| 2.1.1 | Average Enrollment percentage of students during the last five years |
| 1 | Document relating to Sanction of intake from University |
| 2 | Approved admission list year-wise/ program-wise |
| 3 | Approval letter of NCTE for intake for all programs |
| 2.1.2 | Percentage of seats filled against reserved categories (SC, ST, OBC) as per applicable reservation policy during the last five years. |
| 1 | Final admission list published by the HEI |
| 2 | Copy of letter issued by State Govt. or Central Govt. indicating the reserved categories (Provide English version) |
| 3 | Admission extract submitted to the state / university authority about admissions of SC, ST, OBC students every year |
| 2.1.3 | Percentage of students enrolled from EWS and Divyangjan categories during last five years. |
| 1 | List of students enrolled from EWS and Divyangjan |
| 2 | Certificate of EWS and Divyangjan |
| 2.2.1 | Assessment process is in place at entry level to identify different learning needs of students and their level of readiness to undergo professional education programme and also the academic support provided to students. |
| 1 | The documents showing the performance of students at the entry level |
| 2 | Documentary evidence in support of the claim |
| 2.2.2 | Mechanisms are in place to honour student diversities in terms of learning needs; Student diversities are addressed on the basis of the learner profiles identified by the institution through. |
| 1 | Reports with seal and signature of Principal |
| 2 | Relevant documents highlighting the activities to address the student diversities |
| 3 | Photographs with caption and date, if any |
| 2.2.3 | There are institutional provisions for catering to differential student needs; Appropriate learning exposures are provided to students |
| 1 | Reports with seal and signature of the Principal |
| 2.2.4 | Student-Mentor ratio for the last completed academic year |
| 1 | Relevant documents of mentor-mentee activities with seal and signature of the Principal |
| 2.3.1 | Multiple mode approach to teaching-learning is adopted by teachers which includes experiential learning, participative learning, problem solving methodologies, brain storming, focused group discussion, online mode, etc. for enhancing student learning. |
| 1 | Course wise details of modes of teaching learning adopted during last completed academic year in each Programme |
| 2 | Any other relevant information |
| 2.3.2 | Percentage of teachers integrating ICT (excluding use of PPT) for effective teaching with Learning Management Systems (LMS), Swayam Prabha, e-Learning Resources and others during the last five years. |
| 1 | Any other relevant information |
| 2.3.3 | Students are encouraged to use ICT support (mobile-based learning, online material, podcast, virtual laboratories, learning apps etc.) for their learning including on field practice. |
| 1 | Programme wise list of students using ICT support |
| 2 | Landing page of the Gateway to the LMS used |
| 2.3.4 | ICT support is used by students in various learning situations such as. |
| 1 | Lesson plan /activity plan/activity report to substantiate the use of ICT by students in various learning situations |
| 2 | Geo-tagged photographs wherever applicable |
| 2.3.5 | Continual mentoring is provided by teachers for developing professional attributes in students |
| 1 | Documentary evidence in support of the claim |
| 2 | Any additional information |
| 2.3.6 | Institution provides exposure to students about recent developments in the field of education through |
| 1 | Reports of activities conducted related to recent developments in education with video graphic support, wherever possible |
| 2 | Documentary evidence in support of the selected response/s |
| 3 | Any additional information |
| 2.3.7 | Teaching learning process nurtures creativity, innovativeness, intellectual and thinking skills, empathy, life skills etc. among students. |
| 1 | Documentary evidence in support of the claim |
| 2 | Any other relevant information |
| 2.4.1 | Institution provides opportunities for developing competencies and skills in different functional areas through specially designed activities / experiences that include. |
| 1 | Reports of activities with video graphic support wherever possible |
| 2 | Documentary evidence in support of the selected response/s |
| 2.4.2 | Students go through a set of activities as preparatory to school-based practice teaching and internship. Pre practice teaching / internship orientation / training encompasses certain significant skills and competencies such as. |
| 1 | Reports and photographs / videos of the activities |
| 2 | Documentary evidence in support of each selected activity |
| 3 | Attendance sheets of the workshops/activities with seal and signature of the Principal |
| 2.4.3 | Competency of effective communication is developed in students through several activities such as |
| 1 | Details of the activities carried out during last completed academic year in respect of each response indicated |
| 2.4.4 | Students are enabled to evolve the following tools of assessment for learning suited to the kinds of learning engagement provided to learners, and to analyse as well as interpret responses |
| 1 | Samples prepared by students for each indicated assessment tool |
