teachers roles indian

7/27/2019 Teachers Roles Indian

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UNIT 3 TEACHERS' ROLES

Structure

3. 1 Introduction3.2

Objectives3.3 Teachers' Various Roles3.3.1 In the Classroo m3.3.2 In Residen tial Culture of NVs3.3.3 In Institutional Planning3.3.4 In Continuous Com prehensive Evalua tion3.3.5 In Developing Academic Calendar3.3.6 Teachers' Other Roles

3.4 Teachers' Code of Professional Ethics3 .5 Le tUsSu m Up3.6 Answers to Ch eck Your Progress

3.1 INTRODUCTION

Navodaya Vidyalayas are unlike other schools in many respects. The varroles that Vidyalaya teachers are expected to play differ a good deal from thof teachers in most other schools. The objectives of Navodaya Vidyalaclearly spell out the nature of activities that are to be conducted there. Besacademic excellence and all round developm ent of learners' personality, thVidyalayas have a social function. NVs have been entrusted with tresponsibility of improving educational standards in the district. Becausthese objectives, these Vidyalayas have to function as truly paceseinstitutions.

Unit 3 deals with the various roles theNV teachers are expected to perforand indeed perform. Teachers' roles have been described in relation to varcontexts of these Vidyalayas. Chief among these contexts are the classrothe house system, institutional planning, comprehensive and continuevaluation, and developm ent of academic calendar. Under "Teachers' ORoles", other contexts like the playfield, the library, the Parent- TeacheCouncil etc; have been taken up. In the end, the Unit describes the 'teachcode of professional ethics.

3.2 OBJECTIVES

After going through this unit, you sho uld be able to:

r just@ why teachers' roles are more variedin NVs than in most othschools,

r describe teashers' roles in various contexts of Navodaya Vidyalayas,

discuss the highlights of NV teachers' code of professional ethics.


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Philosophy of NavodayaCheck Your Progress 1

Notes: a) Write your answers in the space given below.

b) Compare your answers with those given at the end of the unit.

1. How are Navodaya Vidyalayas expected to work as focalpoints for im provement in qu ality of schoo l education in thedistrict? (In one sentence)

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2. How are Navodaya Vidyalayas expected to facilitatenational integration? (In two sentences)

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3. How was it planned to retain talented and highly motivatedteachers in Navodaya Vidyalayas? (In one sentence)

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3.1.1 In the Classroom

Like telachers in any other school, NV teachers have their usual assignment cl as sr o~ m teaching. The N Vs follow CBSE syllabus and use NCERtextbooks. Every teacher tries to p rovide additional learning resources throuhis / her classroom instruction to cover the gaps, if any, between CBSsyllabus and NCERT textbooks. Suitable bridge courses have been developfor class VI students, the entry class in NVs, to help new students reach texpected level of academic achievement so that they can get along wiclassroom lessons and dev elop necessary trilingual competen ce.

NVs focus on the use of new instructional technology e.g. computer- assistedteaching and learning, use of new methods and techniques e.g. quiz, displlibrary reading, library work based individual and g roup assignm ents, use ovariety of audio- visual aids, peer guidance, self-study, supervised study, teateaching etc. Teacher competencies for effective use of these techniques anresources are accordingly developed through faculty training programmincluding in-service training. Use of innovative instructional techniques aaction tesearch is especially emph asized.

Classraom instruction in NVs is interactive and provides for diagnosis weaknesses and gaps in learning for the below average as well as enrichmactivities for the gifted children. 'Learning to learn' skills including tdevelopment of reference skills and study skills receive substantial emphasNV teachers pay particular attention to learners' communication ancomputational skills because proper development of these skills accelerastudent learning and makes it m ore effective.


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Since science is essentially experimental in nature, NV science teachers useprocess skills approach. Observation, setting up experiments, classification,hyppthesis - ormulation, validation,etc; are emphasized in teaching of scienceespecially up to the secondary classes. Laboratory work receives a lot ofemp hasis; lab work is used for helping learners:

to set apparatus correctly for carrying out experimen ts,

to clarify science concepts through first- hand experience, practice,demo nstration and observation,

to carry out investigatory projects, and

to validate results reported by other students.

