TS Schools Other Academic Related issues for Academic Year 2016-2017

TS Schools Other Academic Related issues for Academic Year 2016-2017

TS Schools New Academic Calendar 2016-2017- TS Schools Other Academic Related issues for Academic Year 2016-2017: TS Schools other academic related issues for academic year 2016-17: Rationalization of Schools and Teachers-Single teacher Primary Schools-Merging of UP Schools with nearby High Schools-English medium schools (Success Schools)-Remedial programme-School Leadership Development Programme for Headmasters-School standards and school evaluation and school accreditation-Academic monitoring of schools-Conduct of School Day (Vaarshikotsavam) celebrations-3 Rs Programme

TS Schools,Academic Related issues,Academic Year 2016-2017

1. Rationalization of Schools and Teachers: Following is the data on distribution of schools across enrollment slabs.
Sl. No.   Type of school   Schools   Zero   1-10   11-20   21-30   31-40   41-50   51-60   61-70   71-80   81-90   91-100   >100
1 Primary Schools 18139 398 980 2333 3747 2718 1283 719 1302 699 362 731 2867
  2 Upper Primary Schools   3244   4   10   39   119   190   247   258   285   277   293   248   1274
3 High Schools 4583 3 2 4 7 26 29 72 83 155 186 203 3813
The School Education statistics i.e. DISE 2015-16 shows that the schools are functioning with low strength and uneconomic in terms of providing teachers and manage the curriculum implementation effectively. This leads to provision of two (2) teachers mostly for each Primary School who are responsible to teach all the subjects. If one teacher is on leave, the remaining teacher manages the children and attend Mid Day Meals etc. without focusing on curriculum.

1. Single teacher Primary Schools and clubbing of schools within the same compound and habitations: A decision may be taken to club the schools functioning in the same campus or in the same habitation  within 1 KM radius duly following  the enrolment norms.  this  facilitates  for  providing  more  number  of  teachers  i.e.  at  least  three  (3) teachers in Primary School i.e. 1 teacher completely responsible for teaching Telugu/ Urdu and the second teacher teaches English for classes I to V and third teacher teaches.

Mathematics from classes I to V. This facilitates capacity building of subject teachers in their subject and held responsible for the outcomes rather than teaching different subjects to different classes.

2. Merging of UP Schools with nearby High Schools
  1. The structure of schools: At present the schools are operating in three ways i.e. Primary Schools, Upper Primary Schools and High Schools.
  2. In the case of UP Schools sufficient staff structure is not available i.e. there no teacher in each subject for teaching. One School Assistant for Maths and Science and another for Social and English. In this case, the Science teacher cannot teach Maths  and  similarly  the  Social  teacher  cannot  teach  English.  Further,  the minimum working periods are not being taught by the teachers. The UP sections are not viable and justice is not being done to children. In case of High Schools, there is a teacher for every subject. Therefore, quality can be ensured in High Schools but not in Upper Primary Schools.
  3. Therefore,  it is proposed  to have two types of schools i.e. Primary  and High Schools and do away with Upper Primary Schools. There is a 3 KMs distance norm for UP Schools. However, High Schools are available in most of the habitations within 3 KMs. In case wherever there is no High School within the radius of 5 KMs, the existing Upper Primary Schools may be upgraded to High Schools. All the UP Schools may be merged nearby High Schools.
  4. Certain High Schools are working with strength of 40 or 50 children and below 75 and such schools are being functional within the area of 1 or 2 KMs. The actual norm for High School is 5 KMs i.e. a High School within the radius of 5 KMs.

This need to be discussed and a decision may be taken on the rationalization of schools by clubbing the low strength uneconomic schools and establish a good school with all facilities at Gram Panchayat/ Cluster Level with good ambience, library, compound wall, ICT facilities with five (5) teachers and one Headmaster.