| 2 | Documents showing the different activities for evolving indicated assessment tools |
| 2.4.5 | Adequate skills are developed in students for effective use of ICT for teaching learning process in respect of |
| 1 | Sample evidence showing the tasks carried out for each of the selected response |
| 2 | Documentary evidence in respect of each response selected |
| 2.4.6 | Students develop competence to organize academic, cultural, sports and community related events through |
| 1 | Report of the events organized |
| 2 | Photographs with caption and date wherever possible |
| 3 | Documentary evidence showing the activities carried out for each of the selected response |
| 4 | Any other relevant information |
| 2.4.7 | A variety of assignments given and assessed for theory courses through |
| 1 | Samples of assessed assignments for theory courses of different programmes |
| 2 | Any other relevant information |
| 3 | Upload Other Files |
| 2.4.8 | Internship programme is systematically planned with necessary preparedness. |
| 1 | Documentary evidence in support of the claim |
| 2 | Any other relevant information |
| 2.4.9 | Average number of students attached to each school for internship during the last completed academic year |
| 1 | Plan of teacher engagement in school internship |
| 2 | Internship certificates for students from different host schools |
| 3 | Copy of the schedule of work of internees in each school |
| 2.4.10 | Nature of internee engagement during internship consists. |
| 1 | School-wise internship reports showing student engagement in activities claimed |
| 2 | Sample copies for each of selected activities claimed |
| 2.4.11 | Institution adopts effective monitoring mechanisms during internship programme. |
| 1 | Documentary evidence in support of the response |
| 2.4.12 | Performance of students during internship is assessed by the institution in terms of observations of different persons such as |
| 1 | Two filled in sample observation formats for each of the claimed assessors |
| 2 | Assessment criteria adopted by each of the selected persons (For Bachelor and PG Programmes as applicable) |
| 2.4.13 | Comprehensive appraisal of interns’ performance is in place. The criteria used for assessment include |
| 1 | Format for criteria and weightages for interns' performance appraisal used |
| 2 | Five filled in formats for each of the aspects claimed |
| 2.5.1 | Percentage of fulltime teachers against sanctioned posts during the last five years |
| 1 | Sanction letters indicating number of posts (including management sanctioned posts) with seal and signature of the principal |
| 2.5.2 | Percentage of fulltime teachers with Ph. D. degree during the last five years |
| 1 | Certificates of Doctoral Degree (Ph.D) of the faculty |
| 2.5.3 | Average teaching experience of full time teachers for the last completed academic year. |
| 1 | Copy of the appointment letters of the fulltime teachers |
| 2.5.4 | Teachers put-forth efforts to keep themselves updated professionally through |
| 1 | Documentary evidence to support the claims |
| 2.6.1 | Continuous Internal Evaluation(CIE) of student learning is in place in the institution. |
| 1 | Relevant documents related to Internal Evaluation System at the institution level with seal and signature of the Principal |
| 2.6.2 | Mechanism of internal evaluation is transparent and robust and time bound; Institution adopts the following in internal evaluation. |
| 1 | Documentary evidence for remedial support provided |
| 2 | Details of provisions for improvement and bilingual answering |
| 3 | Copy of university regulation on internal evaluation for teacher education |
| 4 | Annual Institutional plan of action for internal evaluation |
| 2.6.3 | Mechanism for grievance redressal related to examination is operationally effective |
| 1 | Relevant documents reflecting the transparency and efficiency related to examination grievances with seal and signature of the Principal |
| 2.6.4 | The Institution adheres to academic calendar for the conduct of Internal Evaluation |
| 1 | Academic calendar of the Institution with seal and signature of the Principal |
| 2.7.1 | The teaching learning process of the institution are aligned with the stated PLOs and CLOs. |
| 1 | Documentary evidence in support of the claim |
| 2.7.2 | Average pass percentage of students during the last five years |
| 1 | Result sheet for each year received from the Affiliating University |
| 2 | Certified report from the Head of the Institution indicating pass percentage of students programmewise |
| 2.7.3 | The progressive performance of students and attainment of professional and personal attributes in line with the PLOs and CLOs is monitored and used for further improvements |
| 1 | Documentary evidence showing the performance of students on various internal assessment tasks and the LOs achieved |
| 2.7.4 | Performance of outgoing students in internal assessment |
| 1 | Record of student-wise /programme-wise/semesterwise Internal Assessment of students during the last completed academic year |
| 2.7.5 | Performance of students on various assessment tasks reflects how far their initially identified learning needs are catered to. |
| 1 | Documentary evidence in respect to claim |
| 2 | Documentary evidence in respect to claim |
| 3 | Any additional information |