NV teachers are encouraged to set assignments and projects that lead to the useof library resources. This is done through teaching of all curricular subjects. Inteaching of mathematics, application receives special attention so that learnerscan appreciate the role of mathematics in various disciplines. In teaching

languages, especially English, communicative approach is used most of thetime so that proficiency in spoken language can be used to advantage fordeveloping reading and writing skills. Classroom instruction is supported byindividual as well as group assignments and projects. Many co-curricularactivities have their justification in strengthening the students' curriculurn-based learning.

Thus, NV teachers individually as well as collectively play a variety of roles inensuring steady curriculum - based learning by students. This is achieved bymaintaining a learning - oriented ambience in the classroom and the school.The CBSE results of NV students provide a testimony to the successful

performance of NV teachers.3.1.2 In Residen tial Culture of NVs

The residential culture and the house system of Navodaya Vidyalayas havebeen described in detail in Unit2. In this unit, the treatment is limited to therole of teachers. There is no doubt that the housemasters and the assistanthousemasters have specific roles to play in running their houses. Their roleshave been explained at length in Section2.6. However, without the support ofother teachers, the Vidyalaya residential culture cannot be very effective.

The totality of the Vidyalaya residential culture is reflected in all activitiesexcept those related to classroom instruction and those conducted inside theclassroom. Spoits and games are primarily organised by physical educationteachers but other teachers too can lend a helping hand by participating in theseactivities. Inter - house activities and house activities cannot be effectivelyorganized without the ready support of all teachers. Since teachers are part ofthe Vidyalaya residential culture, they participate in various activities and playthe expected lead role to make them successful. During meal hours, teachersmake it a point to ensure that their students are able to take their meals on timeand without any inconvenience.

NV teachers also play an important role in effective organization of co-curricular activities and inter-house competitions based on them. For example,

Teachers' Roles


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Philosophy of NavodayaVidyalayas teachers guide students in preparation of stage items, cha rts, models et

a n they may be invited for their initial i.e. first round evaluation. Itemlisted for inter-school or inter-district competition are further refinimproved under teachers' guidance. Thus, there is hardly any competnon-competitive, curricular or co-curricular activity to which NV teacnot contribute.

3.1.3 In Institutional Planning

It must be remembered that even though all NVs are run by the same Neach NV is unique in many respects. The demographic as well aseconomic features of a district within a state may differfrom those af oThe local comm unity may be characterized by certain local specifics thnot obtain elsew here. A district with sizeable tribal or nomadic populatiset a different agenda for its Navodaya Vidyalaya. Since parents constiprimary stakeholder's group, their expectation from aNV may be unidifferent; the parents may expect the NV to focus on particular thrustThe NV is expected to know these and serve these. Hence the ne

institutional planning. Simply stated, institutional planning for a sessioto a programme of development and improvement prepared by a NV basis of the felt needs and the resources available or likely to be availaba view to improving the school programme and school practices in teattainment of its objectives. This institutional plan may be for a shorelatively longer duration. Thus, the focus of an institutional planmaximum utilization of time, manpower and material resources for attof its objectives.

The institutional plan is not the result of the thinking of just one perseffective institutional plan has to be the result of a team effort. All tmust be involved in it at all stages so that participatory decision- mresults in a more attainable institutional plan. A plan, which is basedinputs provided by the teachers, would invariably be owned by them awould leave no stone unturned in ensuring its full implementation. Cona plan that comes to teachers as given and to w hich they have not beenis likely to be a non- tarter.Comprehensive institutional planning provides for academic excellenattainment ofNV objectives by taking care of:

physical infrastructure,

academic programmes and innovations,

co-curricular activities,

student services,

pace-setting activities,

comm unity relationship, and

general aspects.

Obviously, without teachers' involvemen t, institutional planning cancomprehensive. SinceNV teachers are involved in this exercise, the fol


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items under each of the seven areas are invariably proposed and d iscussed bythem:

Teachers' Roles

(a) Physical infrastructure

Assessing adequacy of accomm odation (classrooms, offices, residentialetc;) and plan for its expansion in future.

Assessing adequacy of teaching-learning aids and plan for theirenhancement under each type e.g. maps, charts, specimen, CDs,comp uters, video and audio cassettes etc.

Assessing adequacy of library resources, reading room facilities, libraryservices and enhancing and im proving these.

