Final Document

MENTORING OF
THE TEACHERS OF
HIGHER EDUCATION
INSTITUTIONS
UNDER UNIVERSITY
GRANTS
COMMISSION
National Institute of Technical Teachers Training &

Research, Chandigarh
Guidelines for Mentoring
CONTENTS
Introduction 1
Need for Mentorship 5
Identification of a Mentee Teacher 6
Identification of a Mentor (Qualification, Experience & Personality Traits) 6
Credit/Incentives for Mentoring 8
Period/Duration of Mentorship 8
Training of Mentors 8
Expected Changes in Mentee after Mentoring 9
Mentoring Process – Action Plan 10
Evaluation of Mentors 12
Evaluation of Mentees 13
Role of Academic Staff College and other National Level Training Institutes 13
Digital Platform 13
Annexure I: Rubrics for Mentoring Phase I 14
Annexure II: Phase II - Domain Specific Field Training and Evaluation Rubrics 61
e 0
Guidelines for Mentoring
1. Introduction
India has one of the largest higher education systems in the world with more than 958
Universities (including State Universities, Deemed to be universities, Central Universities and
Private Universities as on 01.10.2020; UGC Website) and more than 40000 colleges. The system
has reached this level due to varied forward looking policies, plans, strategies and, initiatives
taken by the Govt. since independence. Access, equity and quality formed the basis for these
initiatives. With the implementation of these policies and initiatives in the mission mode through
various five year plans, the country could presently reach the level of 26.3% Gross Enrolment
Ratio (GER) with an aim to achieve GER of 50% by 2035. Under the 12th Five Year plan,
University Grants Commission (UGC), the apex body of higher education system in the country
implemented Rashtriya Uchchatar Shiksha Abhiyan (RUSA) for the enhancement of the above
triple objectives of access & extension, equity & inclusion, and quality & excellence. Moving on
the same mission, Govt. of India launched National Education Policy 2020 during the month of
July, 2020. The policy envisages broad based, multi-disciplinary, holistic Under
Graduate education with flexible curricula, creative combinations of subjects, integration of
vocational education and multiple entry and exit points with appropriate certification.
Some of the broad recommendations of the NEP for enhancing access, equity and quality of
higher education to make it highly relevant to the world of work in the country and meeting
global standards are:
 UG education can be of 3 or 4 years with multiple exit options and appropriate certification
within this period.
 An Academic Bank of Credit is to be established for digitally storing academic credits
earned from different HEIs so that these can be transferred and counted towards final degree
earned.
 Multidisciplinary Education and Research Universities (MERUs), at par with IITs, IIMs,
are proposed to be set up as models of best multidisciplinary education of global standards in
the country.
1
 Higher education institutions (HEI) are to be transformed into large, well resourced, vibrant
multidisciplinary institutions providing high quality teaching, research, and community
engagement. The definition of university will allow a spectrum of institutions that range
from Research-intensive Universities to Teaching-intensive Universities and Autonomous
degree-granting Colleges. Affiliation of colleges is to be phased out in 15 years and a stage-
wise mechanism is to be established for granting graded autonomy to colleges. Over a
period of time, it is envisaged that every college would develop into either an Autonomous
degree-granting College, or a constituent college of a university.
 Motivating, energizing, and building capacity of faculty through clearly defined,

independent, transparent recruitment, freedom to design curricula/ pedagogy, incentivising
excellence, movement into institutional leadership. Faculty not delivering on basic norms will
be held accountable.
 Open and Distance Learning to be expanded to play a significant role in increasing GER.
Measures such as online courses and digital repositories, funding for research, improved
student services, credit-based recognition of MOOCs, etc., will be taken to ensure that these
are at par with the highest quality in-class programmes. A comprehensive set of
recommendations have been made for promoting online education consequent to the recent
rise in epidemics and pandemics in order to ensure preparedness with alternative modes of
quality education whenever and wherever traditional and in-person modes of education are
not possible.
 An autonomous body, the National Educational Technology Forum (NETF), will be

created to provide a platform for the free exchange of ideas on the use of technology to
enhance learning, assessment, planning, administration.
 Appropriate integration of technology into all levels of education will be done to improve
classroom processes, support teacher professional development, enhance educational access
for disadvantaged groups and streamline educational planning, administration and
management.
In the light of NEP-2020, the teacher is at the centre of the fundamental reforms in the education
system. This policy aims to re-establish teachers, at all levels, as the most respected and essential
2
members of society. Efforts have been made to empower teachers and help them to do their job
as effectively as possible. The new education policy is going to be a game changer for recruiting
the very best and brightest to enter the teaching profession at all levels, by ensuring livelihood,
respect, dignity, and autonomy, while also instilling in the system basic methods of quality
control and accountability. Overall the academic culture of faculty in HEI shall focus on:
teaching, research, service as per vision and mission of HEIs.
Although, Govt. has undertaken many initiatives during the last 73 years of independence, still
quality and excellence in higher education remains a far reaching dream. This can be viewed
from the ranking of Indian Universities and colleges at the Global Level, reports and documents
of various higher education commissions, apex bodies of higher education, industrial
associations, economic reports on jobs etc. Many of the reports from industrial bodies even
indicate that the products coming out of the higher education institutions lack employable skills.
All these clearly indicate that in today’s times one of the biggest challenges faced by the higher
education system in the country is the quality and excellence. Although, many strategies are
being adopted at the macro level (national and state level) and micro level (universities and
institution), in all these initiatives, the role of teacher in providing quality education is becoming
the focal point. NEP 2020 has emphasised on motivated, energised and capable faculty and
recommended various strategies for achieving this outcome. With a view to enhance the
effectiveness of teachers and empower them with relevant knowledge and skills for providing
quality education, UGC under the aegis of Ministry of Education has planned to make a policy
of mentoring of teachers for empowering them in different aspects of their job role for enhancing
the overall quality of higher education in the country. For framing this policy, the broad
initiatives which were undertaken comprised of:
 Identifying the needs at different levels and for different categories of teachers keeping in
mind the present status of teachers training expectations from a professional teacher and the
needs of society in particular and the country in general.
 Prescribing the framework structure and contents of mentoring programme at different levels
of faculty.
 Identifying a suitable mechanism to implement the mentoring programme for the teachers in
HEIs throughout the country.
3
 Identification of resource persons for preparing relevant resource material (both print and
non-print).
 Identification of relevant strategies including offering through technology-based means, i.e.,
MOOCs and/or Open Online courses.
 Planning for carrying out action research on the effectiveness of the programme.
 Planning for continuous updating of the implementation strategies of the programme and the
quality and contents of resource material.
Requirements of teachers to enhance the quality of services
The exercise of identification of mentoring needs of teachers for making them highly effective
for enhancing the quality of higher education may lead to the following broad areas:
 General orientation about the present scenario and challenges of technical education, the
spectrum of duties and expectations.
 Basic understanding of the teaching-learning process, the psychology of learning and
effective pedagogical techniques.
 Training in preparing a systematic lesson plan and effective classroom interaction developing
competence in communication skills in various modes relevant to the technical profession.
 Inculcation of a holistic perception, professional values and ethical attitudes.
 Exposure to relevant ICT tools and aids for effective teaching-learning; and resources for
lifelong self-learning.
 Training on appropriate use of various modes of evaluation.
 Training in creative problem-solving and research methodology; conduction and guidance of
R&D projects.
 Guided exposure to good teaching practices, lab development etc.
 Training in miscellaneous aspects other than teaching and research such as administrative
procedures, financial procedures and legal implication etc.
 Understanding personalized learning eco-system.
 Orientation to be more responsive to societal needs.
 Making education more relevant to dynamic needs of the eco-system.
For empowering the teachers in the above broad areas and developing their holistic personality,
a two phased mentoring strategies especially for the teachers who are the new entrants in the
4
higher education system have been planned. During Phase I, these teachers have to undergo
following MOOC based courses:
1. Orientation towards Higher Education & Curriculum Aspects

2. Professional Values, Ethics, Ecology & Sustainable Development
3. Communication Skills, Modes and Knowledge Dissemination
4. Instructional Planning and Delivery
5. Technology Enabled Learning and Life-long Self-learning
6. Effective Modes of Student Assessment and Evaluation
7. Creative Problem Solving, Innovation and Meaningful R&D
8. Institutional Management & Administrative Procedures
The Phase II of mentoring comprises of SWOT analysis with the help of mentor. This will lead to
connect the faculty more to the needs of society, industry, R & D and the country as a whole. This phase
shall help the teachers in enhancing their practical and field related skills for making teaching
learning process applied and occupation oriented.
2. Need for Mentorship
For executing such a vast programme of training of teachers in HEIs, both macro and micro
level planning is a must. Macro level planning involves framing a national policy and broad
implementation strategy. Micro level planning involves its implementation at the institute and
individual teacher level. Unless both these plans work in alignment model, the effectiveness of
such a huge task cannot be accomplished. For implementation at the institute level and the
individual teacher level, the role of mentors becomes extremely important.
Mentoring is a learning relationship between individuals who collaborate and share mutual
responsibility and accountability for helping the mentee work toward the fulfilment of clearly
and mutually defined organisation goals. It can be used to assist individuals at specific stages of
development and lasts for a sustained but a definite period of time. The mentoring relationship
provides an opportunity to both parties for their growth & development and, thus, can be of
mutual benefit. Source: (Zachary, 2002:28).
5
Literature has indicated immense benefits of mentoring relationship to both the individual in
specific and the organization in general, like Improved academic performance; Improved
academic self-efficacy; Improved interpersonal communications; Improved psychosocial
support; Improved time management etc. It is a known fact that there are large variations among
teachers’ quality, so there is a need to propose a Road map for inclusive teachers mentoring.
The present manual is prepared to guide the mentors in understanding their role in the
professional development of mentee teacher. It lays down guidelines to be adopted in the
selection of mentors, the role of mentors in guiding the mentee teachers in successful completion
of the two phased mentoring, and also details on the preliminary orientation cum training the
mentors need to undergo.
3. Identification of a Mentee Teacher
A mentee is “Anyone who wants to learn from someone who knows and seeks their valuable
advice in order to grow professionally and/or personally.” Or, “anyone who has the desire to
gain from someone else’s experience through a period of guidance and support”. Characteristics
of a good mentee are: (a) Goal-oriented, (b) Seeks Challenges, (c) Takes Initiative (d) Shows
Eagerness to Learn, (e) Accepts Personal Responsibility. As such the Mentee Roles are: Active
participant, Retain critical faculties, Seek new capacities, not just knowledge, Remain open to
multiple influences, Own responsibility for success. Braodly speaking, there are two categories
of teachers who need training and mentoring. First, is that group which is having teaching
experience of less than and equal to five years, the second one is that group of teachers having
teaching experience more than five years. In the present case, mentee shall be all the individuals
who have a teaching experience of up to five years in the HEIs and who are supposed to
undertake the planned eight MOOCS based modules and discipline specific field training.
4. Identification of Mentors
Identifying mentors is an important and significant task to be carried out by the institution where
the mentee teacher(s) is/are placed. A mentor can be identified to mentor one or more mentee
teachers from one or more than one institutions from a cluster of geographical locations. The
criteria of identification can include input from institution, current mentors (if any) and
personality characteristics, work habits and skills that predict aptitude for good mentoring.
6
a) Qualification and Experience of a Mentor
The essential educational qualifications for the mentor will be a senior faculty member at the
level of Professor up to 5 years’ experience or above. He/she should have attended at least five
in-service faculty development programmes preferably in the pedagogy area and/or domain area.
He must have contributed to one or many of the areas like (i) Research and Development, (ii)
Curriculum Development, (iii) Instructional Material Development, (iv) Counselling, (v)
member of national or international policy level committees, (vi) engaged in motivational talk.
Professor retired within two years period shall be given preference.
b) Personality Traits
In addition to qualification and experience as mentioned above, some of the important

personality traits for a mentor are:
 Effective teaching skills with up-to-date knowledge of subject, pedagogy, learning to learn
skills
 Effective communication & interpersonal skills
 Leadership skills to handle varied types of mentees and situations
In addition, some of the other desirable attributes needed in a mentor are:

