Tools for Effective Mentoring

For Mentoring of School Based Assessment
Compen dium of
For Mentoring of School Based Assessment
Revised
LS
Compendium of Tools
FIRST EDITION September, 2012 CBSE, India COPIES: 12,000 FIRST REVISED EDITION January, 2013 CBSE, India COPIES: 5,000 PRICE: `
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THE CONSTITUTION OF INDIA

PREAMBLE WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens :
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JUSTICE, social, economic and political; LIBERTY of thought, expression, belief, faith and worship; EQUALITY of status and of opportunity; and to promote among them all FRATERNITY assuring the dignity of the individual and the [unity and integrity of the Nation];
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IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY TO OURSELVES THIS CONSTITUTION.
1. 2. Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "Sovereign Democratic Republic (w.e.f. 3.1.1977) Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "unity of the Nation (w.e.f. 3.1.1977)
THE CONSTITUTION OF INDIA

Chapter IV A Fundamental Duties ARTICLE 51A Fundamental Duties - It shall be the duty of every citizen of India(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National Anthem; (b) to cherish and follow the noble ideals which inspired our national struggle for freedom; (c) to uphold and protect the sovereignty, unity and integrity of India; (d) to defend the country and render national service when called upon to do so; (e) To promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women; (f) to value and preserve the rich heritage of our composite culture; (g) to protect and improve the natural environment including forests, lakes, rivers, wild life and to have compassion for living creatures; (h) to develop the scientific temper, humanism and the spirit of inquiry and reform; (i) (j) to safeguard public property and to abjure violence; to strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour and achievement.
The scheme of Continuous and Comprehensive Evaluation introduced by Central Board of Secondary Education primarily aims at bringing a paradigm shift from examination centered learning to holistic education. It not only intends to make assessment an integral part of teaching-learning process but improve classroom deliberations resulting in meaningful and productive learning. The materials developed and the countrywide training programmes on CCE organized by the Board have achieved the objective of sensitizing the stakeholders about the scheme and its implementation. The present scheme of Mentoring and Monitoring intends to build capacity within the schools to implement the scheme in right earnest. Mentors and Monitors will act as Peer Assessors as well as facilitators and capacity builders. While every school has its own unique features, culture and resource availability, the collective and cooperative sharing and learning experience would result in better insight about possible issues and challenges. These challenges and insights would further help us achieve greater success in implementation of the scheme. The Mentoring and Monitoring stage also involves working very closely with the actual resource base that makes CCE a worthwhile initiative. As you are aware that the Board has been conducting the Mentoring Capacity Building programs for Mentors for the last two years. In this span of time a number of inputs have been received which have lead to the revision of this manual. In this journey of Mentoring, I must thank the efforts of more than 2000 Mentors who have volunteered to be Peer Assessors. I am personally grateful to each one of them for their contribution in making the process more robust, transparent and effective. I would also like to thank the entire team of Mentoring including Mr. Shekhar Chandra, Desk Officer, Mr. R.P . Singh, Asst. Education Officer, Ms. Neha Sharma, Deputy Director (E & R) and Mr. Navin Maini , Research Officer (Tech), who under the guidance of Dr. Sadhana Parashar, Director (Academics & Training) have helped to co-ordinate and conduct capacity building of Mentors, revised the present Manual and created an interactive platform for Mentors.
Foreword
Vineet Joshi Chairman
Acknowledgement
Advisory Shri. Vineet Joshi, Chairman, CBSE Dr. Sadhana Parashar, Director (Academics & Training), CBSE
Editing Mr. Mukesh G. Gupta, Delhi Ms. P . Rajeswary, Education Officer, CBSE Ms. Neha Sharma, Deputy Director (Exams & Reforms), CBSE
Co-ordination Mr. R. P . Singh, AEO, CBSE Ms. Archana Thakur, AEO, CBSE Mr. Shekhar Chandra, Desk Officer, CBSE Ms. Renu Gupta, Program Assistant (I.T.), CBSE
Contents
HANDOUT 2-A Conceptual Framework of Continuous and Comprehensive Evaluation (CCE) HANDOUT 2-B Mentoring and Monitoring of Continuous and Comprehensive Evaluation HANDOUT 2-C Mentors and Mentoring HANDOUT 3-A Mentoring and Monitoring Check List HANDOUT 3-B Teacher Interaction Form HANDOUT 3-C Classroom Observation Scale HANDOUT 3-D Self Review Form HANDOUT 3-E Mentoring Form HANDOUT 3-F Mentoring and Monitoring Report HANDOUT 3-G Mentee Feedback Form HANDOUT 4-A Process of Mentoring HANDOUT 4-B Mentoring and Monitoring - The Process APPENDIX CBSE Circulars on Mentoring and Montoring Interactive Platform (User Manual) for CBSE Mentor/Mentee Schools 63 61 60 56 52 50 29 21 18 13 10 08 01
Revised Compendium of Tools

FOR MENTORING OF SCHOOL BASED ASSESSMENT
HANDOUT 2-A
Concept Note on Conceptual Framework of Continuous and Comprehensive Evaluation (CCE)

Philosophical Basis : Handouts The primary purpose
of education is the manifestation of perfection already in man and woman (Swami Vivekananda); purpose of education is all round development of the child / individual. The Report of the International Commission on Education for 21st Century to UNESCO referred to four planes of living of human individuals namely; physical, intellectual, mental and spiritual. Thus, all round development as the stated purpose of education implies optimization of hidden potential of every child in the physical, intellectual, mental and spiritual planes. The CBSE in 2010 initiated for the first time an effort to translate the lofty goal of all round development into practice by introducing CCE scheme in schools. can be called the contemporary and contextual articulation of universal human values.
The Framework :
An understanding of learners, educational aims, the nature of knowledge, and the nature of the school as a social space can help us arrive at principles to guide classroom practices. Conceptual development is thus a continuous process of deepening and enriching connections and acquiring new layers of meaning. Alongside is the development of theories that children have about the natural and social worlds, including themselves in relation to others, which provide them with explanations for why things are the way they are, the relationships between causes and effects, and the bases for decisions and acting. Attitudes, emotions and values are thus an integral part of cognitive development, and are linked to the development of language, mental representations, concepts and reasoning. As children's metacognitive capabilities develop, they become more aware of their own beliefs and capable of regulating their own learning. Accordingly, National Curriculum Framework 2005 (NCF-05) proposing Examination Reforms has stated "Indeed, Boards should consider, as a long-term measure, making the Class X examination optional, thus permitting students continuing in the same school (and who do not need a Board certificate) to take an internal school examination instead".
Globalisation in every sphere of society has important implications for education. We are witnessing increasing commercialization of education. We need to be vigilant about the pressures to commodity schools and the application of market-related concepts to schools and school quality. The increasingly competitive environment into which schools are being drawn and the aspirations of parents place a tremendous burden of stress and anxiety on children, to the detriment of their personal growth and development and thus hamper the joy of learning. The aims of education simultaneously reflect the current needs and aspirations of a society, its lasting values, concerns as well as broad human ideals. At any given time and place, they
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As a sequel to the above, the Position Paper on `Examination Reforms' by NCERT 2006, says, "Indeed, it is our view that the tenth grade exam be made optional forthwith. Tenth-graders who intend continuing in the eleventh grade at the same school and do not need the Board certificate for any immediate purpose, should be free to take a school-conducted exam instead of the Board exam." Obviously, the efforts of CBSE to provide a leadership and pioneering role in implementing CCE is a major breakthrough which attempts to elevate the status of the schools as equal partners of the Board in assessing the attainment levels of learners. There are several frameworks that can be referred to derive a meaningful working framework for assessing all round development of the child including Scholastic and CoScholastic domains. a. The Repor t of the Inter national Commission UNESCO referred above propagated the concept of four pillars of learning, namely v Learning to learn - skills of learning learning styles, attitude to learning; v Learning to do - skills to perform; v Learning to live together interpersonal skills, tolerance and respect for difference and divergence; v Learning to be - striving for excellence, lear ning for selfactualization. b. Multiple Intelligence-Framework v Linguistic - communication; d.
v Logical - mathematical - abstract, mechanical reasoning; v Musical - vocal, instrumental, musical aptitude; v Kinesthetic - sports and games, dance and dramatics, sculpting, making models; v Intra-personal - stress management, management of positive and negative emotions, joyfulness, optimism, hopefulness; v Interpersonal - relationships, team work, leadership, cooperation; v Environmental - aesthetics, ethics and values, gardening, interior decoration; v Spatial-understanding and organizing of space. c. Life Skills Framework v Self Awareness, v Empathy, v Critical Thinking, v Creative Thinking, v Decision Making, v Problem Solving, v Effective Communication, v Interpersonal Relationships, v Coping with Stress and Anger, v Managing Emotions. Attitudes, interests and aptitudes Education aims at making children capable of becoming responsible, productive and
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useful members of society. Knowledge, skills and attitudes are built through learning experiences and opportunities created for learners in school. It is in the classroom that learners can analyse and evaluate their experiences, learn to doubt, to question, to investigate and to think independently.
of students' 'growth and development' is a continuous process rather than an event, built into the total teaching-learning process and spread over the entire span of academic session. The second term 'comprehensive' means that the scheme attempts to cover both the Scholastic and the Co-Scholastic aspects of students' growth and development. Since abilities, attitudes and aptitudes can manifest themselves in forms other than the written word, the term refers to application of a variety of tools and techniques and aims at assessing a learner's development in higher order thinking skills such as analyzing, evaluating and creating. Assessment during the course of studies or formative assessment must be based on a variety of evidences and lead to diagnosis of learning gaps and their remediation. The scheme is thus a curricular initiative, attempting to shift emphasis from memorizing to holistic learning. It aims at creating citizens possessing sound values, appropriate skills and desirable qualities besides academic excellence. It is hoped that this will equip the learners to meet the challenges of life with confidence and success. It is the task of school based co-scholastic assessment to focus on holistic development that will lead to lifelong learning.
Place of Evaluation in the Curriculum

A curriculum is what constitutes a total teaching-learning program composed of overall aims, syllabus, materials, methods and assessment. In short it provides a framework of knowledge and capabilities, seen as appropriate to a particular level. The syllabus provides a statement of purpose, means and standards against which one can check the effectiveness of the program and the progress made by the learners. Evaluation not only measures the progress and achievement of the learners but also the effectiveness of the teaching materials and methods used for transaction. Hence evaluation should be viewed as a component of curriculum with the twin purpose of effective delivery and further improvement in the teaching learning process.
What is Continuous and Comprehensive Evaluation?

Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based assessment of students that covers all aspects of students' development. It is a developmental process of assessment which emphasizes on two fold objectives. Continuity in evaluation and assessment of broad based learning and behavioural outcomes. In this scheme the term 'continuous' is meant to emphasise that evaluation of identified aspects
The objectives of the CCE scheme are :

v To h e l p d e v e l o p c o g n i t i v e , psychomotor and affective skills. v To lay emphasis on thought process and de-emphasise memorization. v To make evaluation an integral part of teaching-learning process. To use evaluation for improvement of v students' achievement and teaching
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- learning strategies on the basis of regular diagnosis followed by remedial measures. v To use evaluation as a quality control devise to raise standards of performance. v To d e t e r m i n e s o c i a l u t i l i t y, desirability or effectiveness of a programme and take appropriate decisions about the learner, the process of learning and the learning environment. v To make the process of teaching and learning a learner-centered activity.
In view of getting a complete image of learning, assessment should focus on the learners ability to v learn and acquire desired skills related to different subject areas; v acquire a level of achievement in different subject areas in the requisite measure; v develop child's individual skills, interests, attitudes and motivation; v understand and lead a healthy and productive life; v monitor the changes taking place in child's learning, behaviour and progress over time; v respond to different situations and opportunities, both in and out of school; v apply what is learned in a variety of environments, circumstances and situations; v work independently, collaboratively and harmoniously; v analyze and evaluate; v be aware of social and environmental issues; v participate in social and environmental projects and causes; v retain what is learned over a period of time. Schools of the future will need to develop in their learners the ability to take risks, to be adaptable, to be flexible, to cope with constant change and become lifelong learners. In this context, learners become dynamic leaders with their teachers as enablers.
What should be assessed?

Education is concerned with the total all-round development of the child, (physical, socioemotional, intellectual, spiritual, etc.) all aspects of the learner need to be assessed. A few years ago we did not assess the whole child, but only his or her academic achievement in specific areas. We assessed learners basically on scholastic areas reflected through examination results. We did not assess effort, performance, attitudes to learning, ability to practically apply what is learned in everyday situations nor did we assess them on how creatively they used techniques or critically evaluated different theories. To make the process more comprehensive in nature, it is important that assessment of learning be done in a wider range of situations and environments both in and out of the classroom. The assessment process should provide information and feedback on the extent to which the school and teachers have been successful in realizing the expected outcomes of education.
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Before looking at how assessment is to be undertaken, teachers need to determine objectives for achievement at various levels. They need to look at what education should develop in children, not only in cognitive domain, but also psychomotor and affective domains. Along with these attributes, they need to incorporate different age related indices and behaviours into the assessment criteria and practices. They also need to determine what their expectations are from the learner at the end of each stage, and what kind of profile report is required in relation to different aspects and learning areas, that reflect the child's personal development. Thus, assessment is a useful, desirable and an enabling process. To realize this, one needs to keep the following parameters in mind The need to : v assess the learner. v use a variety of ways to collect information about the learner's learning and progress in subjects. v assess the effectiveness of cross curricular learning. v collect and record information continuously. v give importance to each learner's way of responding and learning, and the time taken. v report on an ongoing and continuous basis and be sensitive to every learner's responses. v provide feedback that will lead to positive action and help the learner to do better.
In the assessment process, one should be careful NOT to : v label learners as slow, poor, intelligent, etc. v make comparisons between them. v make negative statements.
When should assessment be done?