Assessing adequacy of laboratory equipment, chemicals, instruments;projecting requirements in respect of various items during the sessionand making provisions for their procurement.

Assessing available facilities for physical education and recreationalactivities, providing for additional equipment and facilities and

replacement of consumab le items and repair of non-consumable items.Maintenance of school plant and beautification ofNV campus withlawns, plants, trees and seasonal flowers.

Assessing security aspects of the school plant and campus andimproving it, etc.

(b) Academic programmes and innovations

Formu lating plan(s) to improv e classroom teaching collectively as wellas for teaching of specific subjects through use of latest instructionalmethods and techniques especially the inno vative ones.

Planning for greater use of learner-centred instructional techniques andactivities, field trips and individual as well as group assignments andprojects.Improved imp lementation of comprehensive and con tinuous evaluationof learners' achievement and maintaining record of their progress;developing learners' profiles for discussion with parents;

Improving supervision and inspection, remedial instruction facilities,guidance and cou nseling facilities.

Assessing faculty development programme, strengthening capacity-

building through various programmes with special focus on innovativeinstructional techniques and problem -solving through action research.

Encouraging documentation of innovative practices, faculty researchand its pub lication for dissemination.

Assessing current facilities for training, providing facilities fordeveloping leadership among faculty and improving these.

(c) Co-curricular activities

Assessing and improving physical and cultural activities e.g. games(indoor and o utdoor), sports, drawing and painting, debates, drama, and

other stage activities, exhibitions, excursions/ tours etc.


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Philosophy of NavodayaVidyalayas Assessing and improving the functioning of hobbies and clubs,

scouting and guide movements.

Assessing the working of house system and of various houses andimprovement through house activities and inter- house activities.

I Improving the effectiveness of social service activities and excompetitions etc.

(d) Student services

Assessing adequacy and effectiveness of coaching facilities, withon special coaching facilities and improving these.

Improving health car e and health educa tion facilities.

Improving library and book bank facilities and making them effective.

Improving activities and facilities for promoting sciencestrengthening the development of scientific temper.

I Improving facilities for work experience, 'earn while you activities.

Improving variety and effectiveness of extramural programmestrengthening facilities for senior secondary students to partisuccessfully in various competitive examinations.

(e) Pace se tting activities

Assessing quality and effectiveness o f existing training programmteachers in neighbouring schools and formulating new ones to reprogrammes that are less effective.

Improving outreach a s well as the quality of mobile library service

Improving organization and conduct of inter-school and inter-dcompetitions: cultural, science- based and those related to gamessports.

Assessing and improving adequacy and effectiveness of command exten sion service facilities and their outreach.

More effective organization and conduct of face-to-face interaprogrammes with local community.

(f ) Community relationship activities

Assessing and improving the organization, conduct and effectivenparent teachers council (PTC).

Assessing and improving organization and conduct of programmeactivities related to social service leagues.

(g) General

~ a i n t e n a n c end improvem ent of the Vidyalaya and campus discip


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Assessing the Vidyalaya residential culture and improving its Teachers' Roles

effectiveness through various activities and measures.

Improving staff welfare oriented facilities.

Developing blue-print for improving the Vidyalaya calendar, itsimplementation and effectiveness.

Improving the maintenance of records and reports.

Assessing daily routine of the Vidyalaya, weekly and monthlyprogrammes and improving these in terms of their organisation,conduct and effectiveness etc.

The variety of activities that go into the making of a comprehensiveinstitutional plan and the scope of the institutional plan provide a testimony tothe role that NV teachers can play in making their Vidyalaya stand out in termsof its achievements. EachNV teacher can contribute his 1 her suggestions andparticipate in discussions to ensu re that the Vidyalaya becomes a cut above therest.

Check Your Progress 2Notes: a) Write your answers in the space given below.

b) Com pare your answers with those given at the end of the unit.

1. List any three objectives that are served by laboratory work.

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2. List any three roles of Navodaya Vidyalaya teachers thatenable their students to boost their academic achievemen t.

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3. Briefly describe Institutional Planning. (In about50 words)

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4. List seven aspects ofNV Institutional P lan.