 Capability to identify the Potential in others as he/she views others positively that greatly
increases the chances of transfer of learning.
 Faith in the capabilities of others. He/she believes that the mentee can perform effectively.
 Resourcefulness and capability of networking. He/she enjoys a positive reputation and is
highly regarded by others. Being a repository of information, he/she provides just-in-time
learning.
 Patience and Tolerance. He/she allows mentees to make errors in work and uses such
errors/shortcomings as opportunities to teach/learn.
 Inspiring individual others. He/she possesses the ability to build up mentees' self-esteem
and encourages them.
 Seeing the Big Picture. With a larger perspective, he/she helps mentees produce relevant
suggestions and bring up such suggestions that the mentee would otherwise not consider.
 Having the personal connections with institutes or organizations of Repute.
7
5. Credit/Incentives for Mentoring
Mentor needs to be a really passionate person in academics, willing to contribute to teaching

learning system beyond the concern for remuneration. However, the teachers involved in
mentoring the mentee may be given following incentives to motivate them to perform their roles
in an effective manner:
 A mentor teacher may be given the similar credit points as being given to teacher under
recruitment and career advancement scheme of UGC: (i) guiding Post Graduate/Ph.D.
students for the dissertation (ii) guiding a sponsored/R&D project, (iii) publishing paper(s) in
SCI / equivalent standard journals.
6. Period/Duration of Mentorship
As every mentee has to undergo Phase I: Faculty Induction Prtogramme - an eight MOOCs of 8
weeks duration each (total period coming out to be 64 weeks) and Phase II: a 20 working days
discipline specific field training, so the role of a mentor has to be performed for a period of one
year. This shall include guidance during running of MOOCs and field training and evaluation of
mentee’s performance through rubrics, providing feedback for taking corrective measures for
enhancing the output.
7. Training of Mentors
Mentors are expected to know about mentee teachers' context of learning, teaching practicum
requirements and teacher learning aspects such as: contextual knowledge of mentee teacher's
online learning of modules, pedagogy of teacher education and of mentoring, knowledge of the
teaching profession, the higher education system and teachers effectiveness performance criteria,
collection and interpretation of evidence of learning, analysis and reflection on evidence of
learning, use of effective observation skills and strategies, demonstration of professional
leadership and understanding of the potentiality of effective teaching.
In addition to the above, in order to bring uniformity in the approach of mentoring, an

orientation of mentor teachers on aspects of “Discipline Specific Field/Industrial Training of
Mentee Teachers” and on implementation of this phase of programme is highly desirable. For
this purpose, a one week Orientation-cum-Training Programme for mentors is proposed.
8
NITTTR Chandigarh has designed an Orientation cum Training Programme for Mentors
(OTPM), to be offered by faculties in all the four NITTTR regions as given below:
Days Session I Session II Session III Session IV

Day 1 Training Policy Session on Module Using Rubrics on Session on
Perspective, 1 Module 1 for Module 2
Purpose of Evaluation
mentoring & Role
of Mentors
Day 2 Using Rubrics on Session on Module Using Rubrics on Session on
Module 2 for 3 Module 3 for Module 4
Evaluation Evaluation
Day 5 Using Rubrics on Session on Using Rubrics on Feedback,
Module 8 for Discipline specific Discipline specific Valediction
Evaluation Training Training for
Evaluation
8. Expected Changes in Mentee after Mentoring
The broad changes which are expected in the mentee teachers after undergoing this two phased
programme comprise of:
 Knowledge of the present scenario and challenges of higher education, the spectrum of
duties and expectations.
 Understanding of the teaching-learning process, the psychology of learning and effective
pedagogical techniques.
 Preparing a systematic lesson plan and effective classroom interaction developing
competence in communication skills in various modes relevant to the profession.
 A holistic perception of teaching profession, its professional values and ethical attitudes.
 Application of relevant ICT tools and aids for effective teaching-learning; and resources
for lifelong self-learning.
 Appropriate application of various modes of evaluation.
9
 Undertaking R&D projects and solving problems related to discipline, profession and the
society in general.
 Implementing effective teaching practices, lab development etc.
 Knowledge of administrative procedures, financial procedures and legal implication etc.
and assistance in implementation in the institute.
 Contribution to knowledge, skill and competency resource bank.
 Connecting to society, industry and eco-system needs.
Mentoring is usually carried out with the focus of developing someone and sharing knowledge to
enable the individual to perform his/her current or future roles effectively. The focus of
mentoring is not only to influence an individual’s performance, but also to bring a positive and
significant effect on the individual’s professional life.
9. Mentoring Process – Action Plan
The following steps will prove to be effective in the conduct of a mentoring session:
Step 1:Planning for Mentoring
At this stage, the task is to find or choose a Mentor. When identifying potential mentor,
mentee may look for the following traits:
• Job performance. Ask questions like: Is he/she recognized as an effective teacher? Is
he/she considered role model of character and values? Does he/she develop his team
mates and peers well? Does the prospective mentor have strategic outlook planning
and thinking?
• Interpersonal Skills. Ask questions like: Does he/she has a history of positive
relationships with a diverse scope of individuals? Does he/she has a history of freely
sharing experiences and insight with others? Is he/she a trusted resource in his/her
own institution? Is he/she someone mentee feels he/she could trust and spend time
with?
• Learning Capacity. Ask questions like: Is the prospective mentor aware of his/her
strengths and weaknesses? Is he/she personally committed to continuous growth and
receptive to new ideas and approaches?
10
Step 2: Initiation Phase Meetings
Acquaint with each other. Verbalize your vision and purpose of the partnership. Here,
mentors help mentees plan a task or session by asking them to: State the goals of the task
or session; Summarize the task or session. In addition, the mentor clarifies the roles/list
the actions of those involved in the task or session and finally itemize the challenges and
opportunities associated with performing the task or session.
Step 3: Observation
Now, the mentor watches the mentee attentively and gathers information on how well the
mentee’s plan worked followed by feedback to mentee during the reflective conversation.
Step 4: Reflective Conversation

During this part of the mentoring process, the mentor consolidates the information on the
mentee’s response to the mentor’s feedback.
Step 5: Ending the Formal Relationship: Closure and Evaluation

Review mentee’s goals and progress. Make sure an important goal has not been
overlooked. Plan a formal acknowledgement or celebration of the relationship. Prepare
for the final review. Identify what you have gained. Identify accomplishments as a
mentor-mentee pair, and examine what you have both learned through the process.
Some of the expected mentee’s achievements are:

 Enhanced pedagogical skills including use of technology for teaching learning
 Enhanced practical/field related skills
 Enhanced knowledge of his/her job
 Enhanced knowledge of administrative, financial and legal procedures
 Undertaking R & D and problem based projects
It is important to understand that during the mentoring process, a mentor gives enhanced
stress on the competency building of the mentee especially in the areas of teaching
learning and societal development so that delta changes come in the personality of the
mentee and he/she becomes an effective learner-centred teacher, confident and efficient
in undertaking the other assignments such as developing learning material (print and non-
11
print), student evaluation using different modes, guidance & counselling of students,
conducting R & D study for enhancing the quality of teaching learning process and
socio-economic development in the country.
10. Evaluation of Mentors
Performance of the mentor’s shall be evaluated based on the following check list:
Name and Designation of the Mentor:……………………………………………………………

Email and Mobile No:……………………………………………………………………………..
Faculty Code:………………………………………………………………………………………
Name & Address of the institution:………………………………………………………………..
-----------------------------------(Please √ in relevant column)-----------------------------------------
Sl. Activities Yes No Remarks
No.
1. Maintained an e-Portfolio of the mentee teachers
2. Prepared detailed action plan for the Phase I and Phase
II of the training
3. Maintained assessment record of each mentee teacher
using the relevant rubric.
4. Provided feedback on the assignments and activities
completed in 1st phase of the training using respective
module rubrics.
5. Conducted orientation programme for effective
implementation of the 8 modules in an integrated
manner.
6. Maintained evidences of the best practices adopted by
mentee teachers.
7. Evaluated the mentee teacher based on the portfolio
built up by the mentee teacher
8. Prepared Assessment of the MOOCs and discipline
specific field training
Comments/Suggestions
……………………………………………………………………………………………
……………………………………………………………………………………………
Signature of the Mentor:………………......
Place:………………………………………..
Date:…………………………………………
12
In addition, a 3600 feedback system comprising of feedback from mentee, peers of mentor’s superiors in
the institution etc. shall help in evaluating the overall performance of the mentor.
11. Evaluation of Mentees
The evaluation of the Mentees undergoing the proposed training programme (Phase I: MOOCs
and Phase II: Discipline specific field training for broad based contributions to the eco-system in
terms of R & D, problem solving, transfer of technology, sustainable development etc.) shall be
carried out based on the assignments, quizzes and end term examination. In addition, mentors
shall evaluate on the job performance through rubrics designed for the purpose (Annexure – I).
12. Role of Academic Staff College and other National Level Training Institutes
For effectively implementing such a vast system of training at the country level, the Academic
staff Colleges running in various universities under the aegis of UGC and other national level
training institute s such as NITTTRs, etc. can play a significant role. These institutions on one
hand can help in designing and conducting mentorship training programmes and on the other,
preparing data base of mentees and their progress. These institutions can also conduct action
research on implementation of mentee training and suggest suitable strategies for making the
same highly effective for meeting the objective of high quality education in the country.
13. Digital Platform
For making mentoring system efficient and transparent, a digital platform like the SWAYAM
has to be put in place. This platform shall help in keeping the data base of mentees and their
progress, data base of mentors, uploading learning resource material, assignments, assessments,
results of end term examination of the Phase I and Phase II training and certification of the
qualified mentees. The services of INFLIBNET Centre, an autonomous Inter-University Centre
of the UGC, Gandhinagar, Gujrat can also be utilized in this regard.
######
13
Annexure – I
MENTORING PHASE I: RUBRICS
14
MODULE – 1: ORIENTATION TOWARDS HIGHER EDUCATION AND
CURRICULUM ASPECTS
EVALUATION RUBRIC
Name of Mentee Trainee Teacher:

………………………………………………………………………………………
Name of Department:
……………………………………………………………………………………………………
……
Name and address of Institution of Mentee Trainee Teacher:
…………………………………………
……………………………………………………………………………………………………
A. Major Learning Outcomes of the Module

The following are the major outcomes the mentee trainee will have to display in three term
work (indicated by different colours) during the on-the-job-the training in Phase – II:
1. Identifies the issues and challenges in the domain of higher education, especially
concerning quality.
2. Formulates Instructional Objectives at different level of cognitive, psychomotor and
affective domains
3. Applies the principles of learning in teaching learning process
4. Interprets the psychological characteristics of adolescent learners
5. Uses the appropriate motivational techniques to improve the attitude of the students
6. Integrates the various aspects of curriculum for effective implementation of the
predetermined outcomes..
(Tick √ in relevant cell for each KPC and total the final marks in last row)
B. Rubrics of Module – 1
Sl. Key Performance

No. Criteria (KPC) of Need to Suggestions
Very Good Good Fair
Module Outcomes Improve for
(4) (3) (2)
Displayed by Mentee (1) improvement
Teacher
1 Identifies the Logically Organized with Written some Listed the
factors that organized with some relevant common
influence quality in all supporting supporting practices practices
higher education details of the best details of the adopted in a adopted in
institutions practices adopted best practices selected the Higher
in a selected adopted in a Higher Education
Higher Education selected Higher Education Institution
Institution. Education Institution
Institution
15
Sl. Key Performance
Very Good Good Fair
(4) (3) (2)
Teacher
2 Formulates Prepared a full Prepared a Prepared a Prepared
Learning set of measurable partial set of partial set of non-
Objectives in and achievable measurable measurable measurable
different domains Instructional instructional and non- instruction
learning objectives for the objectives for measurable al
given topic in all the given topic instructional objectives
the three domains in all three objectives for for the
by following the domains the given given topic
standard topic in any
procedures of the two
domains
3 Maps Instructional Classified entire Classified few Classified Classified
Objectives in two list of instructional few very few
dimensions: instructional objectives with instructional instruction
Cognitive Process objectives with respect to objectives al
Level and respect to Cognitive with respect objectives
Knowledge Cognitive abilities and to Cognitive with
Dimension abilities and Knowledge abilities and respect to
Knowledge Dimensions partially only
Dimensions knowledge cognitive
dimensions abilities
without
specifying
the
knowledge
dimensions
4 Applies principles Evidence of Evidence of Evidence of Evidence
of learning in the Expert and Good grasp of Familiarity of Very
class room teaching highly familiar the teaching with the little
learning process with the teaching learning Teaching familiarity
learning process process and its learning with
and its applicability in process and Teaching
applicability in classroom its application learning
classroom teaching to classroom process and
teaching. teaching application
to
classroom
teaching
5 Uses the relevant Evidence of Very Evidence of. Evidence of Evidence of
motivational High expertise on good Familiarity hardly any
techniques to Student knowledge of with the knowledge
improve the Psychology student adolescents’ of student
attitude of the characteristic, psychologic al psychology
students types and characteristics and handling
problems students
16
Sl. Key Performance
Very Good Good Fair
(4) (3) (2)
Teacher
6 Motivates students Evidence of very Evidence of Evidence of Evidence
to improve their high expertise on Very good Knowledge of hardly
learning Motivation, its knowledge of of concepts any
theories and Motivation, its of knowledge
applicability in theories and motivation, of concepts
and outside the applicability in and strategies of
classroom and motivating for Motivation
also able to students in and motivating and
conduct studies outside the students in strategies
classroom and outside for
the classroom motivating
students in
and outside
the
classroom
7 Interprets the Effectively Reasonably Constructed Constructed
various components Interpreted all the Interpreted the the course with
of Curriculum components of components of plan without incomplete
Curriculum and Curriculum and incorporating details and
constructed the constructed the all the with few
Course plan Course plan components components
 Course  Course of the
Objectives Objectives curriculum
 Course  Course
Outcomes Outcomes
 Learning  Learning
Outcomes Outcomes
 Instructional  Instructional
Methods Methods
 Resource  Resource
Materials Materials
 Assessment  Assessment
Methods Methods
8 Integrates the Effectively Identified the Identified Only listed
curricular and co- selected and relevant some curricular
curricular activities developed curricular and curricular and and co-
to develop the strategies to co-curricular co-curricular curricular
students’ implement the activities for a activities activities
personality curricular and co- course to attain relevant or a
curricular the learning course
activities for a outcomes.
course to attain Developed few
the learning strategies to
outcomes. implement
them
Total Score of ‘B’
17
C. Comments/Suggestions about team work/leadership/inter-personal communication
and any other
……………………………………………………………………………………………
……………………………………………………………………………………………
D. List of evidences of Module 1 to be Maintained by Mentee Teacher
Sl. Evidences seen in E-portfolio/hard copy files Yes No