Closely related to what needs to be assessed, is the critical question about the intervals of assessments of a child's progress. Assessment of the outcomes of learning in holistic education is integral to the teaching-learning process. Each session on learning should involve three parts: process of learning, applying what has been learned, and assessment of what has been learned. This is one way learning and assessment can be combined and integrated. In order to initiate the process of Continuous and Comprehensive Evaluation, both scholastic and co-scholastic aspects need to be given due recognition. Such a holistic assessment requires maintaining an ongoing, dynamic and comprehensive profile for each learner that is honest, encouraging and discreet. While teachers daily reflect, plan and implement remedial strategies, the child's ability to retain and articulate what has been learned over a period of time also requires periodic assessment. In order to improve the teachinglearning process, assessment should be both Formative and Summative in nature. Formative and Summative Assessments Formative Assessment (FA) is a tool used by the teacher to continuously monitor a student's progress in a nonthreatening, supportive environment. It involves regular descriptive
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feedback, a chance for the student to reflect on the performance, take advice and improve upon it. If used effectively, it can improve student performance tremendously, while raising the self-esteem of the child and reducing the work load of the teacher. Salient features of Formative Assessment : v diagnostic and remedial. v makes the provision for effective feedback. v provides the platform for the active involvement of students in their own learning. v enables teachers to adjust teaching to take account of the results of assessment. v recognizes the profound influence assessment has on the motivation and self-esteem of students, both of which are crucial and influences learning. v recognizes the need for students to be able to assess themselves and understand how to improve. v builds on students' prior knowledge and experience in designing what is taught. v incorporates varied learning styles into deciding how and what to teach. v encourages students to understand the criteria that will be used to judge their work. v offers an opportunity to students to improve their work after feedback. v helps students to support their peers, and expect to be supported by them.
Formative Assessment is thus carried out during a course of instruction to provide continuous feedback to both the teachers and the learners, to t a k e d e c i s i o n s re g a rd i n g a p p ro p r i a t e modifications in the transactional procedures and learning activities. It involves students' being an essential part of assessment. They must be involved in a range of activities right from designing criteria to self assessment or peer assessment. Summative Assessment (SA) is carried out at the end of a course of learning. It measures or 'sumsup' how much a student has learned from the course. It is usually a graded test, i.e., it is marked according to a scale or set of grades. Assessment that is predominantly of summative nature will not by itself be able to illustrate a valid measure of the growth and development of the child. It, at best, certifies the level of achievement only at a given point of time. The paperpencil tests are basically a one-time mode of assessment; and to exclusively rely on it to decide about the development of a child is not only unfair but also unscientific. Overemphasis on examination marks focusing on only scholastic aspects makes children assume that assessment is different from learning, resulting in the 'learn and forget' syndrome. Besides encouraging unhealthy competition, the overemphasis on Summative Assessment system also produces enormous stress and anxiety among learners. It is this that has led to the emergence of the concept of Continuous and Comprehensive School-Based Evaluation. Features of Continuous and Comprehensive Evaluation The 'continuous' aspect of CCE takes v care of the 'continual' and 'periodicity' aspect of evaluation.
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v Continual means assessment of students in the beginning of instructions (placement evaluation) and assessment during the instructional process (formative evaluation), done informally using multiple techniques of evaluation. v Periodicity means the assessment of performance done at the end of a unit/term (summative). v The 'comprehensive' component of CCE takes care of assessment of the all round development of the child's personality. It includes assessment of Scholastic as well as CoScholastic aspects of the pupil's growth. v Scholastic aspects include curricular areas or subject specific areas, whereas Co-Scholastic aspects
include Life Skills, Co-Curricular activities, attitudes and values. v Assessment in Scholastic areas is done informally and formally using multiple techniques of evaluation continually and periodically. The diagnostic evaluation takes place at the end of unit/term test. The causes of poor performance in some units are diagnosed using diagnostic tests. These are followed up with appropriate interventions and remedy measures. v Assessment in Co-Scholastic areas is done using multiple techniques on the basis of identified criteria; where assessment in Life Skills is done on the basis of Indicators.
Carefully watch your thoughts, for they become your words. Manage and watch your words, for they will become your actions. Consider and judge your actions, for they have become your habits. Acknowledge and watch your habits, for they shall become your values. Understand and embrace your values, for they become your destiny. - Mahatma Gandhi
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HANDOUT 2-B
Concept Note on Mentoring and Monitoring Continuous and Comprehensive Evaluation

The creation of an assessment paradigm that is diagnostic in nature, provides essential feedback about each student and helps in the all-round growth, is the focus of the Continuous and Comprehensive Evaluation system. Although not a new concept, it requires changes in the ways in which schools have been assessing their students and there are many on-the-ground issues that can come in the way of its effective and efficient implementation. While every school has its own unique environment, focus and resource availability; a collective experience with different schools would help us understand the possible issues a school could face. These inputs would be critical in ensuring that there is sufficient sharing, guidance and intervention that can be carried out to make CCE successful in schools. The overall approach for this exercise, therefore, is based on two major objectives: (i) The implementation of CCE has to be in letter and spirit, not just a procedure fulfilled on paper. It involves working very closely with the actual resource base that can make CCE a worthwhile initiative i.e., the teachers and school leaders, to understand their views and their constraints (and find ways to overcome them). Framework (2005) and National Knowledge Commission (2008), it is felt that this is also an opportunity for schools to revamp the internal school assessments, especially in the area of quality leading to enhanced learning. " current processes of evaluation, which measure and assess a very limited range of faculties, are highly inadequate and do not provide a complete picture of an individual's abilities or progress towards fulfilling the aims of education." "The types of questions that are set for assessment need to go beyond what is given in the book..." (NCF 2005: Chapter 3, pages 72-74) " there is a need to move away from memorisation to understanding concepts, developing good comprehension and communication skills and the need to access knowledge independently. This also requires substantial changes in the examination system, especially at Board level but also earlier." (National Knowledge Commission: Chapter on School Education)
(ii)
Capacity Building:
One of the main aims of Mentoring and Monitoring (M & M) programme is to build capacity within the schools to implement CCE effectively. This will be done through 'Train the Mentor-Monitor Framework'. Mentors and Monitors will work as Peer Assessors. Each Mentor is a Principal, who will be assigned two to four schools in the neighborhood. The
Fur ther more, in accordance with the recommendations of National Curriculum
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Mentor will visit a school and document observations through various tools such as Checklists, Interaction with Teacher Form, Classroom Observation Scale, Self Review Form and Mentoring Form on CCE. They will then mentor the school through hand holding, support and collaboration. A report will need to be submitted online.
2. 3. 4.
You need to observe at least one class in each subject in each term. You may visit once in each term. Ensure that the Self Review Form (SRFCCE) has been received by you before you visit and verify evidence during the visit. The token honorarium for each school for an entire year will be `1000 (Rupees one thousand only). This claim and a Report at the end of each term may be submitted online in the format available in the Mentoring Platform in the Academic section of the CBSE website.
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Guidelines for Observation:

1. You may take another Head of the Department (whose subject expertise is other than your own) to the venue, if you so desire.
Man often becomes what he believes himself to be. If I keep on saying to myself that I cannot do a certain thing, it is possible that I may end by really becoming incapable of doing it. On the contrary, if I shall have the belief that I can do it, I shall surely acquire the capacity to do it, even if I may not have it at the beginning. - Mahatma Gandhi
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HANDOUT 2-C
Mentors and Mentoring

To Mentor means to make easier; to guide others through a process, an experience, or a conversation. The Mentor attempts to create a safe environment in which the participants feel comfortable and are able to share their thoughts openly. The environment should be conducive to sharing and learning. The tools developed for objectives of M & M attempt : v To familiarise the Mentors with the process of Mentoring and Monitoring. v To provide an insight into the various techniques to carry out effective Mentoring and Monitoring. A Mentor is a person who: v Is able to communicate a sense of self-confidence, informality, enthusiasm, responsiveness and creativity. v Is willing to be challenged. This requires giving up something whether it is long held values, beliefs or actions. v Is willing to take risks, which require entering unfamiliar territory, doing things we are unaccustomed to for the sake of change and growth and risk taking that requires courage. v Takes responsibility for own actions and beliefs (and for the roles, functions and behaviors that are necessary to develop a collaborative and challenging learning encounter). v Possesses personality characteristics and interpretational skills that make others view the Mentor as caring, trustworthy and encouraging. v Is assertive, positive and pleasing in giving feedback.
The Mentor's Role

The role of the Mentor is different from that of an instructor or expert. A Mentor seeks to promote an atmosphere of trust, suppor t and encouragement for the group and intervenes only when ineffective group behavior is evident and impacting negatively on group outcomes. Ideally, the Mentor becomes one of the learners in the group, creating a two-way communication and learning processes within the group. Characteristics of an effective Mentor v nonjudgmental v flexible v honest v firmness and fairness v fosters trust v sensitive v observant v communicates effectively v participating v supportive The Mentors can create a SAFE environment by: v Listening actively
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v Focusing equally on process and content v Setting expectations but not forcing participation v Being nonjudgmental v Being empathetic and sensitive to the participants' view v Being positive and caring
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Give Recognition - Use names, say thank you, etc. The Mentor should make the members comfortable and acknowledge their contributions to the group processes and content. Paraphrase - Clarify or summarize a person's statement. This helps in understanding the point of view of the speaker and taking the discussion forward. Review - Review all that has been said by the group during the course of the conversation. Focus on Similarities and Differences in the Group - The Mentor should point out the similarities and the differences in the thoughts, feelings and actions of the various participants. Involve Everyone - The Mentor should encourage the shy members to speak as well to participate. Transfer Leadership - Periodically allow the participants to facilitate their own discussions and come to their own conclusions.
4.
Basic Skills of Mentoring

The following are some of the skills that a Mentor should keep in mind. Each skill is an important part of the overall Mentoring process1. Active Listening - Eye contact, mannerisms, etc., should all reflect that the Mentor is listening and paying attention to the speaker. Focus on Feelings - Example, "How did that experience make you feel?" It is important for the Mentor to explore the feelings of the groups with respect to the various group proceedings.
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2.
8.
Conversational Aids to Provide Effective Feedback : (To the Mentee School through Mentoring Report). What to do v State your assumptions and describe the data that has led to them. v Explain your assumptions. v Make your reasoning explicit. v Explain the content of your point of view: Who will be affected by what you propose, how they will be affected, and why? What to say v "Here's what I think, and here's how I got there." v "I assumed that." v "I came to that conclusion because" v "In my point of viewthey will be affected like"
11

Give examples of what you v propose even if they are hypothetical or metaphorical.
"To get a clear picture of what v I am talking about, imagine that you are the student who will be affected." "I understand your perspective" v
As you speak try to picture the v other persons perspective on what you are saying. Encourage others to explore v your models, your assumptions and your data. Reveal where you are least clear in v your thinking, rather than making yourself vulnerable. It diffuses the force of those who are opposed to you and invites improvement. Even when advocating, listen, v stay open and encourage others to provide different views.
"What do you think about what I just v said?" or "Do you see any flaws in my reasoning?" or "What can you add?" "Here's one aspect which you v might help me thinking through"
"Do you see it differently?" v
Ground Rules for Mentors

Punctuality and time management. v Do not interrupt the Principal/ v teacher if they would like to make a point. Ask questions one at a time. v Ask questions by writing them down v on slips of paper and putting them in the question box placed in the room. Maintain a non-judgmental v approach. Respect each other's feelings, v opinions and experiences, and do not laugh at any person.
v Respect the teacher and always seek permission before entering a class. v During class observation, it is best to quietly observe and not raise doubts when the class is going on. v Maintain confidentiality at all times. v Under no circumstances should you or any member of the team be critical of the teacher in front of the students.
12

HANDOUT 3-A
Objectives of the M & M checklist
To gather feedback through short observation. v To focus on generic areas in a class. v To provide opportunities to the Peer Assessor to visit multiple classrooms. v To follow up the observation of the class through the checklist with the TIF (Teacher v Interaction Form)
Mentoring and Monitoring Check List

Name of the Mentor /Monitor Code No. Complete address : : : .... .... .... . . . Ph. No. : .. ......... . . .... : .... . . . Note: 3A and 3B need to be used together. l Teacher's permission may be taken before entering the class. l No critical remarks ought to be made before the students. l Structured l interaction with the teacher may or may not be taken after the checklist, depending on the time available.
Mobile No.: Email: Name and address of the school mentored Code No. Complete address : :
13