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of Nau 3.3.4 In Continuous Comprehensive EvaluationIt is widely realized that unless the scheme of students' evaluation is weplanned, continuous comprehensive evaluation cannot be reliable and valThe National Policy of Education, 1986, revised in 1992, conceptualised aadvocated learner evaluation as an integral part of the teaching-learninprocess. It proposed that the process of continuous and effective evaluatishould take care of all the three domains of learners' development vizcognitive, affective and psychomotor so that their(i.e. the learners') integradevelopment can be promoted. All Navodaya Vidyalayas introduced thscheme of continuo us comprehensive evaluation in1989-90. The following athe objectives of the schem e:

to make evaluation an integral part of the teaching-learning strategies the basis of regular diagnosis followed by remedial instruction,

to f~ cil ita te ound judgement and to take timely decisions about the learnthe teaching learning process and the learning environm ent,

to m aintain desired standard for performance using evaluation as a qu alcontrol device, and to provide scope for self-evaluation by teachers astudents.

The fact is that no scheme of continuous comprehensive evaluation can bimplemented without ready and full coope ration of teachers. NV teachers pltheir expected role in formulation and implementation of continuocomprehensive evaluation scheme. They construct achievement testadminister them, analyse and interpret students' performance, diagnolearners' areas of weakness and organise systematic remedial instruction. Sfar as evaluation of learners' non-cogn itive developm ent is concerned, teacheobservo students' typical (i.e. normal, usual) as well as atypical (i.e. unusubehaviour and discuss particularly atypical behaviour and maintain its recoWhen parents visit the Vidyalaya and meet their wards and teachers tascertain the formers' progress, teachers discuss their wards' progress anachievement in detail. Teachers maintain a record of their students' physicsocial, iind em otional developm ent, their habits of regularity, punctuality, stuhabits dtc.

During January 2003, the Navodaya Vidyalaya Sarniti introduced a schem e grading of Jawahar Navodaya Vidyalayas based on five criteria ancom prising 100 marks as under:

i) Academic com ponents 50 marks

ii) Residential comp onents 20 marks

iii) Inter-personal Relationship 10 marks

iv) Administration& Financial Management : 10 marks

v) Conduct of PTC , VMC, VAC& Alumni : 10 marks


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Teachers' RolesThe break-up of su b r i t e r i a under each criterionfollows:

for grading of JNVs is as

(A) Academic ComponentsMax. Marks

i. Board results

Quan titative i.e. Pass Perc entage

Qualitative i.e. First Divisions%

ii. Function ing of non-board classes

Coverage of syllabus in all classes

Testing and evaluation

Continuous com prehensive evaluation

iii. Other scholastic & co-scholastic a ctivities

Morning assembly

Classroom teaching m ethodology(including CAI)

Remedial teaching measures

Upkeep of library and lab

iv. Co-curricular activities

Sports & games

NCC

Scout & Guides

Pace setting

Music & Art

(B) Residential com ponents

i. Hou se system, mess safety and security

Maintenance of houses& activities

Mess management

Health, hygiene & cleanliness

ii. Physical facilities

Maintenance of school plant, dormsand toilets & baths

Availability of water & electricity

Beautification o f cam pus


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PhilosophyVidyalayas

of Navodaya

iii. I nter-personal relationship

Cohesiveness

Participatory decision

Social welfare activities

k . Administration and financial management

Settlement of audit paras& claims of teachers

Maintenance of service records

Maintenance of stock register and cash books

Following purchase procedures

v. Conduct of PTC, VMC, VAC and Alumni

Monthly PTC M eetings

VMC and VAC

Alumni

The grading of a JNV is based o n the scores obtained as follows:

Score

80 and above

Grade

A

45-60

Below 45

The proforma for grading of JNV s is filled by the Vidyalaya Principal, ison validated by the Assistant Director who is incharge of the recintroduced 'cluster scheme' and the final grade is determined by the DeDirector i.e. the R.O. This scheme of grading JNVs can help streamconslolidate and strengthen the Vidyalayas as Centres of Excellence. It hfix a benchmark for each Vidyalaya in all areas of its h c ti o n i n g . It has

recoknmended that for.realization of this purpose, it is very essential performance level and standard of each Vidyalaya is assessed objectively asystema tic action plan for achiev ing the benchm ark is develop ed with thsuppart and cooperation of teachers and students. The Navod aya VidyalSamCti rightly hopes that this ex ercise of grading JNVs can help them reactake - off stage and transform themselves as real Centers of ExcellencePaca - Setting Institutions. It can be easily seen thatNV teachers can plapivotal role in g etting a higher grade for their Vidyalaya, and help m aintand even improve upon it.


