3.1.1.1 - Level I - Inceptive
Guidelines for recruitment of
staff are available.
The school employs required number of qualified and
competent staff as per norms.
All the staff, teaching and non-teaching is appointed
following the recruitment rules of the State Government
where the school is located.
The school complies with all recruitment norms including
background checks.
The school maintains teacher registry and service books of
all categories of staff.
3.1.1.2 - Level II – Transient
Guidelines for recruitment of staff along with defined roles and
responsibilities are available.
School reviews the staff requirements before the
commencement of every session in the light of its mission and
objectives.
The school recruitment process employs flexible and multiple
modes to assess basic, advanced and core competencies in 'real
time’ scenarios.
3.1.1.3 - Level III – Stable
School Leader is trained in Personnel Management.
The school appoints full time counselor(s) and special
educator(s) as per requirement.
The school assigns duties and other responsibilities as per
staff’s professional competence.
The school periodically reviews its process to ensure the
recruitment of best faculty and staff to cater to the
developmental needs of all the students in alignment with its
mission and objectives.
3.1.1.4 - Level IV- Dynamic Evolving
The School HR Policy that includes Recruitment is in place.
All employment decisions are made in collaboration with the School Leader.
School appoints staff (teaching and non-teaching) from diverse
backgrounds reflecting inclusion and equity.
Monitoring and reviewing practices are in place to ensure that the process
results in hiring of staff that is competent enough to meet the student
developmental goals.
Feedback and Feedforward mechanism is in place.
Improvement plans are made accordingly to strengthen the system.
3.1.2The School
Induction Programme lays strong foundations for productive relationship and high standards of
performance.
3.1.2.1 - Level I - Inceptive
New staff members are:
briefed by the concerned H.O.D./Principal/Manager
regarding their duties and activities to be undertaken.
acquainted with terms and conditions of employment.
3.1.2.2 - Level II – Transient
New staff members are:
Introduced to the schoolstaff and school facilities.
given a tour of the school.
informed about pay.
informed about School’s Code of Conduct – making
clear the expected standards of conduct and behaviour.
apprised of their responsibility to provide a
safe environment in which children can learn.
acquainted with other formalities to be completed
School assigns a mentor to each new member recruited
for a certain period of time.
3.1.2.3 - Level III – Stable
The school conducts an induction programme which is
mandatory for all new staff to attend.
Roles and responsibilities for each step in the induction
programme are defined.
New staff members are familiarized with the
health and safety protocols and requirements for self and students.
values, ethos, core purpose and the vision of the school.
school's policies and procedures.
acceptable use of ICT.
All staff members receive appropriate child protection
training which is regularly updated.
The school has an experienced employee who executes the role
of a mentor through written/verbal instructions and
demonstrations in a stress free environment.
3.1.2.4- Level IV- Dynamic Evolving
School HR Policy which includes
Induction of new employees is in place.
The induction programme is formal, structured and documented.
The planning for the programme includes induction activities that cover
the new employee’s first weeks and months.
Specific job training in developing knowledge, skills and efficiency in the
job with hands-on experiences to face the challenges.
The induction not only acts as an enabler for the individuals to achieve their
outcomes as per their roles but also always ensures their responsibilities in
safeguarding and protecting the children, and abide by the standards of
conduct and behaviour expected from them.
Upon completion of the induction
programme, the new staff is certified.
Regular review meetings are organised to provide an opportunity for
discussions, dialogues and questions.
The principal assigns work/responsibilities to the staff as per
their knowledge, competencies and skills.
A road map for the personal and professional growth of the employees is
generated with mutual consensus.
Mentoring, Monitoring and Reviewing at regular intervals is demonstrated.
Feedback and feedforward from the new staff to strengthen the induction programme.
3.1.3 The
school staff appraisal is a supportive and developmental process to ensure positive outcomes
for students.
3.1.3.1 - Level I - Inceptive
Staff Appraisal is done.
3.1.3.2 - Level II - Transient
School conducts an appraisal of all categories of staff based on
pre-defined criteria known to the staff.
The teacher appraisal and feedback system acts as a
mechanism to increase teacher effectiveness and ensures
positive outcomes for students.
The appraisal system is used for recognising and rewarding effective teaching.