Dear Mentor/ Monitor, This is a general checklist for observing a class on any subject. This checklist will help you to get an overview of the class. Detailed classroom observation may be done through the Classroom Observation Scale. 1. Classroom Atmosphere / Ambience : (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) 2. Neat and clean Well - lit and well - ventilated Well furnished Joyful learning environment Interactive Quiet Noisy Tense and threatening Nonthreatening and caring Positive ambience Engaging Any other observation Yes No Yes No Remarks
q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------------------------------------------------Remarks
Teacher Talk (a) (b) (c) (d) Too much Average Low Any other
q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------------------------------------------------Yes No Remarks
3.
Teaching Aids (a) (b) (c) (d) Listening / Audio Visual Clippings/PPTs/Projects Stories / Anecdotes Images / Symbols
q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------q q -------------------------------------------
14

(e) (f) (g) (h) (i) 4.
Maps / Graphics Use of ICT/SMART Board Connecting learning to real-life Current / Topical Any other
q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------q q -------------------------------------------------------------------------------------
Communication Skills a) Verbal : (i) (ii) Monolingual (Specify) Bilingual (Specify) Yes No Remarks
q q ------------------------------------------q q ------------------------------------------------------------------------------------Yes No Remarks
(iii) Others (Specify) b) NonVerbal (Body language) (i) (ii) Nonthreatening Positive
q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------------------------------------------------Yes No Remarks
(iii) Friendly (iv) Appropriate (v) 5. Any other
Content and its Presentation (a) (b) (c) (d) (e) (f) (g) Relevant and planned Sharing of learning outcomes Interesting and invigorating In constructivist mode Good Monotonous Any other
q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------------------------------------------------Yes No Remarks
6.
Concept Clarification by the Teacher (a) Illustrative and interesting
q q -------------------------------------------
15

(b) (c) (d) (e) 7.
Clear and concise Response evoking Feedback being taken Any other
q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------------------------------------------------Yes No Remarks
Questioning Technique (a) (b) (c) (d) (e) (f) (g) Clear and unambiguous Generic and broad Specific and relevant Provides scope for lateral thinking Open - ended Nonthreatening and caring Any other
q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------No Remarks
8.
Mode of Assessment and Recapitulation Yes (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) Questioning (open ended and closed ended) Concept maps Prioritized list Projects (in groups) Informal Observations and Anecdotal Notes Learning logs Journals Structured Interviews Written and oral tests and quizzes Products such as models, essays, reports, print media (brochures and newsletters), multimedia (video, photo journal, slideshow, digital book)
q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------q q -------------------------------------------
16

(k)
Performances such as skill q q ------------------------------------------demonstration and presentation (debate, speech, newscast, dance, play skit), simulations (mock trial, reenactment of historical event, role play) Activities (creative and participative) q q ------------------------------------------Yes No Remarks
(l) 9.
Student response (a) (b) (c) Peer questioning Active participation Active listening (attentiveness)
q q ------------------------------------------q q ------------------------------------------q q -------------------------------------------
Date: ...........................
Name of the Mentor / Monitor: . Seal of the school:
Signature: Mobile No.: E-mail Id.:
17

HANDOUT 3-B
Teacher Interaction Form

Dear Mentor
After you have supervised the class, you may use the following questions for an informal talk with the teacher. This interaction will help you to identify the areas of mentoring in the subsequent sessions. Name of the Mentor Code No. Complete address : : : : : Ph. No. : .............. .............. .............. .............. .............. .............. .............. .............. .............. .............. .............. .............. .............. .............. ..............
Mobile No.: Email: Name and address of the school mentored Code No. Complete address Name of Teacher/Class observed Subject Content / Topic Learning Outcome (a) : : : : : : : :
Did the lesson go according to the Lesson Plan? .............. ..............
(b)
Were the objectives realized satisfactorily? .............. ..............
18

(c)
Was the lesson warm up / motivation / raising of interest / linking with previous knowledge done well and according to your expectations? Briefly write about it. .............. ..............
(d)
Was the teacher happy with the level of interaction with her class? Do you agree? Justify. .............. ..............
(e)
Was the pace of delivery of the lesson comfortable? Give examples. .............. ..............
(f)
Were you able to administer teaching aids / support material for effective transaction? Do you think you could have added more? Give examples. .............. ..............
(g)
Did the students receive assignments / follow up exercises enthusiastically? .............. ..............
(h)
Were you able to integrate the needs of `inclusive' children? .............. ..............
(i)
Were there any requirements / extensions or need felt for team/group teaching? Briefly state your view. .............. ..............
19

(j)
Was the challenge of inter disciplinary approach enjoyable, if used. If not, could you think of any idea that would help ? .............. ..............
(k)
Were there moments of `discontinuity' that impacted your personal learning and helped to evolve an advanced learning process? Give examples. .............. ..............
(l)
Did the recapitulation / summarization activity go according to your expectation? Give examples. .............. ..............
Date: .........................
Name of the Mentor / Monitor: .. Seal of the school:
Signature: Mobile No.: E-mail Id.:
20

HANDOUT 3-C
Classroom Observation Scale*

Name of the Mentor / Monitor Code No. Complete address : : : ....................... ....................... ....................... ....................... ....................... Ph. No. : ....................... ....................... ....................... ....................... ....................... ....................... ....................... Instructions : Study the indicators of assessment given in Appendix-I related to 0, 1, 2, 3 & 4 for each of the item prior to rating a classroom that you are observing. Please put a (3) against each item in the column appropriate to your assessed score. All items must be rated. Class: ................................ Sl. No. 1. 2. 3. Item The specific aims of the lesson are clear to the teachers The content being transacted is appropriate to the level of students Teaching techniques are appropriate to the lesson being taught 0 1 2 3 4
Mobile No.: Email: Name and address of the school mentored Code No. Complete address : : : :
*Adapted from Dr. Mukhopadhyay's Classroom Teaching Competence Scale (CTCS)
21

Sl. No. 4. 5. 6.
Item The warm-up activity or introduction was effective The content is broken into small learning chunks to enable learning Learning of concepts and principles is ensured through verbal, visual and experiential modes (Multiple Intelligence) Sequencing of lesson is logical and follows a plan Active participation by learners Learner Talk Time (LTT) Teachers questions are open-ended and appropriate Learners are free to ask questions or raise doubts Positive re-enforcement is evident Communication is effective and clear Blackboard work and teaching aids as teachers input is effective Student interest has been sustained through the lesson Assessment of learning in relation to the aim is appropriate Various modes of Formative Assessment have been used Pair work / group work have been used Project work and activity / experimentation have been explored Re-capitulation of main points at the end of the lesson was appropriate
7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19.
22

Sl. No. 20. 21.
Item Planning of the lesson is evident Confidence of teacher is evident 3.
Indicators of Assessment for Classroom Observation

I. Objectives/themes/learning outcomes clear to the students 0. The objectives/themes of the lesson were not at all stated in the classroom. Objectives/themes were not mentioned clearly. (Just mentioning the title of the topic is not enough). Objectives/themes were mentioned but not highlighted (as, in behavioural terms). Objectives/themes were explicitly stated. These were explained clearly to learners. The objectives/themes of the lesson were highlighted repeatedly.
Content had one-to-one correspondence with objectives. Teacher deliberately related content to aims. The content was presented with excellent correlation with the specific objectives of the lesson.
4.
III.
Teaching and transaction techniques appropriate to the content 0. 1. 2. 3. Teaching techniques were totally inappropriate to the lesson. Techniques adopted were inappropriate for some topics. Techniques adopted were suitable but not effectively employed. The selection of techniques was very well suited to the content and the transaction was meaningful and successful. The teaching techniques were good a n d t r a n s a c t e d w e l l . Va r i e d techniques were employed for successful transaction.
1.
2.
3.
4. II.
4.
Content appropriate to the stated/ unstated objectives 0. The content was presented at a level higher than the mental level of learners. Random selection of content. Relevance with objectives not established. Content had its own logic but not completely in correspondence with objectives. IV.
Introduction effective - caught students' attention 0. There was no introduction or warm up activity. The teaching started abruptly. Commencement of content teaching was direct. No introduction, not even a statement like - We will discuss " ." today.
1.
2.
1.
23

2.
Tried to make an introduction, but succeeded partially, couldn't catch the attention of majority of learners. Introduction made the students eager to learn. Almost all were set to listen. Linked to previous knowledge. Introduction was interesting, related to the real world and prior knowledge.
3.
3.
Appropriate examples/ demonstrations were used for the concept/ principles. Multiple Intelligence (MI) theory was kept in mind. The concept and principles of learning were taken care of and Multiple Intelligence was extensively used in the classroom deliberation too.
4.
4.
VII. Logical Sequencing 0. 1. 2. 3. No sequence of content delivery was followed. Content was in bits and pieces without any logic. Logic was evident in many cases. There were missing links as well. Logic was evident in presentation of content and sequencing of ideas was clear. Excellent logical sequence of the lesson plan was followed.
V.
Content broken into small bits 0. 1. 2. 3. The teacher did not have any idea of breaking the lesson into small steps. Whatever the teacher knew was delivered as a total package. Content was broken into small steps but no feedback was taken. Teacher taught the content in small steps and took feedback to ascertain learning. All different small steps were correlated and recapitulated as a summary in the end.
4.
4.
VIII. Lear ners' active par ticipation in learning 0. Learners were not allowed to participate or ask questions in the classroom. Learners had absolutely no work to do except listening, if they felt like doing so. At times learners had work - taking notes and also answering questions, solving problems. But for half the time, they were feeling bored.
VI.
Concept and principles of learning ensured through verbalised or concrete examples 0. 1. No care and attention was given to principles of learning. Understanding of concepts and principles was taken for granted. Examples/ demonstrations /AV aids were not used. Examples were used on many occasions but not always appropriately.
1.
2.
2.
24

3.
Learners were kept alert. They answered questions and participated in discussions, solved problems, sketched figures, etc., and also took notes. Learners were motivated and encouraged to par ticipate in classroom deliberations. They were involved in various activities through pair/group work.
1.
Learners were discouraged from asking questions and getting doubts cleared. Some of the learners' questions were ignored while some others were properly tackled. Learners asked a large number of questions and these were handled in a friendly and encouraging manner. (Teacher answered the questions himself / herself or got the answers from other learners.) Learners were encouraged to ask more and more questions. At times, they were prompted to ask questions.
2.
4.
3.
IX.
Teacher asks appropriate questions 0. 1. No questions were asked. Questions were asked very rarely. 'Do you understand?' 'Do you follow?' are not treated as questions. Teacher asked questions, only some of them were purposeful. Only a few learners were involved in answering the questions. Questioning made the lesson alive. A large number of questions were asked to a majority of the learners. Teacher did not discourage learners giving incorrect or partially correct answers. Teacher used remedial measures where learners could not answer. Thought provoking questions were asked for ensuring in depth understanding. Questions were open ended and asked in a nonthreatening and friendly manner. XI. 4.
2.
Evidence of Positive reinforcement 0. 1. The idea of reinforcement was totally ignored. The class was a one way affair. No question of reinforcement (appreciation, praise or even rebuke) was used. Either correct or incorrect responses were reinforced and only half of the learners' participation (response or question) was reinforced. All responses got reinforced irrespective of the correctness of response. Excellent positive reinforcement was ensured. Incorrect responses were also handled collectively.
3.
2.
4.
3.
4.
X.
Students were free to raise doubts/ ask questions 0. Learners were not at all allowed to ask questions.
XII. Communication was effective 0. Ineffective and incorrect language.
25

1. 2.
Expression poor and incomprehensible - lot of distracting mannerisms. Learners understand the teacher partly. Teacher sometimes checks whether the learners understand. Clear expression - frequent checking as to whether students understand positive body language. Very effective, unambiguous and clear language and expression, positive body language.
2. 3.
Learners showed signs of getting bored for sometime. Students were attentive, carefully listening, asking questions for minor doubts/clarifications, taking notes. From the very beginning teacher used appropriate techniques for promoting interest whenever it dropped. Every care was taken to motivate interest of learners in the lesson.
3.
4.
4.
XIII. Effective teaching 0. 1. No use of the board or any teaching aids at all. Board used sparingly even when lesson needed it - handwriting not legible, no layout on the board, no teaching aids. Handwriting legible even for backbenchers - but sketch work poor or vice versa. Board layout not satisfactory though legible, no teaching aids. Handwriting legible for all - sketch work good - layout good - uses appropriate teaching aids. Board work was highly well organised, systematic and legible, variety of audio visual aids / activities were used.
XV. Assessment of learning 0. 1. No attention was given to ascertain learning assessment. No effor ts made to assess attainment. The frequent efforts made had very little to do with the stated, unstated objectives. Assessment made through oral questioning of a few learners at intermediate and final stages. Learners not sampled for such assessment. Tried to evaluate points other than key points. At intermediate stages and/or asking a few questions to learners selected almost at random helped in assessment (purposeful means helping assessment of learning only). Excellent care was taken to ensure student learning through feedback collected from various modes of assessment used in the same class.
2.
2.
3.
3.
4.
XIV. Students' interest sustained 0. 1. No care or attention given to ensure learners' interest in the lesson. Learners talked amongst themselves. D o z e d , c re a t e d d i s t u r b a n c e , yawned, looked outside. Learners appeared to be getting bored for a considerable time. 4.
26