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Check Your Progress 3


b) Com pare your answers with those given at the end of the unit.

1. List any three objectives of the Scheme of ContinuousCom prehensive Evaluation in NVs.

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2. Briefly describe the recently introduced Scheme of GradingNavodaya Vidyalayas and its criteria. (In 40 w ords)

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3. List the sub-criteria and their weightings under AcademicCom ponents of the proforma for Grading NVs.

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4. Briefly describe teachers' role in getting a higher grading fora NV. (In 50 words)

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3.3.5 In Developing Academic Calendar

The proforma for grading of JNVs clearly indicates that 'academiccomponents' carry 50 marks out of a maximum of 100. This is the highestweighting and therefore academic planning and development of academiccalendar are expected to engage serious attention ofNV teachers and theVidyalaya Principal. This is indeed significant because JNVs envisage a newstyle of suppo rting growth and development of learners. For this, talented andgifted children predominantly from rural areas who otherwise would be d eniedopportunities of receiving quality education are identified and enrolled asstudents. The type of education conceptualized under the objectives of JNVs

Teachers' Roles

< 1


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Philosophy o f NavodayaVidyalayas has to be carefully planned and provided to all learners. The CBSE result

NV students bring it out clearly that academic planning of NVs indeed m akqualitative difference as can be seen through the1999 - 2002 results.The results clearly speak for themselves and indicate that academ ic planninNV does make a difference in the academ ic achievement of its students.

Table 3.1 Comparative Results NVs & CBSE (1999-2002)

'Academic planning' is carried out byNV teachers under the guidance of tHeads of the Departments and the Principal. For this, session-end revieprovide inputs about areas of strength and areas of weakness. Areas

weakness and areas wherein academic improvement can be made are identifthrough faculty discussion. This may lead to further improvement of acade(i.e. teaching-learning) resources and b etter utilization of the existing resourduring the next session(s).

'Academic calendar' refers to the plan of academic activities during session. It is concretised through decisions about what portions of the sylwill be taught during each term, through w hich activities and in what sequenThe activities may include classroom activities, co-curricular activitsubmission of assignments and projects etc.

Besides, every N V teacher prepares a term plan for every class that (s)teaches. Since the term plans flow from the academic calendar, thimplementation ensures to a large extent the implementation of the acadecalendar itself. Thus, it is obvious thatNV teachers take keen interest developing detailed plans for the academic session, for teaching of variacademic subjects and implemen ting these enthusiastically.

3.3.6 Teachers' Other Roles

In addition to the teachers' roles described so far, teachers are involvedinteraction with parents and local community from time to time. It can be sthat teachers present the assuring face ofNV to parents anxious about t

welfare of their children / wards enrolled in the Vidyalaya. During and befothe PTC meetings, the teachers' rolecan allay the fear of many parents abo


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the development and progress o f their wards. Teachers' role in this context canbe called truly crucial.

So far as teachers' interaction with members of local community is concerned,through their role the teachers can make community resources available to theVidyalaya to support and enrich its programmes. Through their persuasiveapproach, the teachers can enlist community cooperation and help; launch anumber of community service projects to develop social sensitivity amongstudents. There have even been some instances of teachers succeeding atgenerating financial resources from the community for initiating certainprojects in NV, which would have been nearly impossible otherwise.

In addition to these, NV teachers like teachers anywhere else perform manyother, seemingly minor roles that crop up from time to time. These rolescontribute a great deal to the overall image and prestige of the Vidyalaya.

NV teachers also update their professional knowledge and competenciesthrough participation in in-service teacher education programmes, and self-study. They take part in workshops, seminars and sym posia whenever these areorganized by the Samiti.

3.4 TEACHERS' CO DE OF PROFESSIONAL ETHICS

The Navodaya Vidyalaya Samiti has approved the code of professional ethicsand code of conduct for teachers of all Navodaya Vidyalayas. This code is infive parts; A through E. Part A describes what is expected of everyNV teacheras a professional. Part B describes acts that constitute breach of code ofconduct. Part C describes actions that will not be deemed as breach of code ofconduct, while PartD describes Central Civil Services (Conduct) Rules,1964.

