IQAC NEWSLETTER 2015-16 IQAC Issue 1. Action plan for the year 2015-16. 2. Significant Activities and Contribution made by IQAC. 3. IQAC Organized Programmes 4. Best Practices 5. Statistical Overview of Result 6. Stakeholders’ Say Huge Play Ground Infrastructure as per NCTE Norms Computer Laboratory English Language Laboratory Spacious Library Two Conference Rooms Rain water Harvesting System Butterfly Garden Medicinal Plants Curriculum Laboratory Auditorium - Dr. Hedgewar Hall Value Added Courses Wi-Fi facility Academic Ambience Research Centre Aqua guard Water Cooler Facility Instructional Aids Room Doctor on Call facility Vision “A soul should enlighten another soul. A teacher is a lifelong learner.” Mission “To produce teachers with a high purpose and intense pragmatism who will be the change agents in future”. Special Features of CSSM
IQAC 2015 - 16 1 Principal’s Message A good teacher can inspire hope, ignite the imagination and instil a love for learning. Therefore, a teacher is considered as the guiding light of a student’s life, navigating individuals in every challenge they face to make them competent enough to live in the real world. After a considerable change from a one-year program to a two-year program, B. Ed. program in CSSM accommodates 50 students in each batch from the earlier intake of 100. This change in the duration and intake has not dampened the demand of students for admissions. The institute has introduced innovative methods in the B.Ed. program, such as concept formation, brain mapping, mind mapping, collaborative and co-operative learning approaches and Rubric method for evaluation. Language lab for vernacular medium students is intended to overcome their difficulty of communication in English. A new curriculum lab has been setup for disseminating curriculum and instructional information. Curriculum flexibility is offered in terms of individual need of students, valuing diversity and differentiation and providing scope for individual creativity. “We promise a good quality education by organizing Workshops, Seminars, Orientation Programmes, and through a thorough feedback from students. Our innovative ideas intertwined with continuous learning promote continuous improvement, successful professional growth and quality of life, and we focus on high level of performance of our students”
IQAC 2015 - 16 2 Plan of Action for the Year 2015-16 Plan of Action Achievements 1. Participation in Curriculum development Programme. Principal was the Convener of Course 4 – Knowledge & Curriculum. Faculty members have participated in Curriculum development programme. Orientation programme was organized for faculty of Colleges of Education. 2. State Level Workshop on Blended Learning. The workshop was successfully organized in collaboration with HBSCE, Baha’i academy & SNDT University, Mumbai. 3. National level workshop on - “Enhancing Understanding of Indigenous Traditions” The workshop was organized in collaboration with CCRT. As many as 101 Tribal teachers from all over India attended the workshop. 4. Visit to Baramati Agriculture Sector 45 students along with the faculty had visited Vidya Pratisthan Agriculture College to study agricultural development. They also visited Water Purification Plant and Baramati College of Education. 5. Training programme for students Training programmes were organized for students on following themes i. Art & Drama in education. ii. LMS MOODLE. iii. Activity oriented teaching. iv. IT Mobile Van Training through Masoom NGO 6. Infrastructural development. The college has renovated the existing infrastructure. Reading Room capacity is increased.
IQAC 2015 - 16 3 Plan of Action Achievements 7. Minor Research Projects Four faculty members have undertaken Minor Research Project approved by the University of Mumbai. 8. Academic Audit Academic audit of the college was done by a team from University of Mumbai. Suggestions given by the team were accepted. 9. Deputation of Faculty Members for workshop. Teaching as well as Non-teaching Staff was deputed for presenting papers in various conferences & workshops. 10. Creation of Wi-Fi campus Efforts were taken to make the campus Wi-Fi, to help students to use IT Technology in teaching learning process. Significant Activities and contributions made by IQAC Participation in Curriculum Development programme at University Level 2. Orientation programme for Course 4 for teaching faculty of colleges of education. Translation of syllabus in Marathi Visit to Baramati Agriculture Sector Community work in rural area Power Point Presentation on Global Issues. Infrastructural changes as per New B.Ed. Course Use of SOUL Software in Library. CCRT National Level Workshop for Tribal Teachers Degree Convocation programme. IT Mobile Van Training programme for students. Deputing Teaching & Non-Teaching staff for workshops. Training in LMS MOODLE Celebration of 125th Birth Anniversary of Dr. Babasaheb Ambedkar Celebration of “Marathi Bhasha Din”.