No.
1 Course Journal of Module 1
2 Learning Outcomes in the Lesson plans
3 Mapped Learning Outcomes
4 Lesson Plans
5 Probing questions asked to students
6 Evidences proving motivating students
7 Course plans
8 Evidences of planned curricular and co-curricular activities
Signature…………………………………………………………………………….…………….
Name of the Mentor...........................................................................................
Designation of the Mentor..................................................................................
Name and address of Institution of Mentor:
………………………………………………………………………
Place: …………………………
Date: ………………………..
18
MODULE – 2 PROFESSIONAL ETHICS AND SUSTAINABILITY
EVALUATION RUBRIC
Coordinator: Dr. S. K. Gupta, Professor of Assessment, NITTTR Bhopal

Co-Coordinator: Dr. Joshua Earnest, Professor of Electrical Engineering, NITTTR Bhopal

……………………………………………………………………………………
Name of Department:
……………………………………………………………………………………………………
……
……………………………………………
……………………………………………………………………………………………………

The following are the major outcomes the mentee trainee will have to display in three term work
(indicated by different colours) during the on-the-job-the training in Phase – II:
1. Displays the characteristics of Professionalism.
2. Displays characteristics to develop professional excellence.
3. Displays characteristics to become ‘Guru’ in place of teacher.
4. Maintains diary of evidences of Guidance and Counseling to students effectively.
5. Motivates Students for Social Responsible Works actively as member/leader in
committees supervising NCC/NSS/Green Club/Poor Students Help Group and such others.
6. Lives in harmony with self and system.
7. Displays ethical behaviour and positive attitudes according to professional values.
8. Works for development and improvement of department/ institute/ Profession.
9. Displays evidences of academic activities for sustainable development.
10. Displays evidences for concern of environment protection in personal behaviour.
(Tick √ in relevant column cell for each KPC and total the marks in last row)
Sl. Key Performance Criteria (KPC) of Needs to Suggestions
Very Good Good Average
No. Module Outcomes Displayed by improve to improve
(4) (3) (2)
Inductee Teacher (1)
1 Shows all Shows only Shows only Displays
Displays the characteristics of the 5 4 out of 5 3 out of 5 only 2 out
Professionalism characteristi Characterist Characterist of 5
1. Has mastery on the subjects. cs ics. ics Characteri
2. Engages in research to create new stics
knowledge. (state which (state which
3. Shows initiative to work in new Sl. Nos. are Sl. Nos. are (state
areas having high uncertainty. lacking) lacking) which Sl.
4. Enjoys trust of the students. Nos. are
5. Shows self-regulation in lacking in
behaviour. the
teacher)
19
(4) (3) (2)
2 Displays characteristics to develop Displays all Displays at Displays at Displays
professional excellence: the 6 least 5 out least 3 out only 1 out
1. Devotes time for improving characteristi of 6 of 6 of 6
fundamentals by referring back to cs Characterist Characterist Characteri
basic/core subject matter as and ics ics stics
when required.
2. Learns new knowledge by reading (state which (state which (state
journals/net/attending Sl. Nos. are Sl. Nos. are which Sl.
conferences. lacking) lacking) Nos. are
3. Proposes procurement of new lacking)
software/ books/equipment and
learns on them.
4. Supervises challenging projects of
bright students.
5. Implements new/advance
teaching methods.
6. Give suggestions for
improvement of working of
department/ Institute
3 Displays characteristics to become Displays all Displays Displays Displays
‘Guru’ in place of teacher the 4 only 3 out only 2 out only 1 out
1. Behaves in ethical manner and characteristi of 4 of 4 of 4
shows right attitude in-front of cs Characterist Characterist Characteri
students so that they also learn the ics. ics stics
same.
2. Gives extra time to students to (state (state which (state
solve their individual academic which Sl. Sl. Nos. are which Sl.
difficulties. Nos. are lacking) Nos. are
3. Shows affection and compassion lacking) lacking)
towards students so that they feel
free to interact with him/her.
4. Apart from transferring
knowledge to students also
discusses importance of desired
values and attitudes (wherever
finds scope to discuss these) so
that they also imbibe good values.
20
(4) (3) (2)
4 Maintains diary as evidence of Maintains Maintains Maintains Maintains
Guidance and Counselling to diary with diary with diary with diary with at
students effectively: at least 30 at least 20 at least 10 least 5
1. Guides whole class in general records records records records
about career and personal matters evidence of evidence of evidence of evidence of
occasionally. guidance guidance guidance guidance
2. Develops good acquaintance with and and and and
the assigned students for guidance counselling counselling counselling counselling
and counselling so that they feel in a in a in a in a
free to interact with him/her. semester semester semester semester
3. Devotes time for listening
patiently to assigned students to
understand their background and
problems.
4. Gives proper personal and career
advice to students according to
their context (i.e. family
conditions, socio economic and
academic level, emotional
strength etc.)
5 Motivates Students for Social Displays all Displays Displays Displays
Responsible Works actively as the 3 only 2 out only 1out of none of
member/leader in committees characteristi of 3 3 the
supervising NCC/NSS/Green cs Characterist Characterist characteri
Club/Poor Students Help Group ics. ics stics
and such others
1. Motivates students to join (state (state which
NCC/NSS/ Green Club/Poor which Sl. Sl. Nos. are
Students Help Group, etc. Nos. are lacking)
2. Motivates students to take up lacking)
projects which can help
villages/poor people such as
designing sanitation and water
supply for a village/solar power
or wind power project for remote
village etc.
3. Arranges activities such as blood
donation camp/cultural event or
run for charity/mass awareness
programmes for common people
on issues such as AIDS,
Cleanliness etc. with the help of
students.
21
(4) (3) (2)
6 Lives in harmony with self and Displays all Displays Displays Displays
system the 4 only 3 out only 2 out only 1 out
1. Seems satisfied with the present characteristi of 4 of 4 of 4
occupation (do not compare job cs Characterist Characterist Characteri
of faculty with others such as ics. ics stics
administrators/
politicians/businesspersons). (state which (state which (state
2. Does not try to gain Sl. Nos. are Sl. Nos. are which Sl.
respect/attention by owning very lacking) lacking) Nos. are
costly and palatial house, cars, lacking)
ornaments, cloths etc.
3. Chooses tasks according to
his/her own interest and
capabilities (there is consistency
in behaviour).
4. Does not unnecessarily compare
his/her performance with others,
rather sets his/her own standards
and tries to achieve them.
7 Displays ethical behaviour and Displays Displays Displays Displays

positive attitudes according to only 7 out only 5 out only 3 out only 1 out
professional value systems: of 8 of 8 of 8 of 8
1. Maintains regularity, punctuality Characterist Characterist Characterist Characteri
and sincerity in routine working. ics ics ics stics
2. Does not undertake any other
employment such as (state which (state which (state which (state
tuitions/coaching etc. which may Sl. Nos. are Sl. Nos. are Sl. Nos. are which Sl.
affect normal working. lacking) lacking) lacking) Nos. are
3. Does not engage in antic lacking)
academic activities such as
publishing important questions
and guides/keys for them.
4. Acknowledges work done by
others and does not engage in
plagiarism.
5. Does not use the professional
relationship with students for
taking private advantage or
personal relationship with
students for giving them
professional advantage.
6. Maintains privacy of students’
data (Marks, weaknesses,
complaints etc.)
7. Does not allow malpractices by
students (copying of
assignments/copying during
exam/proxy attendance etc.)
8. Does not give any
student/colleague undue
advantage/disadvantage due to
his/her religion, race, cast, gender,
sexual orientation,
economic/social status etc.
22
(4) (3) (2)
8 Works for development and Displays all Displays Displays Displays
improvement of department/ the 3 only 2 out only 1out of none of
institute/Profession characteristi of 3 3 the
1. Contributes positively as cs Characterist Characterist characteri
member/leader of different ics. ics stics
committees constituted for
administration and development (state which (state which
of labs/library /hostel/institute etc. Sl. Nos. are Sl. Nos. are
2. Joins relevant professional bodies lacking) lacking)
such as ISTE/IEEE/AMIE and
works as active member for
development of self and
profession.
3. Gently criticizes/opposes the
wrong policies/practices of others
(Colleagues/ HODs/Principal)
with constructive suggestions for
maintaining dignity of the
system/profession and for its
improvement.
9 Displays evidences of academic Displays all Displays only Displays Displays
activities for sustainable the 4 3 out of 4 only 2 out only 1 out
development: characteristic Characteristic of 4 of 4
1. Relates relevant course content s for s for Characterist Characteri
with sustainable development in sustainable sustainable ics for stics for
the theory classes. development development sustainable sustainabl
2. Guides students to take up developmen e
researches/ projects which may (state which t developm
help in poverty alleviation. Sl. Nos. are ent
3. Guides students to take up lacking) (state which
researches/ projects which may Sl. Nos. are (state
help in sustainable development. lacking) which Sl.
4. Attempts to integrate cradle to Nos. are
cradle and 5R approach in design lacking)
and other relevant subjects such
as materials and production
processes.
23
(4) (3) (2)
10. Displays evidences for concern of Displays all Displays Displays Displays
environment protection in personal the 3 only 2 out only 1out of none of
behaviour: characteristi of 3 3 the
1. Shows concern for energy cs of Characterist Characterist characteri
conservation in environmen ics of ics of stics of
workshop/lab/classrooms/offices t protection environmen environmen environm
by appropriate use of energy in personal t protection t protection ent
consuming appliances. behaviour in personal in personal protection
2. Show commitment for 5Rs in behaviour. behaviour in
personal consumption pattern personal
(such as refusing use of (state which (state which behaviour
disposable items, reduction in Sl. Nos. are Sl. Nos. are
variety of cloths, repair of lacking) lacking)
appliances (rather than discard
them), reduced use of paper and
other material, collecting and
segregating office waste for
recycling and others.)
3. Develops culture in the institute
for sustainable development by
arranging students awareness
workshops/ competitions on such
themes/working actively for green
and clean club/developing book
bank (to reduce consumption of
paper) and others
Note: The passing score is 2.6/4
B. Comments/Suggestions about team work/leadership/inter-personal communication and

any other
……………………………………………………………………………………………
……………………………………………………………………………………………
C. List of evidences of Module 2 to be Maintained by Mentee Teacher

No.
1 Evidence of practicing characteristics of Professionalism
2 Evidence of characteristics of developing Professional excellence
3 Evidence of characteristics to become ‘Guru’ in place of teacher
4 Diary showing evidence of guidance and counselling
5 Record of motivating Students for Social Responsible Works
6 Evidence of living in harmony with self and system
7 Evidence of ethical behaviour and positive attitudes
8 Evidence of Working for development and improvement of department/
institute/ Profession
9 Evidence of academic work for sustainable development
24
No.
10 Evidence of Showing concern for environment protection in personal
behaviour
Signature:
………………………………………………………………………………………….…………
Name of the Mentor: ...........................................................................................