Part E describes in brief certain miscellaneous rules. Of these, PartA

whichdeals with the code o f professional ethics and reflects various roles expected ofNV teaches is given below:

a) Every teacher shall at all times

i. maintain absolute integrity,.11 . maintain devotion to duty, andiii. do nothing, which is unbecoming of an employee of Navodaya

Vidyalaya Samiti.

b) The teacher shall uphold the dignity of teaching community by maintainingprofessional dignity, integrity and transparent conduct and high standardsin discharging hisiher duties and thereby command respect of students,parents and society.

c) The teacher shall respect the Constitution of India, the National Flag andthe National Anthem, all religions and languages, cultural differences andpromote love for motherland, respect for law of the land in himselfherselfand students, helping them to imbibe the principles of secularism,democracy, national unity and an outlook of universal brotherhood.

d) The teacher shall help the students to develop to their full potential overtheir limitations of background, irrespective of their caste, creed, sex,

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Philosophy of NavodayaVidyalayas status, religion, language and cultural variations, extending love and

affection equally to them.

e) The teacher shall create in himselfherself and students a strong urge forpeace and strength of character to shun overt or covert violence of any sort.

f) The teacher shall pay special attention to the students from weaker sectionsof society with a view to bring them in the initial induction period and bemore sympathetic, helpful and patient with slow learners.

g) The teacher shall involve himselfherself actively in the all rounddevelopment of pupils' personality through their physical, intellectual,social, cultural and emotional development and actively planning,participating and helping them in various kinds of curricular and co-curricular activities.

h) The teacher shall keep his her bearing including speech, dealings andrelations with every one around clean, cordial and absolutely above any

kind of suspicion.

i) The teacher shall promote scientific temper, spirit of enquiry, creative self-expression and aesthetic sense among the students and encourage them toquestion and satisfy their curiosity and impart a value orientation to histeaching.

j) The teacher shall conscientiously strive to improve the quality of hisherteaching by constantly updating hisher own knowledge and by learningand practicing the latest educational technology including computers andby being a learner throughout hisher life.

k) The teacher shall be temperate and sober in hisher habits and abide by thelaws relating to intoxicating drugs and drinks. Helshe should scrupulouslyavoid smoking; chewing betel and not indulge in any such other habits.

1) The teacher shall consider the property and funds of the Vidyalaya, as theywere placed in hislher trust and exercise the same prudence and care, ashelshe would do to hisher own property and funds.

m) The teacher shall cooperate and secure cooperation of others in all matters,which aim at development of all round personality of pupils.

n) The teacher shall be properly dressed at all times and helshe should not bean object of ridicule, resentment or pity.

o) The teacher should always be punctual in respect of hislher duties.

p) The teacher should participate in programmes of professional growth likein-service education and training, seminars, symposia, workshops,conferences, self-study etc.

q) The teacher should give full respect and recognition to female and malecolleagues and refrain fiom making derogatory statements about them.


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r) The teacher should be co-operative with the head of the institution.and Teachers'Roles

colleagues in and outside the institution in both curricular and co-curricularactivities.

s) The teacher should seek to establish cordial relations with students'parentslguardians.

t) The teacher should provide information regularly to parents regarding the

attainments and shortfalls of their wards.

u) The teacher should abide by the rules and regulations of the Vidyalaya andshow due respect to the constituted authority, by faithhl ly carrying outinstructions of the superior authority.

v) The teacher should commit himself fully to the philosophy, aims, andobjectives and residential culture of Navodaya Vidyalaya Samiti andconstantly strive for realization of set goals of the scheme.

Check Your Progress 4


b) Compare your answers with those given at the end of the unit.

1. Briefly describe an 'academic calendar'. (In two sentences)

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2. List any three roles that NV teachers play in academicplanning.

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3. List any two roles under 'teachers other roles' category thatNV teachers perform.