IQAC 2015 - 16 4 IQAC ORGANIZED PROGRAMMES Workshop for students in collaboration with “Trail Blazer” organization. Teacher Training workshop on Environment Education titled “Multiply the Message" supported by Dow Chemical International, India. TOPIC: “MULTIPLY THE MESSAGE” - Environment Education & Innovative Classroom Teaching Methods. SPECIAL EMPHASIS 2015-16: Soil and Climate Change- Give Earth a chance ( The 2015 United Nations Climate Change Conference, is being held in Le Bourget, from November 30 to December 11 with the objective to achieve a binding and universal agreement on climate, from all the nations of the world ) Rainwater Harvesting project : Institution has undertaken Rain Water Harvesting Project. The available water is used for washroom purpose. Visit of Ph. D. Scholars of Homi Bhabha Centre for Science education to CSSM. Seven Ph.D. scholars of HBCSE, had a discussion with faculty Members of CSSM and with Principal about the 2 year B.Ed. programme. The main purpose of their visit was to gain the knowledge of changes in New B.Ed. Syllabus and innovative methodology used in B.Ed. course. Dr. Narendra Deshmukh, Scientific Officer, HBCSE also interacted with the faculty members.
IQAC 2015 - 16 5 Community WorkCommunity work of English Medium B.Ed. students was conducted at Bandhilki. Following activities were performed. i. Cleaning of Ashram ii. Making paperweight-Decorative work on different types of stones iii. Developing Rangoli Design skill among rural area students iv. Value education games for school children 45 students and 7 faculty members attended the community work programme.
IQAC 2015 - 16 6 Community work of Marathi Medium B.Ed. students was also conducted. It was held on the other side at Bandhilki. In spite of heavy rains, students conducted many activities in that area. They also visited Bramhachetanya Food Products Factory.
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IQAC 2015 - 16 8 Vanvasi Kalyan Ashram-Jambhivali
IQAC 2015 - 16 9 Human Rights and Duties Education A one day State Level and Intercollegiate seminar was organized on the Theme “Human Rights and Duties Education” under U.G.C.XII Plan. Four colleges of Education participated in this programme.
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IQAC 2015 - 16 11 Syllabus Orientation programmeSyllabus Orientation programme for Course 4,Knowledge & Curriculum was held in the month of July 2015. One hundred and ten teacher educators from B.Ed. Colleges of Education, affiliated to University of Mumbai, attended and actively participated in this programme. Dr. V. D. Javlekar, Principal was the course convener of this course. Dr. Ashima Deshmukh, Ass. Professor, Kapila Khandawala College of Education, Dr. Franscis Vaidya, Asst. Professor of Gandhi Shikshan Bhavan’s. Smt. Surajba Mahavidyalaya and Dr. Kalpana Karate, Asst. Professor of Somaiya College of Education were the Resource persons for this programme.
IQAC 2015 - 16 12 Planning of Practice Teaching Session & Internship programme. In the beginning of every academic year, a meeting of Heads of Practice Teaching schools is called to plan Practice Teaching Session and Internship programme.
IQAC 2015 - 16 13 Yog Sadhana CourseYoga Sadhana Course was organized in collaboration with Yog Vidya Niketan, for a period of 10 days.35 students and Two teachers participated in this course.
IQAC 2015 - 16 14 LMS MOODLE TrainingTwo-day training programme on LMS MOODLE was organized for faculty members. Resource persons were from Department of IT, S. N. D. T. University Mumbai.
IQAC 2015 - 16 15 Placement Service CSSM conducts Campus Interviews for its students every year.