2. Remedial programme for the students in Primary and High Schools who are unable to read, write and do basic Mathematics: The  surveys on children performance conducted by ASER, SCERT and NCERT shows that about 40 to 50% are unable read and write in mother tongue and more 70% in English. Similarly, children are unable to do basic arithmetical operations of subtraction, multiplication and division. This need to be addressed with a focus and top prioritized item. Therefore, suggestions are invited to address this problem and see that there shall not single student in the schools without having basic competencies of reading, writing and arithmetic.

3. English medium schools (Success Schools): It is discussed and proposed for separate schools for English medium rather than running parallel sections of Telugu and English in the same schools. Certain High Schools in the Mandal may be specifically declared as English medium High Schools. The teachers qualified i.e. with English  medium  education  may  be  posted  for  effective  transaction  of  syllabus  in  English medium.

4. School Leadership Development Programme for Headmasters: A programme for the Head Masters for effective management and leading have been conducted  during the month of November, 2015 focusing on implementation  of curriculum, assessment and ensure children learning. The activities, programmes to be organized may be informed to them to make schools function in a holistic manner.

Further,  the  focus  for  the  year  2016-17  will  be  on  financial  and  infrastructure management, service matters, School Development Plan, ICT etc. A 10-day programme may be organized for the Headmasters of High Schools. The HMs/ Principals working in all types of schools i.e. Model Schools, KGBVs, Residential Schools will be covered.

5. School standards and school evaluation and school accreditation: Evaluation of schools on certain standards may be taken up as per the guidelines issued by NUEPA.  This  may  be  initially  through  self  appraisal  followed  by  external  appraisal.  The indicators of performance of schools shall be developed based on which the school evaluation and accreditation may be taken up.

6. Academic monitoring of schools and on job support and reviews: The programme of monitoring of schools through inspecting officers at District Level shall be strengthened with specific roles and responsibilities. A common schedule for the school observation shall be developed and oriented accordingly. The performance of schools may be captured and fed on-line. Monthly work done reports and tour programme may be focused and regular reviews on schools performance and implementation of curriculum and assessment procedures may be organized at different levels i.e. State, District, Division and Mandal Level. The MRPs in the system have been removed and not in practice at present. The support to the Primary Schools may be discussed and alternative ways may be proposed.

7. School Complexes: The  curricular  and  examination  reforms  have  been  taken  up  and  accordingly  new textbooks  and CCE have been  introduced  in all schools.  In this context,  more support  and awareness is required to the teachers. This will be made possible through conducting School Complex Meetings and discuss the above issues and providing hands on experience. In this regard, School Complex Meetings must be improved and seriously conducted.

The functional aspects of School Complexes may be improved  with regular monthly meetings  for  High  School  and  subject  teachers  shall  be  improved.  An  agenda  for  School Complex  Meetings  both  for  Primary  and  High  Schools  may  be  developed  along  with  a Handbook to the Head Masters of School Complex. An orientation to the School Complex Head Masters and Asst. Secretary shall be conducted. DIETs may be made responsible to support School Complexes.

There is need for Resource Person support in the School Complex Meetings. The DRGs who trained at State Level and who conducted the trainings at their respective Divisions shall act as RPs for School Complex Meetings. The Asst. Secretaries for the School Complex Meetings both Primary and Secondary may be elected by the teachers during the first School Complex Meeting. Six (6) School Complex Meetings shall be organized in an year. Based on the demand from the teachers one or two more School Complex Meetings may be conducted. The School Complex HMs shall monitor the Primary and Upper Primary Schools under their complex once in a month and upload the observation report online.

8. Documentation of successful practices and dissemination, newsletter from SCERT:
Several   schools   and   teachers   working   effectively   and   undertaking   innovative programmes. This need to be recognized and their practices must be documented and informed to others for motivation and for appreciation. A newsletter also from SCERT to informing the programmes and trends is proposed.

