs, Life Skills Manuals, Health Manuals 25 | P a g e  SUGGESTED SUPPORTING DOCUMENTS THAT CAN BE REVIEWED BY SCHOOL Document Availability Document Availability Document Availability Document Availability Yes/No/In Yes/No/In Yes/No/In Yes/No/In Progress Progress Progress Progress School Curricular, Teacher Time Table Anecdotal Records of List of local artisans and Pedagogical and reflecting school’s Students craftsmen involved in Assessment Policy for educational internship program each stage as per new programme and its curricular and philosophy pedagogical structure (5+3+3+4) Annual Curriculum and Consolidated Portfolio of students- List of yearlong course on Pedagogical Plan Students' Time Table samples from each stage local crafts reflecting school’s educational programme and its philosophy Teacher’s Diary Strategies to Student Activity List of contemporary courses reflecting school’s strengthen Play way Tracker-samples from offered (AI, Organic Living, educational programme approach in Pre- each stage Holistic Living, Data Science, Design T hinking, machine Learning, futuristic and its philosophy Primary classes technologies such as IT, Artificial Intelligence, Machine Learning, 3D printing, IOT, Data Analytics, Space T echnology, Business Intelligence, Augmented Reality/Virtual Reality, Cyber Security, Data Science, Robotics, etc. ) Performance Profiles of Strategies to List of themes/subjects Monitoring and Reviewing Students strengthen offered at every stage Practices and checklists Foundational Literacy (5+3+3+4) and Numeracy skills 26 | P a g e  Beyond text book List of courses and Activities to strengthen Improvement Plans to content evidences of Vocational Education Mathematical and strengthen the system awareness on universal and internship for Computational issues classes 6-8 and 9-12 Thinking at all levels of learning Roles and Any Other Any Other Any Other Responsibilities of Staff 27 | P a g e  Sub –Domain – 1.2 Teaching Learning Processes 1.2.1 School follows an optimum number of teaching days and teaching hours as defined by the Appropriate Authority/State/UT Govt. 1.2.1.1 - Level I – Inceptive 1.2.1.2 - Level II - Transient 1.2.1.3 - Level III - Stable 1.2.1.4 - Level IV- Dynamic Evolving  The school follows the working  The published Time Table  Innovative Time Table and  The school has developed a School days and working hours as per allows time to cover and revise School Calendar allocates Curricular, Pedagogical and norms. all components of the curriculum sufficient time for addressing the Assessment Policy for each stage as  Time table prepared provides along with the completion of needs of all the children. per new curricular and pedagogical sufficient time for the published activities in school  The time table allocates time for structure (5+3+3+4). completion of syllabus and calendar. better planning; preparation; and  Monitored implementation of time student activities. learning enhanceme nt table and school calendar allows for programmes and skill building all the students including those with practices to achieve learner special needs and belonging to outcomes. diverse socio-economic backgrounds to move forward on their developmental continuum.  The time table and school calendar are reviewed at regular intervals and improvement plans made accordingly. Guiding Principles/Policies RTE Act, Affiliation Bye Laws, Curriculum Documents, Circulars issued by the Board 28 | P a g e  SUGGESTED SUPPORTIVE DOCUMENTS THAT CAN BE REVIEWED BY SCHOOL Document Availability Document Availability Document Availability Document Availability Yes/No/In Yes/No/In Yes/No/In Yes/No/In Progress Progress Progress Progress School Attendance Registers Study material Monitoring and Reviewing Curricular, of: Teachers, prepared by teachers Practices Pedagogical and Students, Other staff (videos, assignments, Assessment members(if available lesson plans, Policy for each biometric attendance presentations, stage as per new record of staff) remedial worksheets, curricular and etc.) pedagogical structure (5+3+3+4) Class wise time Consolidated Teacher Time table Improvement Plans to table Timetable reflecting reflecting school’s strengthen the system school’s educational educational programme and its programme and its philosophy philosophy Supporting Roles and Any other Any other documents Responsibilities of reflecting student Staff work 29 | P a g e  1.2.2 The school follows Teacher – Student Ratio as per norms. 1.2.2.1 - Level I - Inceptive 1.2.2.2 - Level II - Transient 1.2.2.3 - Level III- Stable 1.2.2.4 - Level IV- Dynamic Evolving  The school follows teacher –  The school follows the teacher-  The school follows the  The school has developed a School student ratio of 1 teacher for 40 student ratio of 1 teacher for teacher-student ratio of 1 Curricular, Pedagogical and students. 