IQAC 2015 - 16 16 Educational Visit to Baramati Agriculture Centre Students and Faculty Members visited Krushi Vikas Kendra at Baramati on 11th, 12th December 2015, under UGC 12th Plan. The basic purpose of the visit was1. To study the agricultural development taking place at Baramati 2. To see the working of Water Purification Plant. 3. To learn how modern techniques are implemented in agricultural sector
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IQAC 2015 - 16 20 Educational visit to Vidya Pratisthans’ Adhyapak Vidyalaya, Baramati
IQAC 2015 - 16 21 Workshop in Collaboration with Centre for Cultural & Resource Centre for Tribal Teachers in India. A Workshop for Tribal Teachers working in different States of India was organized from 18th February to 25th February 2016 .Teachers from Jammu & Kashmir, Gujarat, Aasam, Madhyapradesh, Uttarakhand, Maharashtra, Odisha, Chhatisgarh and Meghalaya participated in this workshop.
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IQAC 2015 - 16 23 Drama & Art in Education In the B. Ed. new syllabus importance is given to Drama & Arts in Education, in EPC 2, Course. Learners need to develop conceptual knowledge of the terms associated with drama and art in order to understand the basics of this discipline. Learner should also be acquainted with aspects of theatre management. In order to fulfil these objectives workshop on the theme “Drama and Art in Education” was organized with the help of Natya Kala Academy. Mr. Kamalakar Sontakke and Kanchan Sontakke were the resource persons.
IQAC 2015 - 16 24 Mr. Suresh Paranjape also conducted one day workshop on “Drama and Art in Education”.
IQAC 2015 - 16 25 IQAC Meeting IQAC Meeting is conducted every year to discuss Perspective Plan of Action,activities to be completed,review meeting to check the performance ,for submission of AQAR to the Management. Some photographs of IQAC Meeting
IQAC 2015 - 16 26 Photographs of Activity of Women Development CellResource person Smt. Geeta Gunde, addressing the class.
IQAC 2015 - 16 27 Alumni AssociationPhotographs of Alumni Association
IQAC 2015 - 16 28 Durgotsav Function
IQAC 2015 - 16 29 Annual Sports Meet
IQAC 2015 - 16 30 Parents Meeting
IQAC 2015 - 16 31 BEST PRACTICES ‘Intervention in community issues: Community service based practice teaching lesson’ The context:- Community service for teens is becoming a course requirement in most schools / college curriculums. More and more, middle and high school students around the country are being required to perform community service hours as part of their learning experience. Teachers often struggle with how they can guide their students to select a community service project that will be meaningful instead of just having it be something kids mark off their checklist or use to pad their “resume”. But if students can get involved in giving back to a cause or helping their community in a way that matters to them, the lasting benefits can be far-reaching. As anyone who has ever volunteered knows, the satisfaction and pride that comes from helping others can be life changing. With the objective to give such training and exposure to our pupil teachers which truly sensitizes the future teachers over current community issues, and give courage and insight for intervention for this purpose. This is in tune with our mission “To produce teachers with a high purpose and intense pragmatism who will be the change agents in future.” This made us to take a lead and make a compulsory activity in practice teaching. Objectives of the practice:- Student teachers will able to Investigate community issues. Plan intervention strategies. Make courageous move to present their intervention. Make the community aware of community issues. Gain confidence to highlight Community issues in public. The Practice : In earlier B.Ed. syllabus, B.Ed. Teacher Trainees used to get community service opportunities through community work and extension activities, but community service never found a place in core practice teaching practicum. This innovation was introduced with the intention to develop