9. Conduct of School Day (Vaarshikotsavam) celebrations in all Government schools duly inviting parents and show casing the children performance in various co- curricular and curricular areas: The  school  should  demonstrate  its  performance  to  the  parents  and  others  for  public approval and get appreciation/ recognition from the community. It improves public image on Government schools and improves the enrollment. Therefore, it is mandatory that all schools i.e. Primary, Upper Primary and High Schools shall conduct School Day functions during February/ March of every academic year.

10. Avoiding the unethical practices of encouraging and sponsoring the bright children to the private/ corporate schools by the Headmasters and teachers. As professionals we should support the children for their continuation in our Government schools rather than suggesting the parents for their enrollment  in private/ corporate schools. Certain complaints received by the Commissionerate of School Education. This must be stopped at once and shall not be encouraged.

11. 100% transition of students from Primary to Upper Primary (class V to VI) and Upper Primary to High Schools (class VII/ VIII to VIII/ IX). The DISE data pertaining to 2015-16 shows that about 92 to 95% of transition of students from Primary to Upper Primary. This shows that some children are leaving Government schools or dropping out. Therefore, the Department must ensure 100% transition to Upper Primary/ High Schools.

Therefore, every Headmaster of Primary School shall physically take the children to the nearby Upper Primary/ High Schools with list of children and their TCs and enroll them on 21st  March, 2016. Similarly, the Upper Primary Headmaster shall enroll in the nearby High Schools.

12. Community mobilization for enrollment of all school age children and conduct of “Badi Bata” Every school must plan for an enrollment drive for enrollment of all the school age children in the catchment area during March/ June, 2016.

13. Summer Schools: In view of providing Mid Day Meal during summer holidays in the drought hit Mandals, it is planned for Summer School programme for a period of 40 days focusing on improving basic competencies of reading, writing and arithmetic. A Work Book may be developed with appropriate exercises for children to practice the “3-Rs”.

14. Distribution of work load - Subject-wise allotment of periods per week for classes VI to X – Assignment of teaching of class VII Maths subject to the Maths teacher instead of Physical Science teacher.

It is proposed that the School Assistants of Physical Science shall take up Mathematics classes for class VI along with Physical Science subject for classes VIII, IX and X. The Maths School Assistants  shall  take  up  Mathematics  subject  for  classes  VII,  VIII,  IX  and  X.  The computer classes shall be taken by Physical Science School Assistant. The Headmaster must plan for implementation of co-curricular activities by assigning the subjects to the teachers keeping in view of work load. Head Master must see that equal allocation of periods combinedly for both curricular  and  co-curricular  areas.  The  Headmaster  shall  develop  time  table  for  the  school showing curricular and co-curricular areas along with teachers responsible to teach the subjects and display in the Headmaster room and staff room. In case if second teacher is allotted for Mathematics for single section schools, the Mathematics classes for classes VI and VII may be allocated to second Mathematics School Assistant. The Headmaster must take up 8 periods per week i.e. one complete subject for any one class i.e. VI to X and one or two periods for co- curricular  activities.  As a result  Headmaster  taking  one subject  for one class,  if number  of periods for a teacher is reduced, he/ she may be allocated with other co-curricular periods to balance  the work  load.  If teachers  come  forward  to  take  co-curricular  activities  like  Value Education & Life Skills, Art & Cultural Education etc., the same may be allocated to them. Otherwise the periods for the subjects and co-curricular activities shall be allocated as per the suggested  sheet  on  work  load  distribution  enclosed  herewith  (The  class-wise  allocation  of periods for subjects and work load distribution is enclosed).

15. Any other issues to make schools functional seriously and to improve quality.
TS Schools academic issues for academic year 2016-17,Rationalization of Schools and Teachers-Single teacher PS Schools,UP Schools merging,English medium schools (Success Schools),Remedial programme,School Leadership Development Programme for HMs,School standards and school evaluation and school accreditation,Academic monitoring,Conduct of School Day (Vaarshikotsavam) celebrations, 3 Rs Programme

TS Schools New Academic Calendar 2016-2017
1. TS Schools New Academic Calendar 2016-17 Programmes, Activities Schedule

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