36-39 students. teacher for 31-35 students. Assessment Policy for each stage as per new curricular and pedagogical structure (5+3+3+4).  The school follows the teacher- student ratio of 1 teacher for 30 students at lower primary level and 1:35 for upper primary level.  For secondary/higher secondary level, the school follows what is prescribed by the Board. Guiding Principles/Policies RTE Act, Affiliation Bye Laws, Curriculum Documents, NEP, NCERT Documents 30 | P a g e  SUGGESTED SUPPORTING DOCUMENTS THAT CAN BE REVIEWED BY SCHOOL Document Availability Document Availability Document Availability Document Availability Yes/No/In Yes/No/In Yes/No/In Yes/No/In Progress Progress Progress Progress School Curricular, Attendance Register Consolidated Time List of teachers and Pedagogical and of each class Table reflecting number of sections in the Assessment Policy school’s educational school for each stage as per programme and its new curricular and philosophy pedagogical structure (5+3+3+4) Admission and Teachers on Roll Any other Any other Withdrawal Records/Register 31 | P a g e  1.2.3 Teachers are empowered to adopt varied teaching learning approaches reflecting their understanding of the needs of the diverse students and create a conducive environment for joyful learning. 1.2.3.1 - Level I - Inceptive 1.2.3.2 - Level II - Transient 1.2.3.3 - Level III- Stable 1.2.3.4 - Level IV- Dynamic Evolving  Teachers make use of  Guidelines for preparing  Teachers make use of innovative,  The school has developed a School textbooks while teaching. integrated lesson plans and age appropriate and experientia l Curricular, Pedagogical and  Lessons are planned and varied teaching learning pedagogical approaches to create a Assessment Policy for each stage as implemented with clear approaches and tools are joyful learning environment in per new curricular and pedagogical learning objectives. available. their classrooms. structure (5+3+3+4).  Teaching Learning Material  Teachers focus on subject  Teachers facilitate application of  Lesson plans are created keeping in (TLM) is available in each specific skills to meet the learner knowledge to real life situatio n view skills that students would need class as required. outcomes by using questioning and develop critical and creative in the future.  Teachers are able to create no- and dialogue techniques together thinking skills in students.  Teachers use multiple modes of cost/low cost teaching with whole group work and  Teachers adopt pedagogica l teaching learning strategies and aids/tools. individual work. strategies that meet the digital and online teaching platforms.  All teachers attend the CBPs  Informal assessments are requirements of divyang, students  Teachers recognize diverse learners as mandated by the Board. integrated in the lesson plans. coming from diverse socio- with different learning styles.  Two or more innovative economic groups.  Students design their own learning Teaching Learning material is  There are regular classroom plans. developed by each teacher in observations and feedforward  Teachers support all the students each topic. given to teachers. including gifted students by  There are regular classroom  Teachers are mentored to reflect preparing individual education plans observations and feedback given on their teaching practices and and providing interventions in to the teachers. supported to bridge the gaps. regional languages, if necessary.  Teachers share their learning  Students are encouraged to design  Students are prepared to participate in experiences gained through their own learning plans under the events and competitions. capacity building programmes guidance of the teachers. with their peers. 32 | P a g e   Peer Learning and other  Teachers and students make collaborative/group work is extensive use of technology to go encouraged. beyond the planned school  Innovative Teaching Learning curriculum. material is developed by the  Formative assessments are integrated teachers in collaboration with in classroom teaching and used students. towards remediation and  The experiences gained through understanding the needs of students. the CBPs are reflected in the  The teaching learning process is teaching learning process. closely monitored, gaps identified and action plans made accordingly.  