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June 2017
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  1. Syllabus Review

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    The syllabus review is necessary to develop an understanding and correlate the

    efforts with results and identify areas that need attention. A critical, objective

    and exhaustive review, when school is not in session, alone can provide an

    opportunity for teachers and departments to critically review designs, strategies,

    goals & objectives and overall learning opportunity it provided for the students.

    It also lays foundation for new designs and alternative strategies and routes to

    learning.

    It is thus important that teachers and departments understand that this is

    their opportunity of critical appraisal, not of individuals but of the systems,

    structures, processes and practices. The teachers may be reassured that

    academic supervisors understand and appreciate that as in all situations,

    mistakes are inevitable, but they must always be recognized and addressed.

    This appraisal shall not be used for any personal rewards or consequences for

    or against any member of the faculty and shall be used exclusively for the

    school improvement program with a view to improve school effectiveness.

    Design

    Objectives, state objectives

    Declarative & procedural knowledge; skills building, if any. Give details

    What will the students know and be able to do?

    Units Plans

    Covered, extent and depth; discuss adequacy with reasons;

    Deviations from the planned syllabus, if any. Discuss why?

    What were the lessons learnt?

    How do you intend to incorporate these in the next syllabus & unit plans?

    Transaction

    Classroom management; check parameters

    Teacher effectiveness; lesson plans; creation & delivery?

    Use of multimedia, presentations?

    Student participation?

    Innovations?

    Activities, visits or any other non conventional methods that create links

    between students. prior understanding and new knowledge

    Extend the learning environment beyond the class room to include the

    media center, computer lab, community service, Worksheets etc..?

    Create a classroom atmosphere that fosters students using each other as

    sources of knowledge, listening to, and showing respect for others.

    contributions

    Skill building / Procedural Knowledge

    State skills sought to be built

    Results achieved

    How measured?

    Achievements, failings?

    Lessons learnt?

    Declarative Knowledge

    Information base sought to be created

    Results achieved

    How measured?

    Achievements, failings?

    Lessons learnt?

    Resources

    Departmental infrastructure and classroom makeup; does it conform and

    contribute to subject learning and create the desirable ambience

    Time; was enough time available for meeting departmental goals and

    student practice?

    Text: books prescribed; check if appropriate, changes suggested for the

    following year

    Reference books recommended for the library; why? Department to

    unanimously agree on text and reference books and any other multimedia

    or video or visual resources.

    Digital: any websites, videos, multimedia presentations or any other

    digital resource

    Homework

    How often given? How checked?

    Quality of compliance?

    Alternative strategies?

    Student achievement

    State class achievements; (see format; >80, >60, >50, >40, <39, compare

    with previous year of the same class;

    Reasons for underachievement. Identify areas of weakness. (e.g. writing,

    reading, listening comprehension, or speaking in case of English)

    Remedial interventions

    Discuss structure of remedials. What was the criterion for referring

    students for the remedial interventions? How many participated? How well

    was it received? How benchmarked? Results? Improvements recorded in

    case of each child.

    Mistakes, inadequacies, achievements of the previous year. How would

    you incorporate these in the design, structure and transaction in the

    coming year?

    Assessments

    Assessment models?

    Formal & Informal

    Discuss frequency, methodology, unit tests

    Check progression of the class averages, or group averages

    Efficacy of the assessment models

    Changes for the following year?

    Opportunities for students to summarize/reflect on what they have

    learned and extend their thinking

    Conclusions

    What will the students know and be able to do?

    Critical analysis and evaluation

    Recommendations

    Action plan

    Vishal Jain

    Comment

  2. VISION, VALUES, AND MISSION

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    VISION, VALUES, AND MISSION 1.   A Vision is a powerful image of what we want to create in the future.   2.   A Vision describes a meaningful future state.   3.   A Vision represents what your mission will look like.   4.   A Vision statement includes your strategy on how... Comment
  3. EMOTIONALLY INTELLIGENT LEADERSHIP QUIZ

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    EMOTIONALLY INTELLIGENT LEADERSHIP QUIZ Competent leaders drive results, develop star performers, and get a group of people to productively complete the right work. They inspire and motivate people, resonating energy and enthusiasm. Resonant leaders connect with others by being self-aware and empathetic. Leadership requires the ability to manage and retain... Comment
  4. Dealing with Difficult People

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    Dealing with Difficult People Some people are easy to be around and some are not . All of us seem to have at least a few difficult people in our lives. Difficult people can range from those who are a mild annoyance to those who can make life seem nearly... Comment
  5. AREAS OF INTEREST – NDA SSB

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    AREAS OF INTEREST ( Observed during SSB )   1.         The Mind.   The mind plays a vital role in the selection criteria.  In an army officer, we need a person who has an inquisitive, enquiring and analytical mind.  He should be able to view issues in their totality, possess a... Comment

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