XVI. Use of various modes of Formative Assessment 0. Directions from CBSE on Formative Assessment not being followed at all. Only paperpen test being used for Formative Assessment. Some assessment tools used for Formative Assessment but records not being maintained properly. Formative Assessment tools being used systematically but records not being maintained properly. Variety of Formative Assessment tools being used and records being maintained systematically.
1. 2.
Project work is done very rarely /no activities / experiment. Project work / activities are done on some occasions but not very systematically maintained. The quality of project work / activity chosen is good. Project work and research based activities are done regularly and encouraged. The output of project work by learners is good.
1. 2.
3. 4.
3.
XIX. Proper link-up of main points at the end of the lesson 0. 1. 2. No summarizing or overall linkup of main point. Just finished when time was over. Some key points taught earlier were mentioned at the end of the lesson. But neither was there any link nor was it recorded on the board. Main points were recorded on the board/main points were dictated to be noted down. Collected summary by asking questions; link between the consecutive points also made out. The lesson was summarized at the end with excellent link up. All main points covered.
4.
XVII. Pair work/group work used 0. 1. 2. Only individual work is being promoted and encouraged. Group work is done rarely. Group work is done occasionally but not enough encouragement is given to promote it further. Group work is encouraged but no proper instructions are given for individual contribution. A number of activities are carried out through guided individuals within groups. Desired peer interaction is encouraged.
3.
3.
4.
4.
XX. Planning of the lesson evident 0. 1. No planning or scheduling of the lesson. No time scheduling - went astray many times and the teacher was just waiting for the lesson to finish or rushed towards the end.
XVIII. Project work and research based activities 0. Project work/activity has never been done or discussed with the class. Only teaching takes place in the school.
27

2. 3.
Sometimes there appeared to be planned approach, sometimes not. Kept time. Planned and systematic approach evident. The pace of progress was the same throughout. Highly planned and systematic approach.
2. 3.
Confusion was evident at times. Committed no content errors. Confident. Explained the points in different ways, was prepared for any question. Teacher was confident, clear and systematic in approach. Took questions and cleared doubts.
4.
4.
XXI. Evidence of Teachers' confidence 0. 1. Teacher was confused and nervous. Got confused and parried doubts and questions. Created confusion amongst learners also.
Date: ...................
Name of the Mentor / Monitor . Seal of the school
Signature Mobile No. E-mail Id.
28

HANDOUT 3-D
Self Review Form

I.
I.1
School Profile:
(a) Name of the school (complete address) : ........... ........... ........... ........... (b) (c) (d) (e) (f) Name of the Principal Ph. No. Mobile No. Email Website, if any : ........... : ........... : ........... : ........... : ...........
I.2
Infrastructure (a) (b) (c) (d) (e) (f) No. of students No. of teachers Student-teacher ratio No. of Classrooms Books in Library Total computers in Computer Lab/s : ........... : ........... : ........... : ........... : ........... : ........... Yes q q q q q q q q No q q q q q q q q
I.3
Are the following facilities available in the school? (a) (b) (c) (d) (e) (f) (g) (h) Assembly Place Maths Laboratory Physics Laboratory Chemistry Laboratory Biology Laboratory Language Laboratory Computer Lab Home Science Lab
29

(i) (j) (k) (l) (m) (n) (o) (p) (q)
Art & Craft Room Music Room/Dance Room Sports Room Gymnasium Activity Room/Audio-Visual Room Library Playroom for Primary Classes Playground Any other
q q q q q q q q
q q q q q q q q
Scholastic Areas
II. General
II.1 Has the school prepared its Annual Plan of teaching and assessment according to the norms suggested by CBSE, incorporating Continuous and Comprehensive Evaluation? II.2. For Classes I-X II.2.1 Avaibility of documents for verification (i) (ii) Lesson Plans of teachers of different subjects Annual Plan showing split up of syllabi according to FA1, FA2, SA1, FA3, FA4, and SA2 in classes VI-X Yes q q No q q Yes q No q
(iii) Report Books / Achievement Record as per the suggested format (iv) Record for Certificate of School-Based Assessment as per the suggested format (v) Consolidated marks register of every section/class
q q q q q
q q q q q
(vi) Student assessment form in the suggested format (vii) Result register
30

(viii) Sample Anecdotal Records (ix) Sample observation schedules (x) Narrative records (xi) Sample projects II.2.2 Curriculum Transaction and Assessment II.2.2.1 Classroom techniques are used (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) II.2.2.2 Face to face and direct teaching Activity-oriented learning Constructivist approach Active learner participation Demonstration and experiments Catering to different learning styles Scope for nurturing creativity, critical and lateral thinking Scope for raising questions and conducting discussions Integration of Formative Assessment with classroom teaching Use of appropriate teaching & AV Aids Effective integration of technology Any other Procedures to carry out Formative Assessment (a) (b) (c) (d) (e) (f) Class work Home work Oral questions Quizzes Projects (Group/Individual) Assignments / Tests
q q q q Yes
q q q q No
q q q q q q q q q q q
q q q q q q q q q q q
Yes No
q q q q q q
q q q q q q
31

(g) (h)
Experiments Lab. Activities (i) Math
q q q
q q q
(ii) Science (iii) Languages (iv) Any other (i) (j) (k) (l) Group Discussions Interviews Role Plays Seminars / Presentations
q q q q q q
q q q q q q
(m) Dramatization (n) (o) II.2.2.3 (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) Creative Writing Any other Tools used for Formative Assessment Observation Schedules Checklists Assignments Portfolios Projects Rating Scales Anecdotes and Cumulative Records Photographs Audio - Video Recordings Quiz, Games and Activities Tests Any other
Yes q q q q q q q q q q q No q q q q q q q q q q q
32

II.2.2.4 (a) (b) (c) (d) (e) (f) (g) (h) II.2.2.5 (a) (b) (c) II.2.2.6
Maintenance of Assessment Records Individual Student Assessment Form Cumulative Marks Register Result Register Samples of work of learners Evaluated Answer Scripts Practical Work Registers Portfolios Any other What is the procedure used for Summative Assessment? Pen-paper tests Open-book tests Any other
Yes q q q q q q q
No q q q q q q q
Yes q q No q q
Types of questions used in for Summative Assessment Yes q q q q q q q q q q q No q q q q q q q q q q q
II.2.2.6.1 Objective type questions (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) Completion Analogy Location Transformation Pictorial Interpretive Fill in the blanks Alternative Response Matching / Double Matching Matrix items Multiple choice
33

II.2.2.6.2 Descriptive questions (a) (b) (c) II.2.2.7 (a) (b) (c) (d) (e) (f) (g) (h) II.2.2.8 (a) (b) (c) (d) II.2.2.9 (a) (b) (c) II.2.2.10 (a) (b) (c) Long Answer Short Answer Very Short Answer
Yes q q q Yes q q q q q q q q Yes q q q
No q q q No q q q q q q q q No q q q
Does the assessment have the following characteristics? Objective based Clear instructions Definite scope of the answer Validity Appropriate level of difficulty Discriminating power Clearly spelt out value points in the Marking Scheme Reliable scoring Procedures to assess gifted students Special assignments Providing leadership roles in group work Providing opportunities as peer teachers Any other Procedures to assess weak students Special assignments Buddy help Any other Procedures to asess the differentlyabled students Special assignments Reframing oral questions Ignoring spelling and grammar errors
Yes q q No q q
Yes q q q No q q q
34

(d) (e) (f) II.2.2.11 (a) (b) (c) (d) (e) (f) II.2.2.12 (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) II.2.2.13 (a) (b) (c) (d) (e)
Explaining the rubrics of questions Providing alternative questions Any other Procedures to give feedback about Formative Assessment Individual Group Whole class Parent involvement Teacher involvement Any other Tools used for assessing Languages Activities Worksheets Class participation Project work Creative work Pair / group work Peer assessment Self assessment Students framing questions Presentations Tools used for assessing Mathematics Problems solving, MCQs Data handling and analysis Investigative projects / group projects Maths lab activities Models/Charts.
q q
q q
Yes q q q q q No q q q q q
Yes q q q q q q q q q q Yes q q q q q No q q q q q q q q q q No q q q q q
35

(f) (g) (h) II.2.2.14 (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)
Presentations Self / peer assessment Any other Tools used for assessing Science Written assignments - MCQs, descriptive Class response Experiments Planning and designing experiments Research work - individual/pair/ group work Self /peer assessment Presentations Quizzes, competitions Seminars Field trips Model making Open book test
q q
q q
Yes q q q q q q q q q q q q No q q q q q q q q q q q q
(m) Any other II.2.2.15 (a) (b) (c) (d) (e) (f) (g) (h) Tools used for assessing Social Sciences Written assignments - MCQs, descriptive Class response Research work - individual / pair / group work Self / peer assessment Presentations Quizzes, competitions Seminars Using authentic sources
Yes q q q q q q q q No q q q q q q q q
36

(i) (j) II.2.2.16 (a) (b) (c) (d)
Map work Any other Your conclusion of the Formative Assessment carried out by the school Systematic
Yes q No q q q
Well integrated with teaching-learning process q Continuous Variety of formative assessment tools and techniques used q q
(e)
Records/recorded evidences of formative assessment kept q q
(f)
Too many paper-pencil test, projects, home assignments conducted under the guise of formative assessment Your conclusion of the Summative Assessment carried out by the school Valid and reliable Variety of question types used Testing/assessment objectives well defined Regular and continuous Systematic and periodic
q Yes q q q q q
q No q q q q q
II.2.2.17 (a) (b) (c) (d) (e)
II.3. For classes I - V

II.3.1 Availability of documents for verification (a) (b) II.3.2 (a) (b) (c) Achievement Records Rating scales Curriculum Transaction and Assessment Has CCE been implemented in its true spirit? Has homework been done away with for classes I and II? Are 'Alternatives to Homework' used for classes III-V to encourage originality and creativity and is it interesting for the children? Yes q q Yes q q No q q No q q
37

(d) (e) (f) (g)
Has pass/fail system been abolished? Are there class libraries? Has the school taken the necessary steps to reduce the bag load on children? Does the school provide opportunities for children to learn (i) (ii) (iii) (iv) Art Education Work Education Physical and Health Education/Yoga Any other
q q q
q q q
q q q
q q q
Yes q q q q q q q Yes q q q q q q No q q q q q q q No q q q q q q
II.3.3 (a) (b) (c) (d) (e) (f) (g) II.3.4 (a) (b) (c) (d) (e) (f) (g)
The techniques and strategies used in the transaction of the curriculum Interactive learning Learning by doing Learning through activities Learning by raising questions Demonstration and experiments Appropriate use of teaching and audio-visual aids Use of computers to enhance learning Use of diverse modes during the teaching-learning process Teacher-Learner interaction Peer interaction Individual work Pair work Group work Whole class work Any other
38

II.3.5 (a) (b) (c) (d) (e) (f) (g) II.3.6 (a) (b) (c) (d)
Addressing the assessment of differently-abled students Special assignments Modified Course Content Individual attention using a teaching aid Peer help and Mentoring Use of teaching aids and computer to respond to their special needs Collaboration with parents and outside agencies Any other Development of an effective programme of remediation and enrichment Using assessment to diagnose Developing remediation to help students improve Special activities, tasks and other enrichment materials to address the needs of bright children Any other
Yes q q q q q q
No q q q q q q
Yes q q q No q q q
II.3.7 Methods of Formative Assessment (a) (b) (c) (d) (e) (f) A variety of tools being used Only grades are entered in the Achievement Record Only positive remarks are entered in the Achievement Record Records such as Individual profile, consolidated marks register, etc., are maintained Remedial and enrichment tasks and activities are carried out Any other
Yes q q No q q
II.3.8 Tools used for Formative Assessment (a) (b) Class tests (written) Class tests (oral)
39

(c) (d) (e) (f) (g) (h) (i) (j) (k) (l)
Alternatives to assignments Experiments Quizzes/Mind Maps/Games Recitation Creative work Projects/Research Problem solving activities/flow charts Models / Charts Book reviews Any other
q q q q q q q q q
q q q q q q q q q
Yes q q q q q q No q q q q q q
II.3.9 What are the assessment records maintained by the teachers? (a) (b) (c) (d) (e) (f) (g) Observation Schedule Anecdotal records Samples of work of the learners Individual learner profiles Consolidated marks register Result register Any other
Record Keeping Co-Scholastic Areas

III.1 General
III.1.1 Assessment of Co - Scholastic areas (a) (b) (c) (d) Life skills Attitudes and values Co - Scholastic Activities Health & Physical Education Yes q q q q No q q q q
40

III.1.2 III.1.3 I - V
Reflection of assessment in the report book on the prescribed grading scale Classes covered from I to X in the assessment of Co - Scholastic areas
q Yes q q q
q No q q q
VI - VIII IX - X
III.2
Life skills
III.2.1 (a) (b) (c) III.2.2 (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) III.2.3 (a) (b) (c) (d) Assessment of the three components of Life skills Thinking Skills Social Skills Emotional Skills Conduct of activities to impart Life Skills Group Tasks Classroom participation Sports and games Literary activities Science-related activities Functions, celebrations and exhibitions Tours and field trips Reflective exercises Role plays and simulations Any other Tools used to assess Life Skills Checklists Observation Anecdotal Records Portfolios Yes q q q Yes q q q q q q q q q No q q q No q q q q q q q q q
. Yes q q q q No q q q q
41