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3.5 LET US SUM UP

The above description of the teachers' roles in Navodaya Vidyalayas clearlyestablishes that due to the distinct nature of these Vidyalayas and theirobjectives, the nature of the roles played by its teachers is quite unlike that ofteachers' roles in most urban schools. The code of professional ethics ofNavodaya Vidyalaya teachers brings it out very clearly. It appears that because

of these multiple roles, Navodaya teachers become more involved in the


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Philosophy o f NavodayaVidyalayas attainment of Navodaya mission. Due to their various roles with stud

pareints and local community, they are perceived as teachers who are aabove the rest and who have the development and welfare of their studentheir cherished values. It should be obviou s to everyone that success at plthese roles does not come easily. It needs sustained commitment and appraisal so that an acceptable level of role performance is achieved bindividual teacher. This task becomes somewhat easier when the steachers work as role- models and encourage other teachers to progressattain their level through peer feedback and reflection.

The main po ints that emerge from this unit are d escribed below:

The broad objectives of NVs a s listed in the Navodaya Vidyalaya Screveal that these Vidyalayas are very different from most other schooo w country.

Because the broad objectives of NVs are different, the NV teachers pvariety of roles.

The roles played by NV teachers can best be analysed and understothe five contexts of the Vidyalayas. These are the classroom, the hsystem, institutional planning, comprehensive continuous evaluationacademic calendar. The NV teachers play a few other roles too whicin addition to the roles played by them in the ab ove five contexts.

In - he - lassroom roles of NV teachers include the following: (a) henew stud ents complete bridge courses to reach the d esired level so thamay follow classroom lessons; (b) conducting classroom instruction new technology and methods and techniques interactively; (c) diagnlearners' weaknesses and gaps in learning and conducting rem

instruction; (d) conduc ting laboratory work for teaching science; (e) sa variety of assignments and projects and checking these later;(f) guidand counselling students for various tasks and skills; and (g) provcontrolled practice for development of reference skills and laboratorywskills.

In order to ensure proper residential culture in the Vidyalaya and phctioning of the house system, NV teachers play the rolehousemasters, and assistant housemasters. Other teachers pronecessary guidance for various activities including co-curricular and house ac tivities.

A11 NVs p repare plans for develop ment of the Vidyalaya. Institutionalis a programme of development and improvement prepared byVidyalaya on the basis of its felt needs and the resources already avaior likely to be made available for improving the Vidyalaya programmpractices for attainment of its objectives.

Institutional plans of NVs may differ from each other because odemographic and socio-economic features of a district and also becaucharacteristics and needs of its local commuaity. Teachers play a mtole in institutional planning in NVs. An institutional plan which has


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developed with the involvement of the teachers has better chances of its Teachers' Roles

successful implementation.

A com prehensive institutional plan of a NV inc ludes seven aspects viz., (a)physical infrastructure; (b) academic programme and innovation; (c) co-curricular activities; (d) student services; (e) pace- setting activities; (f)community relationship activities; and (g) general i.e. aspects not includedunder the other six aspects. The role played by the NV teachers canimprove the institutional plan and also make it more successful in terms ofits implementation.

NV teachers play a very positive role in implementing comprehensivecontinuous evaluation in the Vidyalaya and thereby achieving itsobjectives. The five objectives of comprehensive continuous evaluation are(a) making evaluation an integral part of the teaching-learning process,(b) using evaluation for improvement of learner achievement and teaching-learning strategies through regular diagnosis and remedial instruction,(c) facilitating sou nd judgem ent and timely decisions abou t the learner, thelearning process and the learning environment; (d) maintaining desiredstandard for performance using evaluation as a quality control device; and(e) providing scop e for self-evaluation to teachers and students.

NV teachers support and implement comprehensive continuous evaluationby constructing achievement tests and assessing learner achievement,diagnosing learners' weaknesses and providing remedial instruction. Inaddition to assessing their learners' cognitive develop men t, they also assesstheir non- cognitive development and prepare learner profiles which theydiscuss w ith their parents.

The Navodaya Vidyalaya Samiti recently developed a scheme of gradingof NVs on 100 marks based on five criteria of their functioning viz.,academic components (50 marks), residential components (20 marks),inter-personal relationship (10 marks), administration and financialmanagement (10 marks) and conduct of PTC, VMC, VAC and alumni(10 marks). Each of these criteria consists of a number of sub-criteria.Through their positive and supportive role,NV teachers can help theirVidyalaya get a better grade.

NV teachers play a positive role in academ ic planning of the Vidyalaya andin developing its academic calendar. Because of these, the CBSE results ofNV students have been consistently better than those of other students.