………………………………………………………………………………………………….
Designation of the Mentor: ..................................................................................

………………………………………………………………………
Place: ………………………...
Date: ………………………...
25
MODULE – 3 COMMUNICATION SKILLS, MODES AND KNOWLEDGE
DISSEMINATION
EVALUATION RUBRIC
Coordinator: Er. Amandeep Kaur, Assistant Professor, NITTTR Chandigarh

………………………………………………………………………………………
Department of Mentee Trainee Teacher:
…………………………………………………………………………
………………………………………
……………………………………………………………………………………………………
……………………………………..…

The following are the major outcomes the inductee trainee will have to display in three term
work (indicated by different colours) during the on-the-job-the training in Phase – II:
1. Demonstrate effective Communication skills i.e. Listening, Speaking, Reading and
Writing.
2. Select active learning strategies to enhance students’ engagement.
3. Select and integrate media to enhance interaction in classroom
4. Evolve strategies for obtaining and provide feedback for improving effectiveness of
teaching learning.
Key Performance Suggestions for
Criteria (KPC) of Needs to improvement
Sl. Very Good Good Average
Module Outcomes Improve
No. (4) (3) (2)
Displayed by Inductee (1)
Teacher
1. a)Maintain Holds attention Consistent use Maintain Avoid eye
Eye of the entire of direct eye less eye contact with
Contact students with contact with contact students
the use of students with
direct eye students
contact
b)Voice Speaks with Speaks with Speaks in Speaks in very
quality voice satisfactory uneven low and uneven
Effective
modulation to variation of volume volume
Speaking
maintain volume
Skills
students
interest
c)Refer Taking hints Seldom refers Reading Reading from
Notes & only from the to notes and partially notes and slides
emphasiz notes and slides slide and from the
ing on and emphasize emphasize on notes and
the all the key important key slides and
content points and points only emphasize
26
No. (4) (3) (2)
Teacher
make best on few
utilization of important
time points only
2. a) Use of Teacher use Teacher is Teacher is Teacher is just
Listening active and actively willing to listening to the
Skills empathetic listening to the listen to the students only
listening in students students
classroom. and accept
their ideas
b) Ask genuine Ask genuine Ask No questions
Questioning and thoughtful and thoughtful genuine to the students
questions to questions question and not ensure
clarify and inquire about only and about their
Effective ensure their their level of show level of
Listening understanding understanding concern to understanding
Skills them
c) Use of Make smooth Use of good Avoid Body language
Body transition body language distractive is very
Language between while teaching body distractive for
listening and language the students
responding while
roles & verbal listening
behaviour
aligned with
Nonverbal
behaviour
3. a) The teacher The teacher Reads Reads from the
Enriched reads reads extensively textbook only
Content extensively to extensively to to provide to provide
Delivery provide provide enriched essential
Effective advanced enriched information information in
Reading information in information in in classroom
Skills classroom more classroom classroom
that required provided in the essential to
by the curriculum achieve all
prescribed the learning
curriculum outcomes
4. a) Purposef All the written Most of the Some of the Written
ul statements written written Statements
Writing focus on main statements statements based on the
ideas and key focus on key focused on opinions only
learning with learning with main key with no details
Effective all the essential specific details learning at all
Writing details with details
Skills b) Use of Uses wide Uses a good Uses good Uses
Vocabula range of range of vocabulary vocabulary that
ry structure and structure and is not very
vocabulary vocabulary good
27
No. (4) (3) (2)
Teacher
c) Designing Activities Activities are Activities No activities
activities designed by the designed by the are are designed by
teacher that teacher that designed by the teacher that
provides provides the teacher provides
opportunities to opportunities to that opportunities to
practice writing write in provides practice writing
in class, classroom and opportunitie
independently compulsory s to
and writing compulsory
compulsory writing
writing
5. a) Use of Consider all the Consider all the Sometimes Not
infrastruc facilities facilities the considering the
ture available at available at activities facilities
available institute level institute level are available at
in to promote to promote designed to institute level
Classroo active learning active learning promote to promote
m in classroom in classroom active active
Teaching learning in engagement of
classroom students in
classroom
Create
b) Style of Teaching is The students Students Students are
an active
teaching developmental are dependent are totally
learning
rather than on the teacher interacting dependent on
classroo
directive and for their with each teacher for
m
made it clear to learning but not other for information
them that they spoon feed. clarification
must develop s if any and
their own teacher is
independent there to
learning plan clear their
and are doubts
responsible to
verify their
knowledge
6. a) Integratio The teacher The teacher The teacher The teacher
n of uses media that uses media to designs does not use
Media in enable the deliver activities by any media to
Classroo students to instructions and using media deliver
m learn perform to deliver instruction and
teaching independently activities in instructions creating
and in groups. group while only interaction
Integrati sitting in among all
on of classroom (Teacher as
Media in well as
Classroo students)
m
b) Guides The teacher The teacher Uses media No direction is
students to asks students to provides to pass the given in terms
become find and assess variety of directions of media usage
active online media to create and
users of resources that interaction activities to
different can meet their among students the
media abilities and in and out the students.
28
No. (4) (3) (2)
Teacher
available needs, help classroom
them to among all
communicate
with teacher
and with each
other
7. a) Pre- The teacher is The teacher is The teacher The teacher is
planning pre-planned pre-planned is pre- not well
to use along with all along with all planned planned on the
Board in the other the other along with board
Classroo resources to resources to all the other
m make make resources to
instruction instruction make
effective effective instruction
effective
b) Highlights the Highlights the Writing is Uses
Emphasize main points in main points in not précised abbreviations
d Writing writing on the writing on the but in writing and
Use of
on Board board along board along develops does not ensure
Board
with with understandi understanding
(Whitebo explanation to explanation to ng of the
ard/
make students make students content
Blackboa
fully understand the
rd)
understand the content
content
c) Visibility Complete Complete Most of the Writing is not
of writing Visibility of Visibility of time, Board visible to the
on Board writing to all writing to all is used by distant students
the students the students the teacher of the
and invites and only classroom
students to occasionally
board to call students to
inquire and board to inquire
discuss the about the
content content
8. a) Creates a Foster a Foster a Foster an Very Minimal
Conduciv creative creative environmen feedback is
e environment in environment in t in which provided to the
Obtain Environm which feedback which feedback feedback is students
and ent in is intended to is intended to provided to
provide classroom aid in learning aid in learning students to
feedback growth on growth on improve
continuous continuous learning
basis and basis when it is
adaptation essential
29
No. (4) (3) (2)
Teacher
b) Identify the Identify the Identify the Feedback is
Criterion areas of areas of areas of oriented
Of strengths and strengths and strengths towards
Providing areas for areas for and punishment and
feedback improvement, improvement, weakness judgement but
confidently confidently student is able
delivered and delivered to produce
clearly state the quality work
expected due to fear
outcomes
Note: The passing score is 6.5 /10
B. Comments/Suggestions about team work/leadership/inter-personal communication

and any other
…………………………………………………………………………………………………
…………………………………………………………………………………………
C. List of evidences of Module 3 to be Maintained by Inductee Teacher

No.
1 Classroom Observations
2 Recorded Lectures
3 Handouts/Assignments/Tutorial sheets designed by the teacher
4 Written feedback provided to the students
5 Feedback obtained from the students
Signature………………………………………………………………………………………….

………………………………………………………………………
Place: …………………………
Date: ………………………...
30
MODULE – 4 INSTRUCTIONAL PLANNING AND DELIVERY
EVALUATION RUBRIC
Coordinator: Dr. S. S. Kedar, Associate Professor, Dept. of Electronic Media, NITTTR Bhopal
Co-Coordinator: Prof. (Mrs.) Chanchal Mehra, Associate Professor, Dept. of Electronic Media,
NITTTR, Bhopal
E-Content Editor: Dr. Joshua Earnest, Professor of Electrical Engineering, NITTTR Bhopal

………………………………………………………………………………
Name of Department:
……………………………………………………………………………………………………
…………………………………………
Major Learning Outcomes of the Module

The inductee trainee will be able to maintain the E-portfolio of the online training activities of
this module as well as implement in the next semester in their respective institutes the following
major outcomes:
11. Interpret the learning outcomes after curriculum analysis of a given course.
12. Select appropriate instructional methods and strategies in view of the learning outcomes.
13. Prepare session plan for classroom, laboratory, workshop and industry-based instruction.
14. Relate the classroom delivery with relevant assignments, tests and other activities for
reinforcement of learning.
15. Supplement the classroom presentations with appropriate media and materials for effective
teaching learning process.
16. Deliver a session in a classroom and obtain feedback for improvement.
31
Sl. Key Suggestio
No Performance ns for
. Criteria (KPC) improvem
Needs to
of Module Very Good Good Average ent
Improve
Outcomes (4) (3) (2)
(1)
Displayed by
Inductee
Teacher
6 Prepared a Prepared Prepared Prepared Prepared
course plan for date-wise course plan course plan course plan
the selected course plan for whole for whole for whole
course in the for whole semester semester semester
given format semester addressing addressing addressing
addressing only three only two only one
all COs and COs and COs and CO and
other other other other
outcomes to outcomes to outcomes outcomes to
be developed be developed to be be
in all three in all three developed developed
domains in domains in in all three in all three
the learnt the learnt domains in domains in
format. format. the learnt the learnt
format. format.
7 Analysed Drawn the Drawn the Drawn the Only

course course/ course/ course/ identified
curriculum to concept map concept map concept the industry
derive learning to identify the to identify the map to relevant
outcomes/ industry industry identify the practical
Skills for relevant relevant industry skills to be
classroom and practical practical relevant developed
laboratory skills, skills, and practical through the
teaching. cognitive social skills skills to be identified
skills and to be developed course,
social skills developed through the each skill/
to be through the identified outcome
developed identified course, starting
through the course, each skill/ with an
identified each skill/ outcome action verb.
course, outcome starting
each skill/ starting with with an
outcome an action action
starting with verb. verb.
an action
verb.
32
Sl. Key Suggestio
Needs to
Improve
(1)
Displayed by
Inductee
Teacher
8 Developed Developed Developed Developed Developed

lesson plans lesson plans lesson plans lesson lesson plans
indicating the for all the for 75% of plans for for 25% of
learning lessons the lessons 50% of the the lessons
outcomes, according to according to lessons according to
relevant the developed the developed according the
instructional course plan course plan to the developed
methods and of the of the developed course plan
media semester semester course of the
indicating the indicating the plan of the semester
learning learning semester indicating
outcomes and outcomes and indicating the learning
relevant relevant the outcomes
instructional instructional learning and relevant
methods and methods and outcomes instructional
media media and methods
relevant and media
instruction
al methods
and media
9 Designed/ Designed/ Designed/ Designed/ Designed/

Selected Selected Selected Selected Selected
instructional instructional instructional instruction instructional
media for media for all media for al media media for
classroom the lessons 75% of the for 50% of 25% of the
teaching based planned as lessons the lessons lessons
on the above for planned as planned as planned as
developed classroom above for above for above for
lesson plan teaching. classroom classroom classroom
teaching. teaching. teaching.
10 Used relevant Apart from Apart from Apart from Only uses
instructional chalkboard/ chalkboard/ chalkboard chalkboard/
methods to whiteboard whiteboard / whiteboard
develop uses at least uses at least whiteboard to develop
identified four three uses at identified
learning instructional instructional least two learning
outcomes in the methods to methods to instruction outcomes in
classroom develop develop al methods the
33
Sl. Key Suggestio
Needs to
Improve
(1)
Displayed by
Inductee
Teacher
identified identified to develop classroom
learning learning identified
outcomes in outcomes in learning
the classroom the classroom outcomes
in the
classroom
11 Used relevant Used at least Used at least Used at Used at