(e) (f) III.2.4 (a) (b) (c) (d) (e)
Narrative Reports Any other Types of records maintained for assessment of Life Skills Individual profile of students Student Assessment Form Record Book Consolidated Grade Register Samples of v Checklists v Observation records v Anecdotal Records v Portfolios
Yes q q q q No q q q q
q q q q
q q q q
(f) III.2.5 (a) (b)
Any other Whether remarks and entries are made in a systematic manner with the following: Are descriptive indicators given? Has the school/teacher developed its own descriptive indicators on the basis of guidance provided in the Manual? Has the assessment been done by a group of teachers in an objective way?
Yes q q No q q
(c) (d) (e)
q q
q q
Is the assessment supported by recorded evidence? Any other
III.3.
Attitudes and Values

III.3.1 (a) (b) (c) Assessment of all components of attitudes and values: Attitude towards teachers Attitude towards school mates Attitude towards school programs Yes q q q No q q q
42

(d) (e) (f) III.3.2 (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) III.3.3 (a) (b) (c) (d) (e) III.3.4 (a) (b) (c) (d) (e) (f)
Attitude towards environment Value systems Any other
q q
q q
Yes q q q q q q q q q No q q q q q q q q q
Activities through which attitudes and values are assessed Classroom Interaction Functions and celebrations Literary activities Field trips Science related activities Group tasks Sports and games Club activities Competitions and Co-Scholastic activities Any other Tools used to assess attitudes and values Anecdotal Record Forms/Registers Observation Forms Individual student profile Check list Any other Records available for verifying the assessment of attitudes and values Anecdotal records/registers Individual profiles Observation forms Consolidated grade/Result register Report books Any other
43

III.3.5 (a) (b) (c) (d)
Whether remarks and entries entered in a systematic manner Proper wording of the Descriptive Indicator for each learner Assessment by a group of teachers Grading as per the prescribed grading scale Any other
Yes q q q
No q q q
IV.
IV.1
Co-Scholastic Activities
Provision of facilities for Co-Scholastic activities to nurture and assess the following skills (a) (b) (c) IV.2 IV.2.1 (a) (b) (c) (d) (e) (f) (g) IV.2.2 (a) (b) (c) (d) (e) Literary and creative skills Scientific skills Aesthetic skills Activities offered by the school: Literary and creative skills Debate Declamation/Panel Discussion Creative writing Recitation Poster making/Slogan writing/Jingles Essay writing Any other Scientific and ICT skills Science club Projects Maths Lab Activities Science Quiz Science Exhibition Yes q q q q q q No q q q q q q Yes q q q No q q q
44

(f) (g) IV.2.3 (a) (b) (c) (d) (e) (f) (g) (h) IV.2.4 (a) (b) (c) (d) (e) IV.3 (a) (b) (c) (d) (e) (f) IV.4 (a) (b)
Olympiads-Science/IT Any other Visual and Performing Arts (Aesthetic Skills) Music (vocal) Instrumental Dance Drama Craft/ Drawing and Painting Sculpture/Puppetry Folk Art Any other Organisational and Leadership Skills Eco Club Health and Wellness Club Disaster Management Club AEP Club Any other Tools used for assessment Observation records Individual student profile Record of participation and achievement Photographs Narrative Reports Any other Types of student assessment sample records maintained for Co-Scholastic activities Samples of students' work Student profile
Yes q q q q q q q No q q q q q q q
Yes q q No q q
45

(c) (d) (e) (f) IV.5 (a) (b) (c) (d)
Record Book Consolidated grade/Result register Photographs/Newspaper/School magazine reports Any other Systematic entry of remarks and grades Graded as per prescribed scale alongwith Descriptive Indicator By developing new indicators or adopting the given indicators Assessment by a group of teachers Any other
q q q
q q q
Yes q No q
q q
q q
V.
Health and Physical Education

V.1 (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) V.2 (a) Provision of facilities for Health and Physical Education Sports/Indigenous Games (Mention the indigenous games offered :..) NCC NSS Scouting and Guiding Swimming Gymnastics Yoga First Aid Gardening/Shramdaan Work Education/Work Experience Any other Adequate infrastructure for Physical and Health Education Playground Yes No
q q q q q q q q q q
q q q q q q q q q q
Yes q No q
46

(b)
Courts and fields for: v Football v Cricket v Hockey v Volleyball v Badminton v Kho kho v Kabaddi v Basket Ball v Table Tennis v Any other q q q q q q q q q q q q q q q q q q
Yes q q q No q q q
V.3 (a) (b) (c) (d) V.4 (a) (b) (c) (d) V.5
Any other indoor and outdoor sports facilities Gymnasium Tennis Yoga Any other Adequate equipment and play materials of good quality are available Balls, bats, etc. Kits Gymnasium equipment Any other Provision for coaching in sports and games by appointing part time coaches from outside (If yes, please mention the sports and games for which coaching is available)
Yes q q q No q q q
Yes q Yes q No q No q
V.6 (a)
Tools used for assessment Anecdotal Record Forms/Registers
47

(b) (c) (d) (e) V.7 (a) (b) (c) (d) (e) (f) (g)
Student Participation Registers Portfolios Observation Schedule Any other Assessment records maintained for Physical and Health Education Student profile Anecdotal Forms/Registers Participation Register Photographs/Albums Portfolios Camp reports Any other
q q q
q q q
Yes q q q q q q No q q q q q q
VI. Health Status

VI.1 (a) (b) (c) (d) (e) VI.2 Addressing the following needs of students through Health and Wellness club activities Basic understanding about health Physical fitness Attitude development Participation in Health and Wellness club activities Any other Arrangement for medical examination of students by qualified doctors at least twice in a session Yes q q q q No q q q q
Yes q No q
VI.3
Maintenance of a Health card for every student Yes as per the format suggested in the Comprehensive School Health Manual (Vol. I) q Entry of all the particulars in Health status section of the Report Book Yes q
No q No q
VI.4
48

VI.5 VI.6 (a) (b) (c) (d) (e) (f) (g) (h)
The teachers convey any specific ailment promptly to the parents
Yes q
No q No q q q q q q q q
Teachers maintain their own record of observation of every student with regard to Yes Physical disabilities Diseases (Long term/communicable) Defective vision Oral and dental hygine Defect in hearing Long absence due to illness Noticeable handicap Any other q q q q q q q q
Signature
........
Name of the Mentor : ... Code Address Mobile No. E-mail Id. Seal of the School : ...... Date : .................................. : : : : ........ ........ ........ ........
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HANDOUT 3-E
Mentoring Form
Name of the Mentor / Monitor Code No. Complete address : : : ........ ........ ........ ........ ........ Name of the school mentored Code No. Complete address : : : ........ ........ ........ ........ ........ Ph. No . Mobile No . Email Id : : : ........ ........ ........
Mentoring : Areas of Concern

1. Suggestions given regarding the implementation of CCE. ................................................ 2. Suggestions given regarding the quality of classroom observations and teacher interaction. ................................................
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3.
Mentoring Suggestions regarding tasks be used for teachinglearning and Formative Assessment. ..
4.
Suggestions for Assessment of Co-Scholastic Skills and team assessment. ..
5.
Suggestion and materials (if any) given for Record Keeping of CCE. ..
6.
Mentors advice on Feedback mechanisms to students and teachers. ..
7.
Comments on your own monitoring, and suggestions for improvement. ..
Name of the Mentor / Monitor Signature Mobile No. Seal of the school Date : : .................................... E-mail Id: ..................................................
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HANDOUT 3-F
Mentoring and Monitoring Report

(To be submitted online)
Dear Mentor, We hope you enjoyed your Mentoring experience. This is to request you to give your complete contact details in this performa as well as an honest feedback regarding the instruments which you may have used during your visit. The last question (Q. 24) expects you to give concrete suggestions with respect to each school you have visited. As you are aware, that the Board is institutionalizing Mentor Awards, your valuable work will not go unnoticed. Name of the Mentor / Monitor Name of the Mentee School Date of the visit Complete address : : : : : Ph. No. Mobile No. Email Id : : : ........ ........ ........ ........ ........ ........ ........ ........
A.
GENERAL
1. CCE is being implemented effectively in the school. Strongly Agree/Agree/ Neutral/Disagree/ Strongly Disagree
B.
MENTORING AND MONITORING CHECKLIST

2. Classroom atmosphere/ambience: (a) (b) (c) (d) 3. Neat and clean Joyful and interactive Tense and threatening Non-threatening and Caring Yes/No Yes/No Yes/No Yes/No
Teaching Aids: (a) Listening/audio Yes/No
52

(b) (c) (d) (e) (f) (g) (h) 4.
Visual Clipping/PPTs Stories/Anecdotes Images/Symbols Maps/Graphics Hands on experiences Authentic World Current/Topical
Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No
The teaching aids/support materials were adequate.
C.
CLASSROOM OBSERVATION SCALE

5. Concept clarification by the teacher: (a) (b) (c) (d) 6. Illustrative and interesting Clear and concise Confused Doubtful Yes/No Yes/No Yes/No Yes/No
Student talk/response: (a) (b) (c) Freedom to question Active participation Eliciting responses Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No
7. 8. 9. 10. 11.
Level of interaction with the class was satisfactory. The objectives of lesson were realized satisfactorily. The needs of the 'inclusive children' were integrated. Learners'/students active participation was not visible. Planning, summarization and recapitulation of the lesson was done effectively.
D.
INFRASTRUCTURE FACILITIES
12. Availability of facilities: (a) (b) (c) (d) (e) Assembly Place Maths Laboratory Physics Laboratory Chemistry Laboratory Biology Laboratory Yes/No Yes/No Yes/No Yes/No Yes/No
53

(f) (g) (h) (i) (j) (k) (l) (m) (n) (o) (p) (q) (r)
Language Laboratory Computer Lab Home Science Lab Art & Craft Room Music Room/Dance Room Sports Room Gymnasium Activity/Audio-Visual Room Library Playroom for Primary Classes Playground Staff Room Any Other
Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No _______________
E.
ASSESSMENT AND FEEDBACK

13. Overall impact of Formative Assessment carried out by the school: (a) (b) (c) (d) (e) (f) 14. Systematic Well integrated with teaching-learning process Continuous Variety of formative assessment tools and techniques used Records/recorded evidences of formative assessment kept Too many paper-pencil test, projects, home assignments conducted under the guise of formative assessment Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No
Overall impact of Summative Assessment carried out by the school: (a) (b) (c) (d) (e) Valid and reliable Variety of question types used Testing/assessment objectives well defined Regular and continuous Systematic and periodic Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No
15. 16.
Pass/Fail system has been completely abolished. Components of Co-Scholastic areas are assessed efficiently:
54

(a) (b) (c) (d) 17. 18. 19. 20.
Life Skills Attitudes and Values Co-scholastic Activities Health and Physical Education
Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No
The assessment is reflected in the report book on the prescribed grading scale. All the classes from I - X are covered in the assessment of Co-Scholastic Areas. Team assessment is carried out effectively. Mode of feedback (a) (b) (c) (d) (e) Individual Group Whole Class Parent Involvement Teacher Involvement
Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No
21.
Feedback mechanism followed in school is satisfactory.
F.
REPORTS AND DOCUMENTS

22. 23. 24. Annual plan of teaching and assessment have been prepared according to CBSE norms. All the documents are available for verification. Yes/No Yes/No
Improvement regarding implementing CCE. Please give concrete suggestions. (NOT MORE THAN 100 WORDS) ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________
Name of the Mentor / Monitor Signature Mobile No. E-mail Id: .........................................................
55

HANDOUT 3-G
Mentee Feedback Form

Dear Mentee, The Board in its endeavour to ensure proper implementation of Continuous and Comprehensive Evaluation (CCE) in all its affiliated schools has initiated the Mentoring and Monitoring Scheme. Under this scheme, the Mentor school is assigned a group of three to five schools for mentoring their process of implementation of CCE. The Mentor visits the Mentee schools and guides them in the effective and proper implementation of the CCE guidelines issued by the Board. Observations about the Mentee school are documented by the Mentor using the various tools developed by the Board and submits the report to the Board twice in a session. We hope that your Mentor has visited your school and you had a fruitful experience. We also hope that your Mentor has given you valuable inputs that have proved useful in the implementation of CCE as envisaged by the Board. In order to improve and enhance this process, we request you to share some information regarding your experiences of the Mentoring and Monitoring process. Thank you
Dr. Sadhana Parashar Director (Academics & Training)
56