'Academic calendar' refers to the plan of activities during an academicsession. It gives the sequence in which various activities, academic as wellas co-curricular are to be organized and when assignments or projects areto be subm itted by the students.

The 'other roles' of NV teachers include interaction with parents with aview to sh aring their ward's learner profile and assuring them about thewelfare, security and progress of their ward. NV teachers also interact withthe local community and elicit their cooperation in strengthening theVidyalaya and its programme.Beside. these, NV teachers participate in in-


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Philosophy of NavodayaVidyalayas service training programmes in order to ensure their professional

development.

All NV teachers are expected to adhere to the code of professional ethicsand the code of conduct approved by the Navodaya Vidyalaya Samiti.These codes also highlight the various roles that NV teachers are expectedto play.

3.6 ANSWERS TO CHECK YOUR PROGRESS

Answers to Check Your Progress 1

1. Navodaya Vidyalayas are expected to serve as focal points forimprovement in quality of education in the districtby sharing theirexperiences and resources.

2. NVs are expected to facilitate national integration by arranging migrationof 20 percent of its students to other NVs in a different linguistic region.

This migration is broadly between NVs in Hindi and non-Hindi speakingdistricts.3. By providing special non-monetary and monetary incentives to the talented

and highly motivated teachers.


1. Any tlpee of these in any order.

a) Setting up science apparatus correctly.

b) Clarification of science concepts through first-hand experience.

c) Carrying out investigatory projects.

d) Validating results reported by others.

2. Any three of the follow ing in any order:

a) Interactive classroom teaching.

b) Assessing student learning through teacher made tests.

c) Diagno sis of weaknesses or gaps in learning and their remediation.

d) Setting and checking a variety of assignments/projects.

e) Guiding and motivating students for better academic achievemen t.

3. "Instit~tio nal Planning" means a programme of development andimprovem ent prepared by an educational institutional on the basis of its feltneeds and the resources available or likely to be available to it forattainment of its objectives.

4. These may be listed in any order:

i) Physical Infrastructure

ii) Aaademic Programme


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iii) Co-curricular activities

iv) Student Services

v) Pace-Setting Activities

Teachers' Roles

vi) Community relationship, and

vii) General aspects.


1. Any three of the following in any order:

a) Making evaluation an integral part of teaching-learning process.

b) Improving learner achievement and teaching-learning strategiesthrough regular diagnosis and remedial instruction.

c) Facilitating sound judgements and timely decisions about the learner,learning process, and the learning environment.

d) Maintaining desired standards for performance using evaluation as aquality control device.

8) Providing scope for self-evaluation to teachers and students.

2. The recently introduced Scheme of Grading NVs in the context of "cluster"system carries 100 marks and is based on the following five criteria"

a) Academic components 50 marks

b) Residential components 20 marks

c) Inter-personal Rela tionship 10 marks

d) Administration& Financial M anagement : 10 markse) Conduct of PTC,VMC,VAC and Alumni : 10 marks

3. The sub-criteria under Academic Components of the proforma for gradingNVs m ay be given in any order:

Y

a) Board results 20 marks

b) Funct ioning of Non - Board Classes 10 marks

c) Other Scholastic& co-scholastic activities : 10 marks

.d) Co-curricular activities 10 marks

4. NV teachers can be helpful in getting a better grading for their Vidyalayaby taking care of the various aspects on which the final grade depends.They can work out various plans for better performance of their Vidyalayaon each of its various aspects and achieve these.


1. Academic calendar, s the plan of academic activities during an academicsession. It describes what academic activities will be carried out and inwhich sequence.


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Philosophy o f NavodayaVidyalayas 2. In any order:

a) NV teachers participate in academic discussions and contribute tpreparation of academic calendar.

b) They prepare term plans for teaching their subject(s).

c) They teach according to the term plan, which is based on acade

calendar, and thus ensu re its implem entation.

3. Any two o f the following teachers' roles in any order:

a) Interacting with parents and reducing their anxiety aboutdevelop men t and welfare of their wards.

b) Interacting with local community and eliciting their cooperationhelp for the vidyalay a and its programmes.

e) Participating in in-service training programmes and ensuring professional development.

d) Performing other roles that may be necessary from time to time.

teachers roles indian

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