Instructional four three least two least one
media to designed/ designed/ designed/ designed/
develop selected selected selected selected
identified instructional instructional instruction instructiona
learning media in the media in the al media in l media in
outcomes in the classroom classroom the the
classroom classroom classroom
12 Designed Designed at Designed at Designed Designed at

laboratory/ least 10 least 7 at least 4 least 2
workshop laboratory/ laboratory/ laboratory/ laboratory/
practicals to workshop workshop workshop workshop
develop practicals to practicals to practicals practicals to
identified develop develop to develop develop
industry identified identified identified identified
relevant industry industry industry industry
practical skills relevant relevant relevant relevant
practical practical practical practical
skills of skills of skills of skills of
selected selected selected selected
course. course. course. course.
13 Prepared test Prepared Prepared Prepared Specificatio

papers/ end specification specification specificatio n table not
semester table, two test table, one test n table and prepared,
question papers papers and paper and one end prepared
to assess the one end one end semester only test
identified semester semester question papers.
learning question question paper
outcomes and paper paper matching
matching the matching the matching the the
specification specification specification specificatio
34
Sl. Key Suggestio
Needs to
Improve
(1)
Displayed by
Inductee
Teacher
table table to table to assess n table to
assess identified assess
identified learning identified
learning outcomes learning
outcomes outcomes
14 Taken written Written Written Written Written

feedback with feedback feedback feedback feedback
respect to the taken from taken from taken from taken from
activities and mentor and mentor and mentor and mentor and
resources peers on peers on peers on peers on
developed for course plan, course plan, course course plan,
the course from designed designed plan, designed
peers and media, media, designed media,
mentor selected selected media, selected
instructional instructional selected instructional
methods methods instruction methods
taken at least taken at least al methods taken at
for four for three taken at least for one
classroom classroom least for classroom
sessions and sessions and two session and
four three classroom one
laboratory laboratory sessions laboratory
sessions. sessions. and two session.
laboratory
sessions.
15 Used ICT for Used ICT Used ICT Used ICT Used only
assessment of tools for tools for tools for pen and
students assessment of assessment of assessment paper tests
learning students students of students
learning in all learning in learning in
tests and one test and all tests
assignments assignments
Total
1. Comments/ Suggestions about team work/ leadership/ inter-personal communication

……………………………………………………………………………………………
35
……………………………………………………………………………………………
……………………………………………………………………………………………
2. Any Other Comment
……………………………………………………………………………………………
List of evidences of Module 4 to be Maintained by Inductee Teacher

No.
1. A course plan for selected course in the given format
2. Concept map/s using open source software like CmapTools on topics from
the selected course curriculum
3. Prepare a list of practical outcomes which can be achieved through
laboratory work with justification
4. Suggest three topics related to your curriculum for organizing panel
discussion with justification. (In about 100 words each)
5. Design an educational game to fulfil the curriculum outcomes of the course
6. Select a topic for group discussion and identify the criteria, and the specific
activities that are to be performed by the students before, during and after the
discussion
7. Suggest three titles each for a micro-project and capstone project. For any
one of the projects, state the broad activities expected from students
8. Formulate learning outcomes in the three domains to be achieved through
industrial visit related to the selected courses
9. Formulate/ choose learning outcome(s) for any selected course and suggest
the relevant instructional methods with justification for your selection.
Suggest topics for demonstration.
10. Prepare an activity plan to incorporate blended and flipped Learning
approach to develop a learning outcome
11. A list of media equipment such as interactive display, interactive board,
interactive panel and pad, multimedia projector, Opaque projector, etc. with
broad specifications.
12. Prepare a relevant handout to support the classroom session, an assignment
and a laboratory worksheet as per suggested format
13. Prepare a computer-based presentation of about 15 slides, incorporating all
the media elements, design principles and guidelines on the topic of your
choice
14. Prepare and submit a peer validated session plan for a classroom session of
45-60 minutes in the suggested format
15. Record your video and submit the recorded video to the mentor
16. Develop an action plan for the next six months in order to improve your
teaching skills, based on the feedback provided by mentor, colleagues and
self-feedback
17. Prepare a checklist to ensure the availability of resources for effective
implementation of the validated laboratory session
18. Prepare one Check list for product and process assessment each to assess
selected tasks/ topics from the course teacher has taught
36
Signature………………………………………………………………………………………….
…………….
AICTE Faculty Code:
…………………………………………………………………………………………………..
………………………………………………………………………
Place: …………………………
Date: ………………………..
37
MODULE – 5 TECHNOLOGY ENABLED LEARNING AND
LIFELONG SELF-LEARNING
EVALUATION RUBRIC
Coordinator: Dr. G. Janardhanan, Associate Professor of Civil and Environmental

Engineering, NITTTR Chennai
Co-Coordinator: Dr. V. Shanmuganeethi and Dr. K. S. A. Dinesh Kumar, NITTTR Chennai
Name of Inductee Trainee Teacher:

…………………………………………………………………………………
Department of Inductee Trainee Teacher:
…………………………………………………………………………
Name and address of Institution of Inductee Trainee Teacher:
……………………………………………
……………………………………………………………………………………………………
…………………………………….

The inductee trainee will be able to maintain the E-portfolio of the online training activities
of this module as well as implement in the next semester in their respective institutes the
following major outcomes:
1. Design effective lessons using various instructional technologies.
2. Identify online Free and Open Source Software [FOSS], Open Educational Resource
(OER) and other digital tools for the creating active learning environment.
3. Select relevant online platforms and social media to promote student communication and
peer discussion.
4. Design different types of formative and summative assessment strategies and tools for a
technology-enabled learning.
5. Participate effectively in MOOC courses/webinars for knowledge enhancement.
6. Use different types of online journals and other learning resources for professional
growth avoiding plagiarism.
7. Use the Artificial Intelligence appropriately in classroom teaching learning situations
Key
Performance
Criteria (KPC)
Sl. Very Need to Suggestio
of Module Good Average
No Good Improve ns to
Outcomes (3) (2)
. (4) (1) improve
Displayed by
Inductee
Teacher
38
Key
Performance
Criteria (KPC)
Outcomes (3) (2)
. (4) (1) improve
Displayed by
Inductee
Teacher
16 Implemented Adapted, Adapted, Adapted, Adapted,
ICT tools for prepared prepared and prepared and prepared
Teaching and implemented implemented and
implement three online two online implement
ed four course course ed one
online learning learning online
course environment environment course
learning , course , course learning
environme materials materials environme
nt, course including including n, course
materials assessing the assessing the materials
including skills using skills using including
assessing ICT Tools. ICT Tools. assessing
the skills the skills
using ICT using ICT
Tools. Tools.
17 Used relevant Used four Used three Used two Used one
ICT Tools to designed/ designed/ designed/ designed/
develop selected selected ICT selected ICT selected
identified ICT Tools Tools in the tools in the ICT Tool
learning in the classroom classroom in the
outcomes in the classroom classroom
classroom
18 Interpreted the Implement Implemente Implemente Implement
course ed the d the virtual d the virtual ed the
curriculum and virtual laboratory laboratory virtual
implemented laboratory for 50% the for 25% the laboratory
virtual for all the listed listed for 10%
laboratory for listed practicals of practicals of the listed
laboratory practicals a course and a course and practicals
teaching. of a course assessed the assessed the of a course
and development development and
assessed of the of the assessed
the practical practical the
developme cognitive cognitive developme
nt of the and social and social nt of the
practical skills skills practical
cognitive cognitive
and social and social
skills skills
39
Key
Performance
Criteria (KPC)
Outcomes (3) (2)
. (4) (1) improve
Displayed by
Inductee
Teacher
19 Adopted ICT Implement Implemente Implemente Implement
technologies in ed at least d at least d at least ed at least
the classroom any one any one ICT any one ICT any one
ICT technologica technologica ICT
technologi l tool either l tool at technologi
cal tool in in theory or least in two cal tool at
both practical classroom least in
theory and course. sessions one
practical classroom
course. sessions
20 Adopted Developed Developed Developed Developed

Blended and lesson lesson plans lesson plans lesson
Flipped plans, implemented implemented plans
implement blended and blended and implement
Classroom
ed blended flipped flipped ed blended
and flipped approach for approach for and flipped
approach 30% of the 20% of the approach
for 40% of lessons lessons for 10% of
the according to according to the
lessons the the lessons
according developed developed according
to the course plan course plan to the
developed of the of the developed
course semester semester course
plan of the indicating indicating plan of the
semester the learning the learning semester
indicating outcomes outcomes indicating
the and relevant and relevant the
learning teaching teaching learning
outcomes methods and methods and outcomes
and media media and
relevant relevant
teaching teaching
methods methods
and media and media
21 Digital Literacy Created Created the Created the Created

– Possess the researcher research ID the
ORCID, researcher ID in any in two research
SCOPUS ID, ID in any three portals ID in one
four portals portal
40
Key
Performance
Criteria (KPC)
Outcomes (3) (2)
. (4) (1) improve
Displayed by
Inductee
Teacher
GOOGLE portals
SCHOLAR,
RESEARCH
GATE
22 Completed one Enrolled Enrolled Enrolled and Enrolled
MOOC related MOOC in MOOC from completed but not
to International on National any one completed
Internatio Platform MOOC any
and also
nal and and MOOC
SWAYAM a National completed
ARPIT course Platform MOOC with
and commendabl
completed e certificate.
MOOC
with
commenda
ble
certificate.
23 Used WEBINAR Developed Used Enrolled for Enrolled

to teach own available webinar and but not
students Webinar to webinar attended the attended
teach material to webinar. webinar
students teach
students
24 Used Social Used three Used two Used one Paritally

Media account Social Social Media Social Media Used Social
for Teaching- Media Account Account Media
Learning (T-L) Account (Google meet, (Google meet, Account
situations (Google Youtube Youtube (Google
meet, Facebook, Facebook, meet,
Youtube WhatsApp, WhatsApp, Youtube
Facebook, Telegram, Telegram, Facebook,
WhatsApp, Twitter, Twitter, WhatsApp,
Telegram, Instagram, Instagram, Telegram,
Twitter, Google Plus, Google Plus, Twitter,
Instagram, etc.) etc.) Instagram,
Google effectively in effectively in Google
Plus, etc.) T-L T-L Plus, etc.)
effectively situations situations effectively
in T-L in T-L
41
Key
Performance
Criteria (KPC)
Outcomes (3) (2)
. (4) (1) improve
Displayed by
Inductee
Teacher
situations situations
10 Development of Developed Participated Participated Not

ICT Policy the ICT as a team as a team prepared
Document for Policy leader in member in any ICT
Document Policy
T-L situations Developing Developing
Document
for T-L the ICT the ICT
situations Policy Policy
Document Document
for T-L for T-L
situations situations
Total
3. Comments/Suggestions about team work/leadership/inter-personal communication

(if any)
……………………………………………………………………………………………
……………………………………………………………………………………………

……………………………………………………………………………………………
…………………………………………………………………………………………….

No.
9 Evidences of ICT tools used for Teaching
10 Evidences of ICT Tools to developed
11 Evidences of Virtual laboratory practicals implemented
12 Evidences of Adopted ICT technologies in the classroom
13 Evidences of Blended and Flipped Classroom adopted
14 Evidences of Digital Literacy – Possess ORCID, SCOPUS ID, GOOGLE
SCHOLAR, RESEARCH GATE
15 Evidences of Completed MOOC
16 Evidences of developed WEBINAR
17 Evidences of used Social Media account and implementation in classroom
42
No.
18 Evidences of Developed Part in preparing ICT Policy Document.
Signature………………………………………………………………………………………….
…………….
AICTE Faculty Code:
…………………………………………………………………………………………………...