MENTEE FEEDBACK REPORT

Section - I
a. Details of the Mentee school Name of the Mentee school Complete Address : : _____________________________________________ _____________________________________________ _____________________________________________ Name of the Principal Contact Details: Ph. No. Mobile No. Fax No. Email ID : : : : : _____________________________________________ (O) ____________________ (R)__________________ _____________________________________________ _____________________________________________ _____________________________________________
b.
Details of the mentor school Name of the Mentor school Complete Address : : _____________________________________________ _____________________________________________ _____________________________________________ Name of the Principal Contact Details Ph. No. Mobile No. Fax No. Email ID : : : : : _____________________________________________ (O) ____________________ (R)__________________ _____________________________________________ _____________________________________________ _____________________________________________
c.
Date(s) of the visit of the Mentor:
(i) (ii) (iii)
________________________________________ ________________________________________ ________________________________________
Section - II
DURING THE MENTORING PROCESS 1. Mentor visited various classes to see the teaching-learning process. Yes / No
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2. 3.
Mentor interacted with various teachers regarding the teaching-learning process and his observations thereof after visiting their classes. Yes / No Mentor assisted the teachers in doubtful lessons. Specify the subjects (if applicable): a) b) c) d) e) f) English Hindi Mathematics Science Social Science Any other Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No
4. 5. 6. 7.
Mentor checked the availability of various teaching aids and their usage. Mentor helped in developing an effective work based evaluation plan as per CCE guidelines. Mentor suggested various tools to carry out the Formative Assessment. Mentor looked into the various components of Co-Scholastic Assessment. a) Please specify the components (if applicable): i) ii) iii) iv) v) vi) Life skills Work Education Visual/Performing arts Attitude and values Activities (Co-scholastic activities) Health and Physical Education
Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No
8.
Mentor checked the various documents being maintained by the schools for Formative Assessment. Mentor cross-checked/verified the information provided by you in the 'Self Review Form' submitted to the Mentor prior to the visit. Mentor facilitated the interaction of teachers of his/her schools with the teachers of your school.
9. 10.
Yes / No Yes / No
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Section - III
AFTER THE PROCESS 1. 2. 3. 4. 5. Mentor assisted you even after the visit to your school. You found the Mentoring process to be useful. Teachers are more comfortable with the implementation of CCE after the Mentor's visit. You are able to implement the CCE guidelines issued by CBSE in toto after the Mentoring process. Would you like the same Mentor to be retained for the next session? If not, please specify the reason(s): ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Yes/No Yes/No Yes/No Yes/No Yes/No
Section - IV
1. Attitude of the Mentor i) ii) 2. 3. Supportive and collaborative Facilitating/Guiding Yes/No Yes/No Yes/No
Mentor updated you about the latest circulars and guidelines by CBSE. PLEASE RATE THE MENTORING PROCESS DONE IN YOUR SCHOOL: a) b) c) d) e) Excellent Very Good Good Average Needs improvement
If you have selected 'needs improvement', kindly specify the areas that need improvement:____________________________________________________________ _____________________________________________________________________________ Signature................................................................ Date : ..................................... Name of the Principal........................................... Seal of the Principal..............................................
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HANDOUT 4-A
Process of Mentoring
The following is the process to be followed by the Mentor: Pre-visit - Contact the School Principal (to fix a week in which you may visit) $ Carry a CBSE letter which identifies you as Mentor & Monitor $ Carry Tools : Checklists, Classroom Observation Scale, Interaction with Teacher Form & Self Review Form on CCE $ Verify evidence regarding Self Review Form on CCE $ Record feedback on Mentoring Form $ Share areas that need Mentoring with Principal and Teachers $ Provide support through sharing of material $ Submit Report to CBSE online
60

HANDOUT 4-B
Mentoring and Monotoring - The Process

Stage - I: PREPARATION
The Mentor and Monitor will find it useful to make preparations before visiting schools for v carrying out mentoring and monitoring. Steps are given below: 1. 2. 3. 4. Ensure that the list of schools that have to be visited by you is available. Contact the school Principals and prepare a schedule of your visits. Send a letter along with copies of Self Review Form to the school Principals, with a request to electronically fill in the school details in the appropriate places. Your letter may include the following details and instructions: (a) (b) (c) Date(s) of visit. Name(s) of Mentor and Monitor with Ph No., Address, E-mail Id, etc. The documents that you would like to look at (Marks Register, Tools used for Formative Assessment, Samples of Summative Assessment Form, Projects, Checklists, etc.) Instructions to the effect that the subjects and classes will be observed on a random sample basis. Arrangements for interaction with teachers and Principal. Letter from the CBSE authorising you to visit schools. List of schools allocated to you. Some sample materials from your school, particularly in Formative Assessment, like tools prepared by your teachers in different subjects, split up of syllabi, samples of filled in report book, completed Certificate of School Based Assessment (class - X), samples of pages from grade register, the process developed by your school to record FAs and SAs, and tools for assessing Co-Scholastic areas.
(d) (e) 5. (a) (b) (c)
Ensure that you carry the following:
Stage - II: SCHOOL VISIT

The Mentor and Monitor may be accompanied by a senior teacher of their school (of a subject v different from their own) for school visits. The Mentoring and Monitoring team will observe and record its findings as per the guidelines v given below: (a) (b) The Principal of the school will be consulted with regard to the plan of the day's work, the sequence and the materials required. The Self Review Form completed in all respects will be collected from the Principal.
61

(c) (d) (e)
Classes will be observed on the basis of random sampling and complete the Mentoring and Monitoring Checklist with remarks. Talk informally to the teacher whose class you have observed and enter your remarks in the Teacher Interaction Form. On the basis of the completed Mentoring and Monitoring Checklist and the Teacher Interaction Form, rate the classroom teaching on the Classroom Observation Scale. Use the Indicators of Assessment for Classroom Observation for rating the classroom teaching. Collect the completed Self Review Form that includes Record Keeping of Co-scholastic and Scholastic Areas. Scrutinize records of evidence to verify the entries made in the Self Review Form by the school. Wherever the school's claim is not borne out by recorded evidence, the same may be noted down and later brought to the notice of the Principal and / or the teachers, as the case may be. After completing this process of (i) Classroom Observation, review and rating (ii) Scrutiny of Self Review Form and evidences, complete the Mentoring form. Give suggestions in clear and unambiguous language. Hold a mentoring session with the Principal and the teachers, pointing out the strengths and weaknesses of the school in implementing CCE. Give your suggestions in a friendly manner and offer any other help that your school can extend. Discuss with the Principal and evolve a future plan of action for: (i) Strengthening CCE in the school by removing the deficiencies. (ii) Further mentoring sessions.
(f) (g)
(h)
(i)
(j)
v Collect documents that you consider essential to support your remarks and suggestions. v Before leaving the school, put in place a channel of communication between your team and the Mentee school Principal and teachers so that the school can receive mentoring help online/over telephone/by mail.
Stage - III: REPORTING

After completing the school visit, the Mentor and Monitor have to complete the following: (a) (b) Fill in the Mentoring and Monitoring Report (Handout 3F) giving observations and comments on each of the schools visited and submit them online. Fill in the following forms, complete in all respects, and keep them with you safely. These forms should be sent to the Board only if demanded by the Board later. (i) (v) Mentoring Form (ii) (iv) Classroom Observation Rating Form Teacher Interaction Form (iii) Self Review Form
Mentoring and Monitoring Checklist
62

MENTORING AND MONITORING CIRCULARS

Gram: CENBOSEC Website: www.cbse.nic.in Phones: 22509252-59 Fax: 225185826
CENTRAL BOARD OF SECONDARY EDUCATION

(An autonomous Organization under the Union Ministry of Human Resource Development, Govt. of India)
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi110092 CBSE/ACAD/CCE/M&M/2010 5th July, 2010 Circular No. 29 All the Heads of Institutions of Private Independent Schools affiliated with the Board Subject: Mentoring and Monitoring of Continuous and Comprehensive Evaluation (CCE) implemented by the Central Board of Secondary Education.
Dear Principal The Central Board of Secondary Education has introduced a number of steps for reforms in the school education sector. The creation of an assessment paradigm that is diagnostic in nature, provides essential feedback about each student and helps in the all-round growth of the learner is the backbone of the Continuous and Comprehensive Evaluation (CCE) system. Although not a new concept, it requires changes in the ways in which schools have been assessing their students and there are many issues that can come in the way of its effective and efficient implementation. While every school has its own unique environment, focus and resource availability, a collective experience with different schools would help us understand the possible issues a school could face. These inputs would be critical in ensuring that there is sufficient sharing, guidance and intervention that can be carried out to make CCE successful in schools. The overall approach for this exercise in Mentoring and Monitoring of Schools, therefore, is based on two major objectives: v to ensure that the implementation of CCE has to be in letter and spirit, not just a procedure fulfilled on paper.
63

it involves working very closely with the actual resource base that can make CCE a worthwhile v initiative i.e., the teachers and school leaders. This involves understanding them, their views and their constraints (and finding ways to resolve them). Furthermore, in accordance with the recommendations of National Curriculum Framework (2005) and National Knowledge Commission (2008), it is felt that this is also an opportunity for schools to revamp the internal school assessments, especially in the area of quality leading to enhanced learning. Capacity Building: One of the main aims of M & M programme is to build capacity within the schools to implement CCE effectively. This will be done through 'Train the MentorMonitor framework'. Mentors and Monitors will work as Peer Assessors. Each Mentor is a Principal who will be assigned three to six schools in the neighborhood. The Mentor will visit a school and document observations through Checklists, Interaction with Teacher Form, Classroom Observation Scale, Self Review Form and Mentoring Form on CCE. They will then mentor the school if required. A report will need to be submitted online. The process to be followed by the MentorMonitor is at Annexure A. Identification of Mentoring Schools: Mentoring Schools have been identified based on the following criteria: Reach v Vicinity to other schools v School's relations with schools that it will be required to mentor & monitor v Motivated and Proactive Management v Visibility v Vision to incorporate new ideas v Nominated and supported by Regional Offices v Prior experience in leading new educational initiatives v The Mentoring schools are expected to provide a helping hand to such schools in their respective areas by sharing their best practices or inviting schools to their own schools and by making use of the Mentoring tools developed by the Board. The Role of the Mentor & Monitor: The role of the Mentor is different from that of an Inspector or an Auditor. A Mentor seeks to promote an atmosphere of trust, support and encouragement. Ideally, the Mentor is a Peer willing to share and learn in the process. CBSE CCE and Mentor Awards 2010-2011 for Private Independent Schools: I am delighted to share with you the initiation of the CCE and M&M awards for Private Independent Schools with effect from the present session, i.e., 2010-2011:
64

A. CCE Award for schools: One award for every 100 schools and each award shall consist of ` 25,000/- and a certificate. B. Mentor Award for Principals: One award on every 100 schools , i.e., one award on every 10 to 15 mentors and each award shall consist of ` 10,000/- and a certificate. Criteria for CCE Award for schools: These awards will be decided on the basis of the following criteria: 1. 2. Awareness of CCE Implementation of the following in the School Based Assessment: a. Classes I & II: Achievement Card b. Classes III V: Rating Scale c. Classes VI VIII: As per the guidelines provided in the Teacher's Manual d. Classes IX & X: As per the guidelines provided in the Revised Manual 3. Awareness Generation regarding CCE: a. Advocacy Programme for Parents b. Training Programme for Teachers v Organized by CBSE v Organized by some other agency 4. Record Keeping: a. Student's Profile and Portfolios b. Marking of the project work 5. Implementation of CCE: a. Lesson planning b. Use of teaching aids c. Kind of activities done/planned for the formative assessment
6. Format of the Report card/Assessment Sheets 7. Assessment of Scholastic and Co-scholastic Areas Note: The schools will apply for the CCE awards by filling in the Self Review Form with evidence. This can be uploaded on the CBSE website in the CCE corner under CCE Awards. Criteria for Mentor Award for Principals: Alongwith the above mentioned criteria, the following will also be considered:
65

1. 2. 3. 4.
Percentage of schools covered. Kind of support given to the mentored schools. Reports submitted to the Board. Feedback received from the Mentee schools.
The letter to the Chairman/Director/Manager of the Mentor school, letter to the Principal of the Mentor School and letters to the Principals of the Mentee Schools have already been dispatched by CBSE. In case the Mentee schools have a concern regarding the Mentor Schools chosen by the Board, they can write in confidence to Dr. Sadhana Parashar, Head (Innovations & Research) at sadhanap.cbse@nic.in or sadhanap.cbse@gmail.com; the cases received so far are being reviewed and their concerns will definitely be addressed. Moreover, for any further enquiry or information regarding the Mentoring & Monitoring Programme, further M&M trainings, change of Mentor or Mentee schools or inability to access the website for online submission of the reports, you may contact Mr. R. P . Singh, Assistant Education Officer at telephone no. 011-23231070. We look forward to your continued support, cooperation and motivation in taking this venture forward. The concept of learning through sharing is implicit in Mentoring and we hope that it will be an enriching experience both for the team of the Mentors as well as for the team of the Mentee schools. The CBSE places implicit faith as always in its collaborative partners, Principals, Teachers and Management who will be a part of this massive exercise. Regards, Yours sincerely,
(VINEET JOSHI) CHAIRMAN
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below, to also disseminate the information to all concerned schools under their jurisdictions and adapt the scheme accordingly:
1.
The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh Marg, New Delhi-16.
2. 3.
The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi. The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat, Delhi110 054.
66