Each teacher receives mentorship on making teaching learning process effective, experiential and joyful. ** It is mandatory to follow para 2.4.7 of CBSE affiliation Byelaws.regarding textbooks Guiding Principles/Policies RTE Act, NEP, NCERT Documents, Circulars issued by the Board, Teachers Manuals/Handbooks (Experiential Learning, Joyful Learning, Inclusive Education, Pedagogical Leadership) developed by the Board 33 | P a g e  SUGGESTED SUPPORTING DOCUMENTS THAT CAN BE REVIEWED BY SCHOOL Document Availability Document Availability Document Availability Document Availability Yes/No/In Yes/No/In Yes/No/In Yes/No/In Progress Progress Progress Progress School Curricular, Inclusion of new pedagogical Teacher’s Diary with Lesson Evidences of Pedagogical and and curricular structure of Plans reflecting: Objectives, planning for Assessment Policy for school education (5+3+3+4) Learning Outcomes, material diverse learners each stage as per new used, methodology, visible in lesson curricular and assessments (for /of /in/as plans pedagogical structure learning), accommodations (5+3+3+4) HR Policy that includes Documents reflecting: Lesson plans reflecting Interventions for Teachers’ Induction  multilevel, play/activity- multiple approaches to Gifted Students and Capacity Building based learning at learning - experiential Foundati onal Stage learning, cooperative  play, discovery, and activity- learning, inquiry based, based and interactive research based, blended classroom learning at learning, design thinking, Preparatory Stage usage of ICT tools etc.  experiential learning in the Training programmes sciences, mathematics, arts, Lesson plans reflecting Mentoring, attended and conducted enhancement of life skills, Monitoring and social sciences, humanities, by teachers (In-house values, art education, health Reviewing vocational education at and external) Practices Middle Stage and fitness Key Roles and  Adoption of teaching Lesson plans reflecting Improvement Responsibilities approaches for enhancing enhancement in skills and Plans to critical thinking, competencies of 21st century strengthen the multidisciplinary study, system flexibility; student choice of subjects; internships at Secondary Stage 34 | P a g e  1.2.4 The school uses NCERT defined Learning Outcomes (LOs) for all classes as success criteria. 1.2.4.1 - Level I - Inceptive 1.2.4.2 - Level II - Transient 1.2.4.3 - Level III- Stable 1.2.4.4 - Level IV- Dynamic Evolving  The school has displayed  School has displayed LOs of each  Teachers plan and impleme nt  The school has developed a Learning Outcomes as defined subject in each classroom and their lessons in the light of the School Curricular, Pedagogical by NCERT in the school students are aware about it. LOs defined by NCERT. and Assessment Policy for each premises.  Heads of the Departments of  Teachers are empowered to stage as per new curricular and  The LOs are shared with the different subjects along with the practice student centric teaching pedagogical structure (5+3+3+4). teachers. teachers are oriented on the use of methods/strategies which are in  The lesson plans reflect an LOs. sync with the identified alignment of objectives, tasks and  Posters/any other communicative strategies for achievement of assessments with the LOs. material has been developed by LOs.  Teachers use innovative and the school to communicate the  Assessment of students’ learning varied modes of assessment which adopted LOs to the parents. is conducted regularly against are aligned with the identified LOs  Parents are oriented on Learning the defined LOs. and are in sync with the strategies Outcomes.  Each child demonstrates at least for measuring the achievement of  The Integrated Annual 20% enhancement in age LOs. Curriculum and Pedagogical Plan appropriate skills/competenc ies  The classroom practices are helps in accomplishing the every year. regularly monitored in the light of competencies defined in the LOs.  Achievement of LOs is achievement of LOs.  Each child demonstrates at least discussed in PTMs.  Each child demonstrates 30% or 10% enhancement in age  The Student Holistic Progress more enhancement in age appropriate skills/compete nc ies Report Card reflects the LOs. appropriate skills/compete nc ies every year. every year.  The school uses the results of NAS/SLAS/third party/CBSE SAFAL assessment (3/5/8/10) to 35 | P a g e  improve teaching learning practices for increasing the proficiency level of the students.  