………………………………………………………………………
Place: …………………………
Date: ………………………...
43
MODULE – 6 STUDENT ASSESSMENT AND EVALUATION
EVALUATION RUBRIC
Coordinator: Dr. V. Shanmuganeethi Associate Professor, NITTTR Chennai
Co-Coordinator: Dr. G. Janardhanan and Dr. K. S. A. Dinesh Kumar, NITTTR Chennai

…………………………………………………………………………………
……………………………………………………………………………
……………………………………………

following major outcomes
1. Use relevant characteristics of assessment practices in assessing various engineering
courses.
2. Prepare convergent and divergent questions in assessment schemes
3. Plan direct and indirect assessment strategies for engineering courses
4. Design specification table to address the Revised Bloom’s taxonomy
5. Design relevant rubrics to assess the student performances in all three domain of
learning
6. Check the content, construct and predict validity
7. Estimate the reliability of your question set.
8. Interpret the assessment score with respect to Item difficulty index and discrimination index
9. Integrate different assessment software tools for relevant classroom teaching-learning
Sl. Key Performance
No. Criteria (KPC) of
Needs to Suggestio
Module Very good Good Fair
Improve ns to
(1) improve
Displayed by
Inductee Teacher
25 Displayed Classroom Classroom Classroom Classroom
Classroom interaction interaction interaction interaction
Interaction and with different with few types with different with without
constructive types questions questions and types questions feedback
feedback for and feedback feedback are and without
assessment are displayed displayed feedback
26 Prepared short Prepared short Prepared short Prepared short Prepared short
answer questions answer with answer with answer with answer with
and MCQ based action verbs action verbs action verbs action verbs
and MCQ for and MCQ for and MCQ for and MCQ for
44
Sl. Key Performance
Needs to Suggestio
Improve ns to
(1) improve
Displayed by
Inductee Teacher
on revised four units of three units of two units of one unit of the
bloom’s the syllabus the syllabus the syllabus syllabus
taxonomy matching with matching with matching with matching with
Revised Revised Revised revised Revised
Bloom’s Bloom’s Bloom’s Bloom’s
taxonomy to taxonomy to taxonomy to taxonomy to
assess the assess the assess the assess the
learning learning learning learning
outcomes outcomes outcomes outcomes
(LOs) (LOs) (LOs) (LOs)
27 Designed the Prepared Prepared Prepared Prepared

Specification specification specification specification specification
table to match table 100% table 75% table 50% table 25%
the cognitive matching the matching the matching the matching the
domain learning Cognitive Cognitive Cognitive Cognitive
outcomes (LOs) Domain LOs of Domain LOs of Domain LOs of Domain LOs of
a course a course a course a course
28 Prepared Prepared mid- Prepared mid- Prepared mid- Prepared mid-

question paper term question term question term question term question
mapping with the paper for 50% paper for 40% paper for 30% paper for 10%
specification of the syllabus of the syllabus of the syllabus of the syllabus
table of a course matching the matching the matching the matching the
Specification Specification Specification Specification
Table to assess Table to assess Table to assess Table to assess
LOs LOs LOs LOs
29 Designed rubrics Designed Designed Designed Designed

for assessment of rubrics related rubrics related rubrics related rubrics related
LOs related to to psychomotor to to to psychomotor
psychomotor domain LOs psychomotor psychomotor domain LOs
domain. with ALL domain LOs domain LOs with 25%
major KPC and with 75% with 50% major KPC and
their major KPC and major KPC and their
corresponding their their corresponding
descriptors corresponding corresponding descriptors
clearly defined descriptors descriptors clearly defined
clearly defined clearly defined
30 Designed rubrics Designed Designed Designed Designed

for assessment of rubrics related rubrics related rubrics related rubrics related
LOs related to to Affective to Affective to Affective to Affective
Affective domain domain LOs domain LOs domain LOs domain LOs
with ALL with 75% with 50% with 25%
major KPCs major KPCs major KPCs major KPCs
and their and their and their and their
corresponding corresponding corresponding corresponding
descriptors descriptors descriptors descriptors
clearly defined clearly defined clearly defined clearly defined
31 Prepared a rubric Designed Designed Designed Designed

to assess the mini rubric to assess rubric to assess rubric to assess rubric to assess
project in a ALL course 75% course 50% course 25% course
45
Sl. Key Performance
Needs to Suggestio
Improve ns to
(1) improve
Displayed by
Inductee Teacher
course outcomes outcomes outcomes outcomes
(COs) with (COs) with (COs) with (COs) with
ALL major 75% major 50% major 25% major
KPC and their KPC and their KPC and their KPC and their
corresponding corresponding corresponding corresponding
descriptors descriptors descriptors descriptors
clearly defined clearly defined clearly defined clearly defined
32 Maintained the Maintained the Maintained the Maintained the Maintained the
portfolio of the records of ALL records of 75% records of 50% records of 25%
assessed student the assessed the assessed the assessed the assessed
activities for the Co-curricular Co-curricular Co-curricular Co-curricular
whole semester and extra- and extra- and extra- and extra-
curricular curricular curricular curricular
activities of activities of activities of activities of
ALL students 75% students 50% students 25% students
33 Prepared Prepared a Prepared a Prepared a Prepared a

question paper valid Question valid Question valid Question valid Question
with correct paper with paper with paper with paper with
Content and 100% content 75% content 50% content 25% content
construct validity and construct and construct and construct and construct
and estimated validity and validity and validity and validity and
reliability calculated calculated calculated calculated
reliability reliability reliability reliability
34 Used software Used four Used three Used two Used one
tools or platform software tools software tools software tools software tools
to assess or platform to or platform to or platform to or platform to
cognitive domain assess assess assess assess
related skills in cognitive cognitive cognitive cognitive
the students domain related domain related domain related domain related
skills in the skills in the skills in the skills in the
students students students students
Total

……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
46
Sl. Major Evidences Yes No
No.
19 Report on feedback evidences of formative and preparative Assessment in
the classroom
20 Evidence of short answer questions and MCQ prepared of a course
21 Evidence of Specification table for cognitive domain learning outcomes
22 Evidence of question paper mapping with specification table
23 Evidence of rubrics prepared for the psychomotor domain
24 Evidence of rubrics prepared for the psychomotor domain
25 Evidence of rubric used to assess the mini project
26 Evidence of assessed records of portfolio
27 Evidence of validity and reliability tested question paper
28 Evidence of using software tools
Signature………………………………………………………………………………………….
…………….
AICTE Faculty Code:
………………………………………………………………………………………..
Name and address of Institution of Mentor: …………………………………………………
Place: …………………………
Date: ……………………….
47
NITTT - FACULTY INDUCTION PROGRAMME (FIP)
MODULE – 7 CREATIVE PROBLEM SOLVING, INNOVATION AND MEANINGFUL
RESEARCH & DEVELOPMENT
EVALUATION RUBRIC
Coordinator: Dr. P. K. Tulsi, Professor (Retd.), Education & Educational Management

Department, NITTTR Chandigarh

…………………………………………………………………………………
……………………………………………………………………………
……………………………………………

1. Solve problems creatively
2. Innovate in the processes, products and services in work life
3. Build effective teams for R&D
4. Build student teams
5. Undertake Research to improve the various sub-components of the technical education
system
Sl. Key Performance
Needs to Suggestio
Improve ns to
(1) improve
Displayed by
Inductee Teacher
1 a) Identify Accurately Accurately Accurately Unable to
problem Identifies all Identifies Identifies some accurately
key elements in major key key elements in identify any of
the problems elements in the the problems the key
and problems and and elements in the
relationship relationship relationship problems and
among them among them among them relationship
among them
b) Collect Presents Presents Presents Presents

relevant, relevant, relevant, irrelevant,
48
Sl. Key Performance
Needs to Suggestio
Improve ns to
(1) improve
Displayed by
Inductee Teacher
relevant sufficient and sufficient and somewhat insufficient and
information/ credible data/ credible major sufficient and not credible
data information data/ somewhat data/
information credible data/ information
information
c) Analysis of Analyze all the Analyze major Analyze part of Analyze t

information/ data/informati data/informati the insufficient
data on for accuracy on for accuracy data/informati data/
and validity and validity on for accuracy information but
taking account taking into and validity but fails to take
of all account major fails to take into account
limitations limitations into account limitations
limitations
d) Develops a Develops Develops Develops the Unable to

creative multi- multi- approach based develop the
solution dimensional dimensional on selected approach to
approach based approach based perspective to develop
on multi- on major develop solution to
perspectives to perspective to solution to problem
develop develop problem
creative creative
solution to solution to
problem problem
e) Implement Implements the Implements Implements the Implements the

creative approach to the approach approach to approach but
solution to arrive at logical to arrive at arrive at logical fails to arrive at
problem and highly logical and but not creative logical and
creative moderately solution to creative
solution to creative problem solution to the
problem solution to problem
problem
2 a) Define Exhibits clear Exhibits clear Exhibits Exhibits no

problem understanding understanding understanding understanding
of problem of problem of problem of problem
from multi- from majority from limited
perspectives of perspectives perspectives
b) Identify Identifies Identifies Identifies Identifies

innovative innovative innovative innovative solution
solution solution solution, solution, neither
technically technically technically innovative nor
feasible feasible but feasible but technically
with minimal with maximum feasible
risk risk
c) Align Innovation is Innovation is Innovation is Innovation is

innovation to completely directly indirectly not at all
institute aligned to aligned to aligned to aligned to
objectives of objectives of objectives of objectives of
49
Sl. Key Performance
Needs to Suggestio
Improve ns to
(1) improve
Displayed by
Inductee Teacher
Objectives institute institute institute institute
improvement improvement improvement improvement
d) Impact on Innovation Innovation Innovation Innovation

student having high having having some having least
learning impact on moderate impact on impact on
student impact on student student
learning student learning learning
learning
e) Applicability Innovation is Innovation is Innovation is Innovation is

of innovation applicable applicable applicable not all
across across majority across limited applicable
disciplines of disciplines disciplines across
disciplines
3 a) Contribution Contributes Contributes Express Does not

to ideas original ideas ideas on his/ agreement with contribute
on his/ her her own ideas given by ideas or
own others express
agreement
b) Individual Completes Completes Completes Does not

responsibility individual individual individual complete
& standards responsibilities responsibilities responsibilities individual
and exceeds the to the desired but not to the responsibilities
desired standards desired
standards standards
c) Interaction Always Most of the Sometimes Never interacts

with other & Interact with time Interacts interact with with others
recognition to others with others others with with respect
others and give with respect respect and and recognition
respect and and recognition to to others
recognition to recognition to others
others others
d) Support to Supports Supports supports others Neither

others others in others, when half- heartedly supports others
accomplishing asked in when asked, in on his own nor
assigned accomplishing accomplishing when asked for
responsibilities assigned assigned
without asking responsibilities responsibilities
e) Facilitate Helps in taking Helps in taking Helps in taking Neither

decision decisions and decisions and decisions facilitates
making/ resolving when asked for decision taking
resolving conflicts helps in nor resolving
conflicts resolving conflicts
conflicts
4 a) Building Constitutes Constitutes Constitutes Constitutes

teams with teams with teams with teams without
50
Sl. Key Performance
Needs to Suggestio
Improve ns to
(1) improve
Displayed by
Inductee Teacher
Student teams members members members any
having having having similar consideration
complementary complementary skills of skills
skills skills but some
having similar
skills
b) Accessibility Remains Remains Remains Is not

to student accessible to accessible most accessible to accessible to
teams team for of the time to teams team during
facilitation teams for sometimes for the work
throughout the facilitation facilitation
work
c) Monitor Continuously Frequently Sometime Never monitors

progress monitors Monitors monitors progress of
progress of progress of progress of team
teams team team
d) Evaluate team Evaluates team Evaluates team Evaluates team Does not
performance performance performance performance evaluate team
based on self, based on peer based on performance
peer and and teacher teacher
teacher assessment assessment
assessment
5 a) Define a Selects and Selects and Selects and Selects a

research defines a very defines a defines a problem but
problem significant problem problem fails to
problem adequately
define it.
b) State research States adequate States majority States some States research
questions number of of the research research questions
research questions questions inaccurately
questions accurately accurately
accurately
c) Select Selects relevant Select relevant Select relevant Select relevant

research method, method, method, method,
design and adequate adequate inadequate adequate
describe sample, sample, sample, sample, tools
research appropriate somewhat appropriate and statistical
procedure tools and relevant tools tools and techniques
statistical and statistical statistical
techniques techniques techniques
d) Collect data/ Collect Collect Collect relevant Collect data/

information relevant and relevant and data/ information
reliable data/ reliable data/ information from limited
information information from selected sources
from all from majority sources
sources of sources
51
Sl. Key Performance
Needs to Suggestio
Improve ns to
(1) improve
Displayed by
Inductee Teacher
e) Analysis of Interprets the Interprets Interprets part Interprets the
data/ data/ major data/ of the data/ data/
information information information information information
using using using using
appropriate appropriate appropriate inappropriate
statistical statistical statistical statistical
techniques techniques techniques techniques
f) Interpretation Interpret the Interpret Interpret some Interpret the

of Results findings majority of the of the findings findings
correctly and findings correctly incorrectly
draw logical correctly and draw and draw
conclusions and draw logical illogical
logical conclusions conclusions
conclusions
g) Research Write a well- Write Write a Write a

Report planned and reasonably research report research report
organized planned and omitting some omitting major
research report organized details details
research report
Total

