PINDICS

Performance Indicators
Self Evaluation by School Teachers

 PINDICS

is

based

on

the

provisions

in

sections 24, 29 and the schedule specifying

norms and standards for schools in the RTE
Act 2009, NCF-2005 and SSA Framework2011.
It has been further fine-tuned using the
feedback

received

from

the

Study-In-service

Education

(INSET)

on classroom transaction

impact

for

NCERT
Teachers

conducted in 2010-11, try out with primary

and

upper

primary

school

teachers

and

comments received from state level officers

from SCERT and SPO, and teacher education
professionals.

 Performance

Indicators

(PINDICS)

are used to

assess the performance and progress of teachers.

It consists of
performance standards (PS),
specific standards and
performance indicators.
Performance standards are the areas in which
teachers perform their tasks and responsibilities.
Under

performance

standards

there

are

some

specific tasks which are expected to be performed

by the teachers. These are termed as specific
standards.

From

specific

standards

indicators have been derived.

performance

Performance Standards (PS)

Performance

Standards communicate

expectations

for each responsibility area of the job performance.

1. Designing Learning Experiences for Children
2. Knowledge and Understanding of Subject matter
3. Strategies for Facilitating Learning
4. Interpersonal Relationship
5. Professional Development
6. School Development
7. Teacher Attendance

Use of PINDICS
PINDICS

can

be used
own

by teachers

themselves

for

assessing

their

performance

and to make

continuous

efforts to reach the highest

level. These can

also be used for teacher

appraisal

staff/mentor

and

to

assess

to

by the supervisory

provide

constructive

feedback for the improvement of teacher performance.

Each performance

indicator

is rated on four point scale

ranging from 1 to 4 indicating the levels of performance.

The rating points are:
1. Not meeting the expected standard
2. Approaching the expected standard
3. Approached the expected standard
4. Beyond the expected standard

Consolidated rating in each of the

performance standard should be based on
self assessment report of the teacher
classroom observation
dialogue with teachers and students.
It can be computed by dividing the total
rating point under performance standard by
total number of performance indicators
approximated to the nearest whole number.
Overall Performance can be computed by
dividing the grand total by 7 (total number
of Performance Standards) approximated to
the nearest whole number.

LeadingKeralasHigherEducationintotheKnowledgeEra

In a country which insists on having only trained schoolteachers, no

pedagogic training is, however, required to join the faculty of a
university or college.
Clearing the National Eligibility Test for lectureship makes one
eligible to teach in a college, but it is no substitute for systematic
training

in

educational

psychology,

education

technology,

evaluation techniques, preparation of lesson plans, classroom

management, educational administration, planning and execution of
research and so on.
In this context, the Higher Education Department launched a
venture aimed at enhancing teacher quality in government colleges
and universities.

Higher Education in Kerala needs to be taken to the next level by

motivatingthe

new generation faculty

members to

raise

their

levels of

productivity in terms of innovation in teachinglearning and research.

FLAIR aims to make higher education in Kerala
future
ready through capacity building in young
faculty members.
In order to translate this into practice
scheme focuses
upon academic innovation, research
excellence and expert linkages.

the

Objectives
Motivating the newly joined faculty members to adopt innovative
TeachingLearning and Research strategies.
To bring quality consciousness in the field of higher education through
meaningful interventions in academics and research .
Raising standards in TeachingLearning by equipping new generation
teachers in innovative aspects of academics
Promoting excellence in research in the higher education institutions
through capacity building
To bring about positive changes in the academic climate in the Colleges of
Kerala by raising the level of participation by faculty members & students
Establishment of web based networks of academicians called
Collaborative Academic Networks (CAN) for knowledge sharing

Faculty members of Government Arts and Science and Engineeri

ng Colleges and University Departments who have less than five
years of service and at least

20 years of

remaining service

willbe eligible to become FLAIR members in the first year

of

the programme.

To join the FLAIR system one needs to:

Understand

the

roles

and

responsibilities

vested

upon

him/her for the cause of education.

Have a commitment towards personal growth & capacity
building for making meaningful contributions in education.
Be willing

to undergo a

performance evaluation at

stages during the journey in the FLAIR system

all

Quality Higher Education through Teacher Empowerment is the motto of the programme
and hence FLAIR aims at setting new standards in quality. A quality consciousness will be
embedded in the young faculty members through the various initiatives of the programme
.
The benefits for the community would be:
Opportunity to undergo a focussed and state of art academic training through the
FLAIR Induction Training Programs.
Setting an academic or research based growth track based on the interest and
capabilities of the faculty members assessed by the FLAIR expert team.
Short term academic/research trainings (Two weeks) on emerging themes in
reputed national institutions.
Two month academic/research internships that would expose the community to
cutting edge developments happening in national and international institutions.
An attractive reward scheme that includes excellence awards and grants for
carrying out innovative projects.

The scheme targets mainly members of the faculty having less

than five years of service. In the initial stage, it will be
administered in government arts and science and engineering
colleges and university departments. The three components of
the programme are F1, F2 and F3.

F1: Induction training in two phases, each of five days.

This will touch areas such as course design, instructional
methods, assessment, e-learning and research.
This has an advanced level for a fortnight that includes
training in reputable national institutions and a two-month
internship in prestigious national and international institutions
or universities.
Selection to the advanced level will be based on the teachers
academic profile and performance during induction training.

F2&F3: the basic objective of these two phases is to promote

student and teacher excellence.
Appropriate rewards will be given for quality publication in
international journals and for acquiring patents through innovative
research. To promote innovation, student project teams that break
new ground and bring out ideas suitable for industrial application
will be given special recognition.

Short-term training
This envisages two-week short-term training for 220 teachers on
diverse aspects of teaching and learning.
This will cover areas such as effective communication, educational
management, student counselling and support, e-teaching and
learning strategies and creative writing.
Similar two-week training for 80 teachers will embrace aspects of
research, including formulation of research problems, managing
research projects, and technical writing. The short-term training
programmes will be offered in leading national institutions.

Internship
This is open to new members of the faculty. Observing quality teaching, offering
teaching assistance and doing short-term research will be part of the internship.

In the teaching-learning segment, 60 teachers will

be exposed to the old Gurukul pattern in which the
shishya moves with the Guru and acquires skills.
The intern would do a small project as well. Those
who go for the research segment will have the
benefit of exposure to state-of-the-art facilities in
laboratories by undertaking short projects. This
opportunity is given to 40 teachers.
They are supposed to produce a good publication in
a leading journal based on their work. Some of
them will be assigned to international universities
for internship.

CAN
Teachers who get the opportunity to be part of the FLAIR programmes will share
their knowledge with other teachers. A web-based platform, CAN (Collaborative
Academic Network), will be available with facilities for blogging, discussion in
subject-based forums, posting of videos and chatting.

The quality of the participation will be a criterion for the

selection of the young members of the faculty for
advanced training and internship.
FLAIR has an in-built excellence promotion scheme that
embraces the entire academic community, including
students and teachers.
Under this scheme, outstanding contributions from
students and teachers such as journal papers, patents
and innovative technology will be rewarded.

A FLAIR cell will be formed under the internal quality

assurance cell of the selected arts and science colleges and
universities and career guidance and placement cells of the
engineering colleges.
The cell will be headed by the principal or coordinator and
will assist the FLAIR secretariat with regard to the
nomination of the faculty members for training
programmes and internships.
It will handle the nomination of students and teachers for
excellence and innovation awards and help in the
operation of the collaborative academic network