Changes are made in the strategy/plan of action, if need be to ensure all students achieve the defined LOs. Guiding Principles/Policies NEP, NCERT Documents, Circulars issued by the Board, Teachers Manuals/Handbooks developed by the Board 36 | P a g e  SUGGESTED SUPPORTING DOCUMENTS THAT CAN BE REVIEWED BY SCHOOL Document Availability Document Availability Document Availability Document Availability Yes/No/In Yes/No/In Yes/No/In Yes/No/In Progress Progress Progress Progress School Curricular, Annual Curriculum Report Card reflecting Differentiated Teaching Pedagogical and and Pedagogical Plan achievement of LOs and Differentiated Assessment Policy Assessments to encourage for each stage as per ‘No child Left Behind’ new curricular and pedagogical structure (5+3+3+4) Orientation of Key Roles and Participation in Monitoring and Reviewing Staff, students, Responsibilities SAFAL/NAS/SLAS Practices parents on LOs and tracking of results in order to plan Individual Education Plans CBPs for Lesson Plans Interventions taken to Improvement Plans to understanding of reflecting tasks with improve effectiveness strengthen the system LOs and aligning clear cut LOs of classroom teaching Tasks with LOs and by teachers assessments Collaborative Assessment FOR and Interventions for Any Other Display of subject AS Learning students to help them wise LOs in each integrated in Lesson to achieve the LOs class Plans 37 | P a g e  Sub – Domain -1.3 – Student Enrichment, Skill Based/Vocational Education Programmes embedded in the Annual Curriculum and Pedagogical Plan 1.3.1 The school provides ample opportunities for Art Education. 1.3.1.1 - Level I - Inceptive 1.3.1.2 - Level II - Transient 1.3.1.3 - Level III - Stable 1.3.1.4 - Level IV- Dynamic Evolving  The school provides for an  The school provides  All the four streams of arts i.e.  The school has developed a School art, music and dance period opportunities for participatio n music, dance, visual arts and Curricular, Pedagogical and Assessment in the time table. in different art forms. theatre are a part of arts Policy for each stage as per new  All students of classes I to X  School encourages promotion curriculum offered by the curricular and pedagogical structure undertake an art integrated of local art and craft. school. (5+3+3+4). project work under EBSB.  The school maintains records  Art activities are embedded in  Resources and opportunities are provided  Teachers undergo CBPs on of student participation. the Annual Curriculum and to nurture artistic capabilities of the Art Education.  The school premises display a Pedagogical Plan of various students. range of age appropriate subjects.  Students are empowered to become the students’ work.  Culinary Art is a part of the Resource Persons for building the skills  Orientation programmes are curriculum in grades 6-8. of their peers and juniors in visual and organised to create awareness  Through the implementation of performing arts. among the parents/guardia ns, arts curriculum, students are  The school culture and environme nt school management about the introduced to the rich and varied reflects appreciation of art forms. importance of studying Art artistic and aesthetic traditions  Students participate in art activities at Education. of the country. National and International Levels.  Students participate in art  There is a mechanism to mentor, monitor activities at the intra/inter/ and review the practices to ensure the district/state level. efficacy of the program. Guiding Principles/Policies NEP, RTE Act, Curriculum Document (Secondary), Circulars and Guidelines on Art Integration by the Board 38 | P a g e  SUGGESTED SUPPORTING DOCUMENTS THAT CAN BE REVIEWED BY SCHOOL Document Availability Document Availability Document Availability Document Availability Yes/No/In Yes/No/In Yes/No/In Yes/No/In Progress Progress Progress Progress School Curricular, CBPs attended by Lesson plans of subject teachers List of local artistes Pedagogical and teachers reflecting integration of arts and craftsmen Assessment Policy for involved in ensuring each stage as per new student learning curricular and outcomes pedagogical structure (5+3+3+4) Integrated Annual Portfolio Observation Record of Assessment records Curriculum and Teachers of students for Pedagogical Plan participation in these activities School Calendar Evidence of 100% Records/Documents reflecting the inclusion students’ (Certificates or school magazine of activities for visual participation from and website) reflecting Mentoring, and performing arts for grades 1-10 in participation of students in Monitoring and all students in the school undertaking one art- activities related to Visual and Reviewing Practices integrated project in Performing Arts and Culinary any subject as per Art at the Zonal / State/ CBSE policy National/ International Level Consolidated Time Art Activities Roles and Responsibilities of Improvement Plans Table of all classes in conducted under Ek Staff to strengthen the school reflecting the Bharat Shrestha system periods allocated for Bharat Visual and Performing Arts and Culinary Art 39 | P a g e  1.3.2 The School Vocational Education Programme develops entrepreneurial and employability skills and provides opportunities for internship and apprenticeships at local industry. 1.3.2.1 - Level I - Inceptive 1.3.2.2 - Level II - Transient 1.3.2.3 - Level III- Stable 1.3.2.4 - Level IV- Dynamic Evolving  School offers vocational  Awareness on the importance of 