IQAC 2015 - 16 32 managerial skill for community service. To present community - based lesson student followed following steps. Selection of issues: a community related issue is selected by pupil teachers under the guidance of professors. It is presented in local community, addressing the community problems like Crucial issues of community needs intervention, Place for community lesson presentation etc. Resource gathering and generation : It was expected form pupil teachers to have a discussion, conduct short surveys and read a lot to get exposure on the resources for the issue. Planning for intervention : It was expected form pupil teacher to prepare intervention based lesson plans and discuss with the guiding professors their plan to get more innovative ideas and accurate strategies. Organizing and presenting the intervention : it was expected from pupil teachers to arrange and organize and present their intervention on the issues in the vicinity. Reflection on exhibition : it was expected form pupil teachers to reflect on their intervention based teaching skill and discuss with their guiding professors. Obstacles faced : Investigating exact issue for the community. In a few schools, pupil teachers need to follow a diplomatic path and be tactful while presenting the issue. In some cases the community ignored and avoided them. Impact of the practice : Pupil teachers developed skills to manage community issue intervention activities. Orientation of their strength and weakness on intervention based learning helped them to do meta-cognition in this area. They thought on the line of their role in community development. Resources required : Resources were collected and arranged by pupil teacher to present exhibition best in their capacity to increase the repository of College library. The exhibition includes Handmade articles like charts, model, text chart, Lesson plan. All these resources are used at places like hall, campus, street etc. for presentation
IQAC 2015 - 16 33 ACADEMIC PERFORMANCE OF THE YEAR-2015-16 (SEMESTER-I) O A B C D E F Absent Grade 2 12 12 2 0 0 2 0 0 2 4 6 8 10 12Number of Students 14 Marathi Medium - Sem-I Overall Result O A B C D E F Absent Grade 4 20 16 4 0 0 0 2 0 5 10 15 20Number of Students 25 English Medium - Sem-I Overall Result
IQAC 2015 - 16 34 Feedback Analysis on the Performance of IQACStakeholders Excellent % Very Good % Good% Satisfactory% Parents 27 50 7 16 Students 43 37 10 5 Co-operating Schools 25 40 20 15 Alumni 30 25 30 15 Management 20 65 10 5 Smt. Sushmita Patro - Asst.Professor Transparency – CSSM ensures hundred percent transparency in admissions and appointments, upholding its commitment to the pursuit of excellence in higher education. Transparency is the sine qua non for pursuing excellence. Every aspect of the admission procedure is open to scrutiny. All aspects and stages of the admission and appointment procedure are duly notified through the media, ensuring that applicants from around the country are facilitated. To ensure optimum access and ease, CSSM website, helpline and email access are provided. Interviews are conducted in a meaningful and transparent fashion by a Board comprising senior faculty members, with the Principal. Hence CSSM always strives to maintain transparency in all the areas and fields. STAKEHOLDERS SAY
IQAC 2015 - 16 35 Smt. Manjula Bhandari, Asst.Professor Rubrics-An Innovative Evaluation Technique - For the assessment of the quality of the work done by our B.Ed. Teacher Trainees during internship, we at CSSM applied an innovative evaluation technique called Rubric. Rubric is a tool developed by instructors to assess the performance of their students. This assessment tool lists the dimensions (tasks) of the performance to be evaluated, and the specific criteria used to evaluate each dimension. It is different from a simple checklist since it also describes the gradations of quality (levels) for each dimension of the performance to be evaluated, and assigns a point value to each gradation of quality. So far, our teaching faculty has created as well as applied two forms of Rubrics. First one for evaluating the Internship file giving details of school activities in the 2nd semester and the second one for Practice Teaching lessons completed by the Teacher Trainees in the 3rd Semester. For school activities, it’s a comparative Rubric whereby students do self-evaluation and afterwards the In-charge Professor cross checks the self-evaluation filled by student teachers based on the criteria of Number of Activities along with the photographs, Daily Schedule and Description Activity and finally Reflection. The second form of Rubric for Practice Teaching consists of the broader components like Lesson Planning, Statement of Aim, Explanation, Questioning, Presentation, Chalk Board, Classroom Management, Closure and finally Total Impact. Both the teaching faculty and teacher trainees found Rubrics useful and easy to apply. According to Teacher Trainees, Rubrics helped them know their shortcomings as well as understand the faculties’ expectation of them. They can further use it for self-assessment and modification of their own work and thus enhance the quality of their work.