……………………………………………………………………………………………
……………………………………………………………………………………………

……………………………………………………………………………………………

No.
29 a) Creative Problem solving Anecdotal record of/ documentation related
to problem(s) solved creatively
b) Creative Problem solving Photographs of problem(s) solved, if available,
if any
c) Creative Problem-solving Recognition at institute level, etc.
30 a) Innovation in teaching learning- Product available (Teaching-learning
strategy, Media/ evaluation tool, assignment, etc.), documented record.
b) Innovations in Recognition at institute level
c) Innovations in leading to Patent
31 a) Documentation related to team work
52
No.
b) R&D through Teamwork Research reports, Papers published,
Photographs or video recording if any
c) Peer assessment related to team work if any
32 a) Reports of Research
b) Experimental set-ups of Research
c) Tools used of Research
d) Product as an outcome of Research
e) Paper published on the basis of research undertaken
Signature………………………………………………………………………………………….
…………….
AICTE Faculty
Code:…………………………………………………………………………………………………..size
………………………………………………………………………
Place:…………………………
Date:……………………….
53
MODULE – 8 INSTITUTIONAL MANAGEMENT AND ADMINISTRATIVE
PROCEDURES
EVALUATION RUBRIC
Coordinator: Dr. Rakesh K. Wats, Professor & Head, Media Centre, NITTTR Chandigarh
Coordinating Team: Dr. S. S. Pattnaik, Director, NITTTR Chandigarh
Dr. Sunil Dutt, Professor & Head, Education and Educational
Management, NITTTR, Chandigarh

………………………………………………………………………………
Name of Department:
……………………………………………………………………………………………………
……
…………………………………………

1. Interpret the planning in institutional management and development procedures
2. Prepare a strategic plan for the department/ institute and priorities thrust areas for its
growth and development
3. Prepare institutional design/ chart highlighting clearly authority accountability
relationship
4. Form teams for different projects and programmes and effectively network with other
agencies/ organisations
5. Determine manpower requirements and recruit, select and place relevant individuals
applying appropriate rules and regulations
6. Apply financial rules and regulations for management of institute/ department budget,
procurement of resources and inventory management
7. Direct the activities of individuals through effective means of communication, motivation
and leadership
8. Manage planned change by setting SMART goals and innovative approaches
9. Evaluate performance and prepare action plan for improvement
10. Develop students with managerial skills to emerge as leaders in their own sphere of work
54
Sl. Key Performance Criteria (KPC) of Very Need to
Good Average Suggestions
No. Module Outcomes Displayed by Good Improve
(3) (2) to improve
Inductee Teacher (4) (1)
1 Displays the characteristics of Shows Shows Shows only Displays
Professionalism all the 5 only 4 3 out of 5 only 2
6. Has mastery on the subjects. characte out of 5 Characteris out of 5
7. Engages in research to create new ristics Character tics Character
knowledge. istics. istics
8. Shows initiative to work in new areas (state
having high uncertainty. (state which Sl. (state
9. Enjoys trust of the students. which Sl. Nos. are which Sl.
10. Shows self-regulation in behaviour. Nos. are lacking) Nos. are
lacking) lacking)
2 Strive hard to develop professional Display Displays Displays at Displays

excellence: s all the at least 5 least 3 out only 2
7. Devotes time for improving 6 out of 6 of 6 out of 6
fundamentals by referring back to characte Character Characteris Character
basic/ core subject matter as and ristics istics. tics istics
when required.
8. Learns new knowledge by reading (state (state (state
journals/ net/ attending conferences. which Sl. which Sl. which Sl.
9. Proposes procurement of new Nos. are Nos. are Nos. are
software/ books/ equipment and lacking) lacking) lacking)
learns on them.
10. Supervises challenging projects of
bright students.
11. Implements new/ advance teaching
methods.
12. Give suggestions for improvement of
working of department/ Institute
3 Attempts to become Guru in place of Display Displays Displays Displays

teacher s all the only 3 only 2 out only 1
5. Behaves in ethical manner and shows 4 out of 4 of 4 out of 4
right attitude in-front of students so characte Character Characteris Character
that they also learn the same. ristics istics. tics istics
6. Gives extra time to students to solve
their individual academic difficulties. (state (state (state
7. Shows affection and compassion which Sl. which Sl. which Sl.
towards students so that they feel Nos. are Nos. are Nos. are
free to interact with him/ her. lacking) lacking) lacking)
8. Apart from transferring knowledge
to students also discusses importance
of desired values and attitudes
(wherever finds scope to discuss
these) so that they also imbibe good
values.
55
(3) (2) to improve
4 Ease in transforming from the role of Display Displays Displays Displays
manager to administrator s all the only 5 only 3 out only 2
1. Appreciates the importance of 6 out of 6 of 6 out of 6
deploying right man for the right job characte Character Characteris Character
2. Understands rules and regulations of ristics istics. tics istics
Government and statutory authorities
for recruitment and selection and (state (state (state
training and development of faculty which which which
and staff in technical institutions. Sl.Nos. Sl.Nos. are Sl.Nos.
3. Identifies and uses different types of are lacking) are
training methods for his/ her self- lacking) lacking)
development.
4. Understands the Government and
statutory authorities rules and
regulations for promotion and
compensation and prepares himself/
herself for the same
5. Appreciate the importance of
compensation in motivating faculty
and staff in an institution.
6. Appreciates the importance and uses
do’s and don’ts of conduct of
employees for maintaining proper
work environment in an institution.
5 Strives hard to develop himself as a Shows Shows Shows only Displays

financial manager all the 5 only 4 3 out of 5 only 2
1. Facilitates in systematic financial characte out of 5 Characteris out of 5
planning and management in the ristics Character tics Character
department/ institution istics. istics
2. Uses appropriate accounting standards
and general financial rules in financial (state (state (state
management. which Sl. which Sl. which Sl.
3. Applies proper procedures for Nos. are Nos. are Nos. are
procurement of goods and services in lacking) lacking) lacking)
the department/ institution
4. Uses E-Publishing and E-
Procurement for procurement of goods
and services
5. Applies proper inventory management
and disposal procedures and applicable
rules.
56
(3) (2) to improve
6 Dedication to become a good Display Displays Displays Displays
academic leader s all the only 5 only 3out only 2
1. Applies his/ her best to be a leader of 6 out of 6 of 6 out of 6
his/ her class and the projects/ jobs characte Character Characteris characteri
assigned to him/ her. ristics istics. tics stics
2. Uses different leadership models and
theories in different situations to get (state (state (state
the best from his/ her students/ which Sl. which Sl. which Sl.
colleagues/ subordinates. Nos. are Nos. are Nos. are
3. Applies appropriate leadership style lacking) lacking) lacking)
in handling different types of
students/ colleagues/ subordinates
in diversified situations to be
effective.
4. Uses effective communication in his/
her class for enhancing the quality of
teaching learning process.
5. Applies appropriate communication
skills for enhancing the interpersonal
relations with colleagues and
subordinates.
6. Applies appropriate models of
Communication with external
stakeholders to enhance the
effectiveness of the institution.
7 Good human being and an excellent Display Displays Displays Displays

motivator and Guru s all the only 5 only 3 out only 2
1. 6 out of 6 of 6 out of 6
eaches with great enthusiasm and characte Character Characteris Character
inspires students to learn for better ristics istics. tics istics
quality of life
2. (state (state (state
eeps himself/ herself motivated by which which which
learning new things in the discipline Sl.Nos. Sl.Nos. are Sl.Nos.
and other spheres of life are lacking) are
3. lacking) lacking)
otivates students and subordinates by
applying both intrinsic and extrinsic
techniques of motivation
4.
cts as mentor, coach and guide to the
students not only in their studies but
also for their personal and social
developmental
5.
evelops good acquaintance with the
assigned students for guidance and
counseling so that they feel free to
interact with him/ her.
6.
ives proper personal and career advice
to students according to their context
(i.e. family conditions, socio economic
and academic level, emotional
strength, etc.)
57
(3) (2) to improve
8 Tries to act as a catalyst and facilitator Display Displays Displays Displays
for undertaking new initiatives for the s all the only 3 only 2 out only 1
growth and development of 4 out of 4 of 4 out of 4
department/ institution Charact Character Characteris Character
1. With the knowledge of SWOT of the eristics istics tics istics
department/ institution identifies the .
need and drivers of change and their (state (state (state
impact on an institution. which which which
2. Facilitates the implementation of Sl.Nos. Sl.Nos. are Sl.Nos.
change initiatives through relevant are lacking) are
planned change models. lacking) lacking)
3. Uses creative approaches (methods,
media, etc.) to make his/ her teaching
interesting and effective for better
student learning
4. Makes the students understand the
importance of creativity and
innovation in today’s scenario and
inspires them to learn new knowledge
and its application in their/ different
disciplines
9 Strives to be a role model in terms of Display Displays Displays Displays

management of goals, time and s all the only 4 only 3out 2 out of 5
attitude 5 out of 5 of 5 characteri
1. Sets SMART goals and targets in characte Character Characteris stics
terms of his/ her job/ career ristics istics. tics
progression and professional (state
development (state (state which
2. Facilitates students in setting which which Sl.Nos.
appropriate goals for their learning Sl.Nos. Sl.Nos. are are
and life and guides them in managing are lacking) lacking)
the achievement of those lacking)
3. Tries to do every work in time and
utilizes available time for the growth
and development of students and
institution
4. Demonstrates positive attitude
towards his/ her job/ profession/ life
5. Motivates students to achieve
impossible with a positive frame of
mind by quoting success stories, life’s
of eminent personalities, etc.
58
(3) (2) to improve
10 Efficient and effective teacher and Display Displays Displays Displays
asset as a quality performer s all the only 4 only 3 out only 2
1. Identifies his/ her key performance 6 out of 6 of 6 out of 6
indicators and tries to control their characte Character Characteris Character
achievement ristics istics. tics istics
2. Takes feedback from students,
colleagues and superiors on his/ her (state (state (state
different performance parameters and which which which
tries to improve them Sl.Nos. Sl.Nos. are Sl.Nos.
3. Helps the students and subordinates are lacking) are
identify their key performance lacking) lacking)
indicators and guides them to achieve
those
4. Uses different performance appraisal
methods to assess the performance of
students/ subordinates
5. Provides regular feedback to the
students and subordinates on their
performance, strengths and
weaknesses and guides them to
enhance the same.
6. Appreciate the importance of feedback
from different stakeholders viz.
Alumni, students, parents, teachers,
etc. for enhancing the responsiveness
and quality of institutional services
and facilitates the institute in
designing tools for collecting the same
11 Strives hard to develop professional Display Displays Displays Displays

competency in institution evaluation s all the only 5 only 3out 2 out of 7
for excellence in quality of products 7 out of 7 of 7 of the
and services characte Character Characteris characteri
1. Facilitates in identifying parameters of ristics istics. tics stics
programme evaluation
2. Facilitates the department in (state (state (state
developing their criteria of which which which
measurement Sl.Nos. Sl.Nos. are Sl.Nos.
3. Facilitates in identifying the are lacking) are
parameters of institutional evaluation lacking) lacking)
and their criteria of measurement.
4. Uses academic Audit as a tool for
institutional evaluation.
5. Identifies focal areas of academic audit
of the department/ institution
6. Facilitates in conducting academic
audit to evaluate the performance of
the department/ institution
7. Facilitates the department/ institution
in designing corrective measures for
enhancing the quality of products and
services provided by the institute
59
(3) (2) to improve
Total
9. Comments/ Suggestions about team work/ leadership/ inter-personal

communication (if any)
……………………………………………………………………………………………
……………………………………………………………………………………………

No.
1 Copy of academic plan(s), proposal of new projects and programmes,
SWOT analysis of institute/ department
2 Copy of academic plan(s), proposal of new projects and programmes,
Circular for participation in teams, Formulation of student teams
Communication with stakeholders
3 Participation in department manpower planning and implementation,
Participation/ conduct of training programmes/ seminars, etc.
4 Preparation of department/ lab budget, procurement of equipment/ raw
materials, management of lab inventory
5 Implementation of new teaching modes, methods and media, Undertaking
new projects/ programmes/ initiatives
6 Mentoring/ coaching and guidance to students for personal, social and
professional issues, Motivation and encouragement to students for their
holistic growth
7 Undertaking innovative approaches for new projects/ programmes/
initiatives for the growth and development of institution
8 Role modeling in terms of goals setting for student learning and
performance, management of time and attitude, Guidance to students in
setting goals and their achievement
9 Students Performance assessment, Feedback to students about their
performance, Feedback from students and other stakeholders,
Improvement initiatives
10 Proforma(e) for programme/ institute evaluation, Participation in Academic
audit, Corrective/ improvement initiatives
Signature…………………………………………………………………………………………..
Name of the Mentor: ...........................................................................................
Designation of the Mentor: ..................................................................................
………………………………………………………………………
Place: …………………………
Date: ………………………...
60
Annexure – II
MENTORING PHASE II:

DOMAIN SPECIFIC FIELD TRAINING AND EVALUATION RUBRICS
61
DISCIPLINE SPECIFIC FIELD TRAINING
INTRODUCTION
For making teaching learning process application oriented, it is very important that teachers are
well aware of the practices being followed in field, research organizations, research laboratories,
advance technology centres, universities etc. The incorporation of the knowledge and skills
gained by the teacher shall help in making the teaching learning process highly connected with
the real world. This shall help the students passing out from the higher education institutions
highly relevant from the day one in the systems in which they are to work. Discipline specific
field training of teachers shall result in the holistic development of the teachers and in-turn the
students, facilitating their growth & development in career, profession, personal and social life.
CHOICE OF ORGANIZATIONS FOR THE DISCIPLINE SPECIFIC FIELD

TRAINING
For making this training relevant, it is important that the decisions regarding the organizations
be based on the collaborative interaction of the concerned teacher, his/her superiors, and the
mentor. This step shall help in identifying the education and training needs of the teacher, his
profession, and the requirements of the institution in general. An effective mix of these needs
shall help the mentor in identifying the organizations where the training needs of the mentee
teacher would be fulfilled. For the teachers of UG/PG programmes, the field/organizations
should be related to the domain area of the teachers where the State of the Art equipment,
processes and practices are being implemented. The organizations should have the resources to
assign simple tasks, problems, micro-projects to the mentee teachers for the fulfilment of pre-
determined learning outcomes of this type of training.
EXPECTED OUTCOMES FROM DISCIPLINE SPECIFIC FIELD TRAINING
The broad outcome of this training is to make the mentee teachers competent enough to make
their teaching learning process application oriented for the needs of the society, world of work,
industry. Some of the expected outcomes of the discipline specific field training (20 working
days) in respect of mentee teachers are:
a) Connect teaching learning with real world issues, applications, problems, practices,
processes, etc..
b) Develop understanding of the field Environment, issues, challenges, processes, and
practices.
62
c) Develops the competencies required by the mentee teacher relevant to his/her domain
area.
d) Displays professionalism in identifying the domain specific job roles and occupational
standards.
e) Develop values, ethics and soft skills such as communication, team work, leadership, time
management etc. as required in the field of practice.
f) Prepare training report comprising of tasks/problems/projects/application undertaken during
the domain specific field training.
For achieving the expected outcomes of domain specific field training, it is important that
mentors plan the execution of training in a systematic manner. The steps which need to be
understood and carried out by the mentors for this purpose are as follows:
1) Planning of training
2) Orientation of mentee teachers
3) Implementation of the training plan
4) Preparation of training report by the mentee teacher
5) Evaluation of training.
PLANNING OF TRAINING
For the appropriate conduct of the training, it is important that relevant strategy linking the same
with pre-defined expected outcomes be designed. This shall help in better coordination, effective
control and follow-up with necessary corrective actions, if required. Some of the important
activities to be performed by the mentor during this phase are as follows:
a) Collect information about the mentee teacher's profile and his/her training & development
needs.
b) Identify relevant field organizations, research organizations, research laboratories, advance
technology centres, etc.
b) Prepare a databank of issues, problems, tasks, projects concerning applications of the
discipline for the socio-economic development of the society.
c) Negotiate with relevant organisations for training of mentee teachers and inform them about
purpose and objectives of training of mentee teachers.
d) Prepare training schedule in consultation with the identified organisation.
63
e) Prepare evaluation plan of the training.
ORIENTATION OF MENTEE TEACHER
For the success of this domain specific field training, it is important that the mentee teacher is
made acquainted that what is expected from him/her after the successful completion of the
training. It is the role of the mentor to inform the mentee teacher about the culture, practices,
processes, technologies, State of the Art equipment being used in the organization/agency in
which the training is to be conducted. The mentee teacher is to made aware of the activities to be
performed during the conduct of this training.
IMPLEMENTATION OF FIELD TRAINING
During the actual conduct of the training period, it is expected that the mentee teacher must
observes the rules and regulations, norms and procedures being followed in the training
organisation. Report of his/her Training In-charge in terms of achievement of expected outcomes
and regular feedback during the course of implementation of training shall help in planning
appropriate corrective actions needed for the achievement of objectives. Training In-charge
report should have two sections: Section 1 may relate to discipline specific hard skills and the
Section 2 relating to soft skills attained by the mentee teacher is presented.
Evaluation Report of the Training In-charge

S. Criteria Very Good Good Fair Needs to
No. improve
1. Report of the Acquired Acquired fairly Acquired Acquired hardly
Training considerable good some any
Incharge domain specific domain domain domain specific
regarding: new practical specific new specific new new practical
1a. Hard Skills knowledge & practical practical knowledge &
acquired skills knowledge & knowledge & skills
considerable skills skills
domain specific
practical
knowledge &
skills
1b. Soft Skills like Acquired Acquired fairly Acquired Acquired hardly
initiative, considerable good some any
organisation, soft skills soft skills soft skills soft skills
motivation,
leadership, team
work etc.
64
EVALUATION OF TRAINING
After the completion of the training by the mentee teacher, one of the most important activities
to be performed by the mentor is to evaluate the effectiveness of the training. It is highly relevant
to pinpoint at this juncture that the effectiveness of the training should be linked with the
achievement of the pre-defined expected outcomes by the mentee teacher. For this purpose, a
rubric has been proposed. The items in this rubric shall guide the mentor in evaluating the
performance of the mentee teacher in the domain specific field training.
Sl. Key Performance Criteria (KPC) of Very Need to Suggesti

Good Average
No. Module Outcomes Displayed by Good Improve ons to
(3) (2)
Inductee Teacher (4) (1) improve
1. Displays professionalism in connecting Shows all Shows Shows only Displays
teaching learning with real world the 5 only first first 3 out only first
issues, applications, problems, characteri 4 out of 5 of 5 2 out of 5
practices, processes, etc. stics Character Characterist Character
1. Has knowledge of the real world istics. ics istics
practices and processes
2. Identifies real world issues/problems (state (state which (state
in the domain specific discipline. which Sl. Sl. Nos. are which Sl.
3. Identifies applications of the domain Nos. are lacking) Nos. are
specific discipline in real world. lacking) lacking)
4. Acquaints his/her students with real
world issues, problems, practices,
processes relating to domain area
5. Applies real world practices &
processes in the teaching learning.
2. Takes initiative in applying domain Shows all Shows Shows only Displays
knowledge and skills in solving issues, the 6 only 4 out 3 out of 6 only 2 out
problems and challenges of eco-system. characteri of 6 Characterist of 6
1. Identifies the eco-system of his/her stics Character ics Character
domain area istics. istics
2. Shows sensitivity to the Environment (state which
regarding application of his/her (state Sl. Nos. are (state
domain knowledge/skills. which Sl. lacking) which Sl.
3. Engages in solving the issues, Nos. are Nos. are
problems and challenges of his/her lacking) lacking)
domain specific environment.
4. identifies the opportunities in the
environment relating to his/her
domain area
5. Sensitizes students' towards issues,
problems and challenges relating to
his/her domain specific environment
6. Motivates students to take initiatives
in solving these issues and problems
for the benefit of society..
3. Develops the competencies required Shows all Shows Shows only Displays
by the mentee teacher relevant to the 5 only 4 out 3 out of 5 only 2 out
his/her domain area. characteri of 5 Characterist of 5
1. Identifies knowledge, skills and stics Character ics Character
attitudes required by the mentee istics. istics
65
Sl. Key Performance Criteria (KPC) of Very Need to Suggesti
Good Average
No. Module Outcomes Displayed by Good Improve ons to
(3) (2)
Inductee Teacher (4) (1) improve
teacher for being effective teacher (state which
2. Identifies domain knowledge and (state Sl. Nos. are (state
skills for effective teaching which Sl. lacking) which Sl.
3. Identifies relevant attitudes in terms of Nos. are Nos. are
values, ethics and professionalism for lacking) lacking)
being an attractive personality
4. Develops up-to-date domain specific
knowledge and skills for making
teaching learning relevant to the real
world
5. Demonstrates adequate attitudes and
motivates students in imbibing the
same relevant to the real world
4. Displays professionalism in identifying Shows all Shows Shows only Displays

the domain specific job roles and the 5 only 4 out 3 out of 5 only 2 out
occupational standards. characteri of 5 Characterist of 5
1. Identifies domain specific occupations stics Character ics Character
2. Enlists job roles relating to identified istics. istics
occupations (state which
3. Identifies occupational standards (state Sl. Nos. are (state
4. Acquaints students about domain which Sl. lacking) which Sl.
specific occupations, job roles and Nos. are Nos. are
occupation standards lacking) lacking)
5. Prepares students for occupations, job
roles and occupation standards
through appropriate inputs in his
teaching learning
5. Prepare training report comprising of Shows all Shows Shows only Displays
tasks/problems/projects/application the 4 only 3 out 2 out of 4 only 1 out
undertaken during the domain specific characteri of 4 Characterist of 4
field training. stics Character ics Character
1. Included the history, the organization istics. istics
structure of field organization
2. Identified relevant tasks/problems/
projects/application.
3. Execution of the project in a
systematic and timely manner. Shows all Shows all Shows all Shows all
4. Preparation of report (Very nicely the 5 the 4 the 3 the 2
presented Relevant examples of characteri characteri characteristi characteri
experiences) comprising of stics of stics of cs of the stics of
a. originality and innovative the report the report report the report
presentation of material
b. relevant examples 0of experiences
gained
c. Proper organization,
communication, drawing/sketches, (state (state which (state
format, style, language, etc. which Sl. Sl. Nos. are which Sl.
d. shared field practices, applications Nos. are lacking) Nos. are
and their correlation with theory lacking) lacking)
and practice as applicable in
his/her curricular courses
e. presentation of learning
experiences
66

Final Document

Uploaded by

Copyright:

Available Formats

Final Document

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Final Document

Uploaded by

Copyright:

Available Formats

MENTORING OF

National Institute of Technical Teachers Training &

 Motivating, energizing, and building capacity of faculty through clearly defined,

 An autonomous body, the National Educational Technology Forum (NETF), will be

Requirements of teachers to enhance the quality of services

1. Orientation towards Higher Education & Curriculum Aspects

2. Need for Mentorship

3. Identification of a Mentee Teacher

In addition to qualification and experience as mentioned above, some of the important

In addition, some of the other desirable attributes needed in a mentor are:

Mentor needs to be a really passionate person in academics, willing to contribute to teaching

In addition to the above, in order to bring uniformity in the approach of mentoring, an

Days Session I Session II Session III Session IV

8. Expected Changes in Mentee after Mentoring

9. Mentoring Process – Action Plan

Step 4: Reflective Conversation

Step 5: Ending the Formal Relationship: Closure and Evaluation

Some of the expected mentee’s achievements are:

10. Evaluation of Mentors

Name and Designation of the Mentor:……………………………………………………………

11. Evaluation of Mentees

13. Digital Platform

MENTORING PHASE I: RUBRICS

Name of Mentee Trainee Teacher:

A. Major Learning Outcomes of the Module

Sl. Key Performance

Total Score of ‘B’

D. List of evidences of Module 1 to be Maintained by Mentee Teacher

Sl. Evidences seen in E-portfolio/hard copy files Yes No

Coordinator: Dr. S. K. Gupta, Professor of Assessment, NITTTR Bhopal

Name of Mentee Trainee Teacher:

A. Major Learning Outcomes of the Module

7 Displays ethical behaviour and Displays Displays Displays Displays

B. Comments/Suggestions about team work/leadership/inter-personal communication and

C. List of evidences of Module 2 to be Maintained by Mentee Teacher

Sl. Evidences seen in E-portfolio/hard copy files Yes No

Name of the Mentor: ...........................................................................................

Designation of the Mentor: ..................................................................................

Coordinator: Er. Amandeep Kaur, Assistant Professor, NITTTR Chandigarh

Name of Mentee Trainee Teacher:

A. Major Learning Outcomes of the Module

B. Comments/Suggestions about team work/leadership/inter-personal communication

C. List of evidences of Module 3 to be Maintained by Inductee Teacher

Sl. Evidences seen in E-portfolio/hard copy files Yes No

Name of the Mentor...........................................................................................

Designation of the Mentor..................................................................................

Name and address of Institution of Mentor:

Name of Mentee Trainee Teacher:

Major Learning Outcomes of the Module

7 Analysed Drawn the Drawn the Drawn the Only

8 Developed Developed Developed Developed Developed

9 Designed/ Designed/ Designed/ Designed/ Designed/

11 Used relevant Used at least Used at least Used at Used at

12 Designed Designed at Designed at Designed Designed at

13 Prepared test Prepared Prepared Prepared Specificatio

14 Taken written Written Written Written Written

1. Comments/ Suggestions about team work/ leadership/ inter-personal communication

List of evidences of Module 4 to be Maintained by Inductee Teacher