4.
The Director of Public Chandigarh-160 017.
Instructions
(Schools),
Union
Territory
Secretariat,
Sector
9,
5. 6. 7. 8.
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim 737 101. The Director of School Education, Govt. of Arunachal Pradesh, Itanagar-791 111. The Director of Education, Govt. of A&N Islands, Port Blair-744 101. The Secretary, Central Tibetan School Administration, ESS Plaza, Community Centre, Sec 3, Rohini, Delhi-85. All the Regional Officers of CBSE with the request to send this circular to all the Heads of the affiliated schools of the Board in their respective regions. The Education Officers/AEOs of the Academic Branch, CBSE. The Joint Secretary (IT) with the request to put this circular on the CBSE website. The Library and Information Officer, CBSE EO to Secretary, CBSE PA to CE, CBSE PA to Secretary, CBSE PA to Director (Acad.) PA to HOD (AIEEE) PA to HOD (Edusat) PRO, CBSE
9.
10. 11. 12. 13. 14. 15. 16. 17. 18. 19.
CHAIRMAN
67

Annexure-A
PROCESS TO BE FOLLOWED BY THE MENTORMONITOR

Pre-visit-Contact the School Principal (to fix a week in which you might visit)
$
Carry CBSE letter which identifies you as Mentor & Monitor
$
Carry Tools: Checklist, Classroom Observation Scale, Interaction with Teacher Form & Self Review Form on CCE
$
Verify evidence regarding Self Review Form on CCE
$
Record feedback on Mentoring Form
$
Share Areas that Need Mentoring with Principal and Teachers
$
Feedback needs to be positively shared with Empathy and Sensitivity
$
Provide support through sharing of material
$
Submit report to CBSE online by registering through your unique Mentoring id
68

Gram: CENBOSEC Website: www.cbse.nic.in
Telefax: 23234324

17, Rouse Avenue, New Delhi 110 002 F. No. CBSE/ACAD/Dir (Trg.)/M&M/2011 December 5, 2011 Circular No.86/2011
Sub.: Mentoring and Monitoring exercise for the session 2011-12 regarding appointment of Mentors. Dear Principal, Mentor/Mentee schools, For proper implementation of CCE in its schools, the Board has conducted a number of Mentoring and Monitoring workshops to train the Mentors throughout the country. In the academic session 2010-11 and in the current session together the Board has covered almost entire country for M&M training. Nowadays mails and phone calls are being received regarding M&M training and the Mentors allotted to an individual school for the current year. In reference to such queries it is for information of the Mentors and Mentee schools that : 1. The mentee schools where Mentors were appointed last year may continue to take Mentorship of old mentors until they receive any communication from the Board about change of Mentor. 2. The Old Mentors are requested to Mentor the schools allotted to them last year with the same Mentor ID which was allotted last year until they receive any fresh communication following a training programme, if any, attended by them in the current session. 3. New Mentors who have been trained during the current session may kindly start mentoring those schools which have been allotted to them at the time of training or through letter sent/being sent on your e-mails. 4. After the Mentee schools are visited and mentored by the Mentors, they are requested to kindly submit the Online Reports at the earliest in the Handout-3F in respect of each school mentored by them. No combined report in respect of all the schools mentored should be sent. They may also submit their Bills for Token Honorarium and actual conveyance duly certified and supported with documents strictly as per guidelines contained in appointment letters issued to them. 5. For further information, if any, they may kindly contact Mr. Shekhar Chandra, Section Officer (CCE/M&M) through e-mail on: cbsemnm@gmail.com or on telefax No. 011-23234324.
69

With regards, Yours sincerely,
(Dr. Sadhana Parashar ) Director (Trg.) Copy to : 1. 2. 3. 4. 5. 6. 7. 8. 9. The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh Marg, New Delhi-110 016. The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi. The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat, Delhi-110 054. The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9, Chandigarh-160 017. The Director of Education, Govt. of Sikkim, Gangtok, Sikkim 737101. The Director of School Education, Govt. of Arunachal Pradesh, Itanagar 791 111. The Director of Education, Govt. of A&N Islands, Port Blair - 744101. The Secretary, Central Tibetan School Administration, ESS Plaza, Community Centre, Sector 3, Rohini, Delhi-110 085. All the Regional Officers of CBSE with the request to send this circular to all the Heads of the affiliated schools of the Board in their respective regions.
10. The Education Officers/AEOs of the Academic Branch, CBSE. 11. The Joint Secretary (IT) with the request to put this circular on the CBSE website. 12. The Library and Information Officer, CBSE 13. EO to Chairman, CBSE 14. PA to CE, CBSE 15. PA to Secretary, CBSE 16. PA to Director (Acad.) 17. PA to Director (Spl. Exam) 18. PA to HOD (Edusat) 19. PRO, CBSE
(Dr. Sadhana Parashar ) Director (Trg.)
70

Gram: CENBOSEC Website: www.cbseacademic.in
Telefax: (011) 23234324 Email-id: sadhanap.cbse@nic.in

Shiksha Sadan, Rouse Avenue, New Delhi 110 002 F. No. CBSE/ACAD/Dir (Trg.)/M&M/2012 July 9, 2012 Circular No. Acad-31/2012
Sub.: Important changes in CCE Mentoring and Monitoring Framework Updation and upgradation of Mentoring Corner in the Board's Academic Website i.e. www.cbseacademic.in Dear Principal, Mentor/Mentee schools, Continuous and Comprehensive Evaluation (CCE) in its strengthened form was initiated by Central Board of Secondary Education at Secondary Stage in all schools affiliated to it from the academic session 2009-2010. The CCE scheme has been implemented in its schools successfully with the cooperation and untiring efforts of various stakeholders in general and that of the Mentors in particular. During the last 2-3 years, the Mentors appointed by the Board have significantly contributed positively towards implementation of CCE scheme in CBSE schools. Now we need to give further impetus to the implementation of CCE scheme and carry mentoring further through handholding and collaboration. Mentors can now access the CBSE Academic Website (www.cbseacademic.in) to reach Mentoring-Monitoring Framework under the Mentoring Corner. l In the above website an exclusive corner for Mentoring has been provided in which all documents related to Mentoring and Monitoring are available. The Mentoring Corner as on date contains: All about Mentoring and Monitoring Notifications about Mentoring and Monitoring Workshops Circulars regarding Mentoring and Monitoring Mentors Data Contact details User Manual
l The above information is accessible to every user. l As you are aware the Board started Mentoring and Monitoring exercise in the year 2009-10 and to monitor the progress of implementation of CCE in the Boards affiliated schools, willing principals from across the country were trained as Mentor and Monitors and were allotted Mentor Codes to operate online with the Board.
71

Now, to streamline the process and further automate its Mentoring and Monitoring activities, it has l been decided that all the Mentor/Mentee IDs allotted earlier and now onwards be named as Mentor/Mentee Code(s). Online interaction with Mentor/Mentee schools has now been made operational through a new Login ID for every Mentor/Mentee school. This Login ID for any school whether it is a Mentor or a Mentee will be its School No. which is l allotted by the respective Regional Offices of the Board. The guideline for allotting Login IDs and generating Password is explained in Annexure-1. Each Mentor and Mentee school will also be allotted Mentor/Mentee Code which represents the school l as a Mentor or as a Mentee and will be used by them after properly logging into the Mentoring Corner for accessing specific material related to mentoring. The method for allotting Mentor/Mentee Codes is explained in Annexure-2. The Mentor Codes will be allotted to only those School Principals who attend the Mentoring and l Monitoring Orientation Programme and Mentees will also be allotted to these trained Mentors after the Orientation Programme only. However, the information specific to Mentor school and the Mentee school has been made accessible l only after entering through Unique Login IDs in the Login window and entering valid Password. Guidelines to login as a User school are also given in the home page of Mentoring Corner of Boards academic website www.cbseacademic.in which may be read very carefully before logging in. All documents to be used by the Mentors such as Appointment letter as Mentor, letter to the l Chairman/Manager of the Mentor school, Mentee list and Mentor Report etc. can be accessed through properly Logging in with Login IDs and getting a password and then clicking on latest Mentor Codes. Guidelines to login through Login IDs are given in Annexure-1, Points 5,6 & 7-A. The format of On-line Report (Handout-3F) which is to be sent to the Board by the Mentor has been l modified. It has been made more objective and analytical in character. This would enable quality monitoring and effective implementation of CCE in the affiliated schools of the Board and help in identifying the resourceful and competent Mentors. The outcome analysis of these reports shall be one of the criteria for the CBSE Mentor Award selection process. All documents to be used by the Mentee schools i.e. i) Mentee letter which contains information about l the Mentor allotted to them, ii) Self Review Form (SRF) to be downloaded, filled-in and sent to the Mentor allotted to their school and iii) Mentee Feedback Form about improvement in implementation of CCE after mentoring by the allotted Mentor is also accessible to the Mentee schools which shall be submitted online to the Board. Guidelines to login through Login IDs are given in Annexure-1, Points 5,6 & 7-B. Through this upgraded mentoring website efforts have been made to make Mentoring and Monitoring l activities transparent and to ensure access to every school and a kind of responsiveness among the schools. Now on one hand every school which is a Mentor or a Mentee can get to know online about their Mentor/Mentee through Login IDs and Password generated by them and on the other hand the Board also can take stock of the Mentee through Mentor Report and about the Mentor through the Mentee Feedback. The mentee schools where no new Mentors have been appointed or changed, will continue to take l Mentorship of old mentors until they are contacted by the New Mentor or receive any communication from the Board about change of Mentor. However, their Mentee Codes will now stand changed as per new
72

Method given in Annexure-2 and to submit their online Mentee feedback they are requested to follow new guidelines as given in Annexure-1. l Old Mentors who have not been changed or retrained are requested to continue to Mentor as many schools as can be mentored by them until they receive any communication following a fresh training programme, if any, attended by them or otherwise. However, their Mentor Codes will now stand changed as per new Method given in Annexure-2 and to submit their online reports they are requested to follow new guidelines as given in Annexure-1. l All the Mentors are requested to visit the Mentees allotted to them twice in an academic year with one visit performed in each term. After the Mentee schools are visited and mentored, the Mentors are requested to submit separate Online Reports at the earliest in respect of each school mentored by them in the newly developed format i.e. Handout-3F, available on website. No combined report in respect of all the schools mentored should be sent. They may also submit their Bills for token Honorarium and actual conveyance/TA/DA as the case may be, duly certified and supported with documents as per guidelines contained in appointment letter issued to them. Token Honorarium Form, Conveyance Form and TA/DA Form can be accessed through Mentor IDs allotted to the Mentors. l All the Mentors are requested to undertake the Mentoring work with above information/guidelines into perspective and continue to extend their valuable cooperation in the effective implementation of CCE scheme in all the schools affiliated to the Board. l It is important to mention that allotment of Mentors to newly affiliated schools may take some time. Therefore, these new schools and those schools which have not been allotted Mentor so far may take help of Board appointed neighbouring Mentor schools or from the Experts of CBSE Sahodaya school Complex of their area to ensure proper implementation of the CCE in their schools. The Mentor Data is available in the Mentor corner of Board's academic website i.e. www.cbseacademic.in. The Board has appointed about 3000 mentors with each mentor allotted 3 to 5 schools for mentoring in the neighborhood/nearby cities. Taking cognizance of efforts, hard work and improvement in quality of education through mentoring by mentors, the Board has decided to Award such outstanding Mentors w.e.f. academic session 2011-12. The details shall be made available on above website soon. For further information, if any, they may kindly contact Mr. Shekhar Chandra, Desk Officer (M&M) through email on: cbsemnm@gmail.com or on telefax No. 011-23231667. With regards, Yours sincerely,
(Dr. Sadhana Parashar) Director (Training) Copy to : 1. The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh Marg, New Delhi-110 016.
73

2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19.
The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi. The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat, Delhi-110 054. The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9, Chandigarh-160 017. The Director of Education, Govt. of Sikkim, Gangtok, Sikkim 737101. The Director of School Education, Govt. of Arunachal Pradesh, Itanagar 791 111 The Director of Education, Govt. of A&N Islands, Port Blair - 744101. The Secretary, Central Tibetan School Administration, ESSESS Plaza, Community Centre, Sector 3, Rohini, Delhi-110 085. All the Regional Officers of CBSE with the request to send this circular to all the Heads of the affiliated schools of the Board in their respective regions. The Education Officers/AEOs of the Academic Branch, CBSE. The RO (Technology) with the request to put this circular on the CBSE website. The Library and Information Officer, CBSE EO to Chairman, CBSE PA to CE, CBSE PA to Secretary, CBSE PA to Director (Acad.) PA to Director (Spl. Exam) The Joint Director, CBSE PRO, CBSE
Director (Training)
74

ANNEXURE-1 GUIDELINES FOR MENTORS AND MENTEE SCHOOLS FOR LOGGING IN AND ACCESSING VARIOUS DOCUMENTS FROM THE CBSE ACADEMIC WEBSITE i.e. www.cbseacademic.in or CBSE MENTORING CORNER www.mnm.cbseacademic.in The following guidelines may kindly be read by every Mentor/Mentee school very carefully:1. As you are aware, the Board initiated Mentoring and Monitoring exercise in the year 2009-10 to monitor the progress of implementation of CCE in affiliated schools. Willing principals from across the country were trained as Mentors and were allotted Mentor Codes to operate online with the Board. Now, to streamline the process and further automate its Mentoring and Monitoring activities, it has been decided that all the Mentor/Mentee IDs allotted earlier and now onwards be named as Mentor/Mentee Code(s). Online interaction with Mentor/Mentee schools has now been made operational through a new Login ID for every Mentor/Mentee school. This Login ID for school whether it is a Mentor or a Mentee will be its School No. which is allotted by the respective Regional Office of the Board. Each Mentor and Mentee school will also be allotted Mentor/Mentee Code which represents the school as a Mentor or as a Mentee and will be used by them after properly logging into the Mentoring Corner for accessing specific material related to mentoring. While accessing Mentoring Corner of the Boards Website, please remember to login with the correct User/Login ID i.e. your school Number. First get your password by clicking on "Generate your Password" option and follow the steps given therein. On completion of given steps you will get your password and you will become a Registered User of the Board for Mentoring and Monitoring. You are requested to preserve this password and use it for all online interactions related to Mentoring and Monitoring with the Board. Until and unless the correct User/Login ID (your school no.) and password is entered, you will not be able to access documents related to Mentoring and Monitoring. After the password is generated, as a registered user you will have access to view and download the Mentoring documents related to your school as a Mentor or as a Mentee as the case may be. The webpage, after entering the User/Login ID and the Password, will show the content as per the status of the school as a Mentor as well as Mentee or a Mentee only. A) If the school is a Mentor as well as a Mentee the webpage will show the following contents: Welcome User "Sch. No.": "School Name and address" Details of all Codes allotted so far to User (please click on the corresponding Codes for viewing Documents) Codes as Mentor Sl.No. 01 02 Mentor Code *M_M(RegionCode)_Affln. No. M_M(RegionCode)_Affln. No. Workshop Venue Date of Workshop Name of School Name of School date date Report Details about Mentee Summary of Reports Summary of Reports
2.
3. 4.
5. 6.
7.
75

Codes as Mentee Code of Mentoring School M_M(RegionCode)_Affln. No. Venue of Mentor Training Name of School Date of Training Date Feedback Details about Mentor Summary of Feedback -
Sl.No.
Mentor Code M_M(Region Code)_Sch. No. -
01 02
As a Mentor you have to follow the guidelines given below: i) (*) mark at Sl. No.1 as shown in the table above indicates latest Mentor Code and it is to be used by the Mentor for future online interactions. On clicking on this Mentor code, a Mentor can view and/or download various letters and documents used by the Mentors, i.e.; a) Mentor letter, letter to Chairman of Mentor school, Mentee list and Mentee letter. b) Mentoring Tools M & M checklist, Teacher Interaction Form, Classroom Observation Scale, Self Review Form, Mentoring Form and Mentor Report. Mentor Report i.e. Handout 3-F to be submitted online to the Board separately for each Mentee school just after visit to the school. All other handouts will be kept in safe custody by the Mentor and should be sent to the Board only if demanded by the Board. c) Process of Mentoring and Monitoring d) Collaterals used during the M & M Orientation Program e) Claim/Bill Forms ii) The CBSE has reshuffled the original list where there were about 10 schools given to a Mentor. These schools are being reduced to 2-5 schools per Mentor. Kindly bear with us. Changes/additions in the old mentor list are also being done where necessary. Each school has to fill in the Self Review Form (SRF) for themselves only and not for any other school. The Mentor school will only observe evidence in case of the data filled in by the Mentee School in the SRF. Various tools to be used for the Mentoring & Monitoring of CCE are available to all the schools in Mentoring Corner of Boards Academic website. CBSE is also addressing concerns that have been raised by certain Mentee as well as Mentor Schools and these are being communicated to them on one-to-one basis.
iii) iv) v) vi)
vii) Mentors are requested to understand and carry out the M&M initiative in the spirit of learning from each other as Peer Assessors. It should not be used as a brand building or advertising exercise for ones own Institution. Any Mentor found to be doing so will be disqualified and will not be considered for the CBSE Mentor Award. viii) There are certain procedures for Mentoring, which have to be followed by all the Mentor Schools. These have been shared in the various Mentoring Workshops conducted by the Board and are also available in the "Tools for Monitoring & Mentoring of CCE". These procedures should always be kept in mind while mentoring. These are also being reproduced here for reference and perusal.
76

ix)
The Mentors who have been trained/retrained in the Mentoring workshops organized by the Board are requested to extend all possible help to mentor/guide newly affiliated schools of their area and other schools which have not been allotted Mentors by the Board as and when approached by such schools. Some Mentors who have undergone training in the Mentoring workshops have been kept as Reserve Mentors and their services will be utilized as per requirement.
x)
CONVERSATIONAL AIDS TO PROVIDE EFFECTIVE FEEDBACK TO THE MENTEE SCHOOL THROUGH THE MENTORING REPORT: WHAT TO DO WHAT TO SAY
State your assumptions and describe the data Here's what I think, and here's how I got there. that has led to them. Explain your assumptions. Make your reasoning explicit. I assumed that I came to that conclusion because
Explain the content of your point of view: Who In my point of viewthey will be affected will be affected by what you propose; How will like they be affected, and Why? To get a clear picture of what I am talking about, Give examples of what you propose even if they imagine that you are the student who will be are Hypothetical or metaphorical. affected. I understand your perspective" As you speak try to picture the other peoples perspective on what you are saying. What do you think about what I just said? or Encourage others to explore your models, your Do you see any flaws in my reasoning? or assumptions and your data. What can you add? Here's one aspect which you might help me to Reveal where you are least clear in your thinking, think through rather than making you vulnerable. It diffuses the force of those who are opposed to you and invites improvement. Do you see it differently? Even when advocating, listen, stay open and encourage others to provide different views.
77

GROUND RULES FOR THE MENTORS v Punctuality and time management. v Do not interrupt the Principal/teacher if they would like to make a point. v Ask questions one at a time. v You may ask questions by writing them down on slips of paper and putting them in the question box placed in the room. v Non-judgmental approach do not laugh at any person. v Respect each others feelings, opinions and experiences. v Respect the teacher and always seek permission before entering any class. v During class observation it is best to quietly observe and not raise doubts there and then. v Maintain confidentiality at all times. v Under no circumstances should you or any member of the team be critical of the teacher in front of the students. B) If the school is a Mentee school the webpage will show the following contents: Welcome User "Sch. No.": "School Name and address" Details of all Codes allotted so far to user (please click on the corresponding Codes for viewing Documents) Codes as Mentee Code of Mentoring School M_M(RegionCode)_Affln. No. Venue of Mentor Training Name of School Date of Training date Feedback Details about Mentor Status -
Sl.No.
Mentor Code M_M (Region Code)_Sch. No. -
01 02
As a Mentee you have to follow the guidelines given below: i). After logging in, the Mentee school can access and download various letters and documents useful to the Mentee schools, i.e.: a. b. c. ii). Mentee letter Self Review Form (SRF) to be filled and submitted to the Mentor as and when demanded by him/her. Mentee Feedback Form about improvement in implementation of CCE after mentoring done by the allotted Mentor is to be submitted online to the Board.
Each Mentee school has to fill in the Self Review Form (SRF) for themselves only and not for any other school and filled-in SRF has to be submitted to the Mentor as and when asked for by the Mentor allotted to the Mentee school.
78

iii). iv). v).
The Mentor allotted to the particular Mentee school will only observe evidence of the data filled in by the Mentee School in the SRF. Various tools to be used for the Mentoring & Monitoring of CCE are available to all the schools in Mentoring Corner of Boards Academic website. CBSE is also addressing the concerns that have been raised by certain Mentee as well as Mentor Schools and these are being communicated to them on one-to-one basis. Changes in the old mentor/mentee list are also being done where necessary. While the Mentors are requested to understand and carry out the M&M initiative in the spirit of learning from each other as Peer Assessors, the Mentee schools are also requested to cooperate with the Mentors allotted to them. ANNEXURE-2 The method for allotting Mentor/Mentee Codes
vi).
i) Sl. No. 01.
The allotment method of Mentor/Mentee Code is given in the table below:Region/Region Code States covered under the region Rajasthan, Gujarat, Madhya Pradesh, Dadra and Nagar Haveli U.P . and Uttaranchal Tamil Nadu, Kerala, Andhra Pradesh, Karnataka, Maharashtra, Goa, Puducherry, Andaman & Nicobar Islands, Daman & Diu M_M03_AFF No. Mentor Code Mentee Code (Region Code_Aff No.*) (Region Code_Sch No.**) M_M01_AFF No. M_M01_Sch. No.
AJMER/ M_M01
02.
ALLAHABAD/M_M02
M_M02_AFF No.
M_M02_Sch. No.
M_M03_Sch. No.
03.
CHENNAI/M_M03
04.
DELHI/ M_M04
NCT of Delhi and Foreign Schools.
M_M04_AFF No.
M_M04_Sch. No.
05.
GUWAHATI/ M_M05
Assam, Nagaland, Manipur, Meghalaya, Tripura, Sikkim, Arunachal Pradesh Haryana, Chandigarh, Punjab, J&K, Himachal Pradesh
M_M05_AFF No.
M_M05_Sch. No.
06.
PANCHKULA/ M_M06
M_M06_AFF No.
M_M06_Sch. No.
79

07.
PATNA/ M_M07
Bihar & Jharkhand
M_M07_AFF No.
M_M07_Sch. No.
08.
BHUBANESWAR/ M_M08
West Bengal, Orissa and Chhattisgarh
M_M08_AFF No.
M_M08_Sch. No.
* Aff No. is the number allotted by the Board to the school at the time of Affiliation. ** Sch. No. is the number allotted by the respective Regional Offices of the Board for examination purposes. ii) The Mentor Code for any trained Mentor school will be as Region Code_ School Affiliation Number. (For example: the Mentor Code for a principal of school with affiliation No. 123456 falling in Patna Region who has attended Mentor workshop of the Board will be : M_M07_123456). The Mentor Code should be quoted in all correspondence to the Board while writing as a Mentor. The Mentee Code for any particular school will be as Region Code_School Number. (For example: the Mentee Code for a school with school No. 12345 falling under Patna Region which has been allotted a Mentor will be: M_M07_12345). The Mentee Code should be quoted in all correspondence to the Board while writing as a Mentee.
iii)
*********
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www.cbseacademic.in

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E-mail
Please send in your valuable feedback/suggestion for improvement of this Compendium of Tools for M & M. To e-mail: cbsemnm@gmail.com director@cbse.academic.in
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For Mentoring of School Based Assessment

THE CONSTITUTION OF INDIA

THE CONSTITUTION OF INDIA

Vineet Joshi Chairman

Revised Compendium of Tools

Concept Note on Conceptual Framework of Continuous and Comprehensive Evaluation (CCE)

Revised Compendium of Tools

Revised Compendium of Tools

Place of Evaluation in the Curriculum

What is Continuous and Comprehensive Evaluation?

The objectives of the CCE scheme are :

Revised Compendium of Tools

What should be assessed?

Revised Compendium of Tools

When should assessment be done?

Revised Compendium of Tools

Revised Compendium of Tools

Revised Compendium of Tools

Concept Note on Mentoring and Monitoring Continuous and Comprehensive Evaluation

Fur ther more, in accordance with the recommendations of National Curriculum

Revised Compendium of Tools

Guidelines for Observation:

Revised Compendium of Tools

Mentors and Mentoring

The Mentor's Role

Revised Compendium of Tools

Basic Skills of Mentoring

Revised Compendium of Tools

"Do you see it differently?" v

Ground Rules for Mentors

Revised Compendium of Tools

Mentoring and Monitoring Check List

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q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------------------------------------------------Yes No Remarks

q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------q q -------------------------------------------

Revised Compendium of Tools

(e) (f) (g) (h) (i) 4.

q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------q q -------------------------------------------------------------------------------------

q q ------------------------------------------q q ------------------------------------------------------------------------------------Yes No Remarks

q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------------------------------------------------Yes No Remarks

(iii) Friendly (iv) Appropriate (v) 5. Any other

Concept Clarification by the Teacher (a) Illustrative and interesting

Revised Compendium of Tools

(b) (c) (d) (e) 7.

q q ------------------------------------------q q ------------------------------------------q q ------------------------------------------------------------------------------------Yes No Remarks

Revised Compendium of Tools

q q ------------------------------------------q q ------------------------------------------q q -------------------------------------------

Name of the Mentor / Monitor: . Seal of the school:

Signature: Mobile No.: E-mail Id.:

Revised Compendium of Tools

Teacher Interaction Form

Did the lesson go according to the Lesson Plan? .............. ..............

Were the objectives realized satisfactorily? .............. ..............

Revised Compendium of Tools

Revised Compendium of Tools

Name of the Mentor / Monitor: .. Seal of the school:

Signature: Mobile No.: E-mail Id.:

Revised Compendium of Tools

Classroom Observation Scale*

*Adapted from Dr. Mukhopadhyay's Classroom Teaching Competence Scale (CTCS)

Revised Compendium of Tools

Revised Compendium of Tools