The teaching staff is also encouraged to do selfassessment using Teacher’s
Self-Assessment Rubrics (TSAR) developed by NCERT.
3.1.3.3 - Level III - Stable
Guidelines for staff appraisal are made in consultation with the staff.
School conducts 360 degree staff appraisal on the basis of data
collected through multiple sources (like student feedback,
student performance analysis, Parent feedback, Peer Feedback,
lesson observations learning walks, self-assessment).
Mid Term Appraisals assist the staff to self-assess their progress;
identify areas for development; and set their future goals.
The staff is provided with a written appraisal report which
reflects the areas to celebrate and areas to improve.
The school authorities take supportive and developmental
action after analyzing the results of the appraisal of the staff.
3.1.3.4 - Level IV- Dynamic Evolving
The school has HR Policy which includes Staff Appraisal and Professional
Development Measures to motivate and retain employees.
The Principal/HR Head schedules one to one discussion with staff at regular
intervals over a period of a year where in a SWOT analysis is done.
Staff shares their satisfaction or concern areas with the school authorities.
Opportunity is given to the staff to discuss the result of their appraisal as
per norms.
The school uses the appraisal system to:
create a culture of collaboration, selfevaluation, transparency, openness,
peer learning.
identify competencies and skills of the staff and assign new roles and
responsibilities.
develop a professional learning community.
The appraisal system is monitored at regular intervals; gaps identified and
improvement plans made in collaboration with the staff to strengthen the system.
3.1.4
The school is committed to achieving student learning outcomes by building
the capacity of teachers through collaborative, reflective and experiential processes.
3.1.4.1 - Level I - Inceptive
School maintains teacher registry.
Teachers attend CBPs as per norms defined by the Board.
The school adopts both online and offline methods for building capacity of teachers.
There is provision for teacher development in the Annual Budget.
3.1.4.2 - Level II - Transient
All teachers are registered on DIKSHA.
School makes arrangements to orient teachers on the use of DIKSHA.
Teachers avail online support for lesson plans, use of TLM, pedagogic
transactions, online reference materials, competency based evaluation tools
etc. available on DIKSHA.
Teachers have completed online modules available on DIKSHA.
Teachers who have completed online courses on DIKSHA are acknowledged by the school.
The teachers write a report on the CBPs attended and the learning is
reflected in their lesson plans.
3.1.4.3 - Level III - Stable
Annual training calendar prepared based on identification of
professional development needs of teachers and school leader is
published and made available to the staff.
The school adopts online, offline and hybrid methods for building capacity
of teachers.
Teachers are provided with a dedicated time to reflect on their
practices, identify gaps in student outcomes and collaborate with each
other to improve their classroom transaction practices.
The Principal along with the teaching staff constantly search for making
improvements in teaching learning practices.
The process of implementation of key learnings by the staff members from
the CBPs is monitored regularly in a non-threatening environment.
The impact on students as an outcome of implementation of new
ideas/learnings is recorded.
Technology is used as a tool for scalability and for providing
individual attention to the professional needs of teachers.
Teachers are a part of various forums and discussion groups on DIKSHA
and interact with peer teachers and share resources and their learning
with each other.
3.1.4.4 - Level IV- Dynamic
Evolving
The School HR Policy inclusive of Capacity Building of its principal and
teachers as per their need is in place.
The school ensures that targeted and structured teacher training is
conducted on identifying and closing the learning gaps in self and students
through collaborative, reflective and experiential processes.
The school adopts multiple methods of developing a professional learning
community (like inviting experts, facilitated workshops, internships in
other schools, exchange visits, action research learning groups, peer
support groups, mentoring, coaching, etc.).
The school has a pool of teacher mentors and master trainers who constantly
update their knowledge, skills and competencies.
Coaching and Mentoring of the staff is an ongoing process.
The school collaborates with the schools in its hub/cluster and/or other
partners to enhance capacity building of its teachers.
Feedback and feedforward is taken at regular intervals to assess the
efficacy of the programme(s).
The system of capacity building of teachers is assessed at regular
intervals; gaps identified; and interventions provided.
3.1.5
The school decides the salary and other allowances as per state
norms/central norms.
3.1.5.1 - Level I - Inceptive
Salary of the school staff is paid as per the CBSE affiliation bye
laws or as per state norms.
3.1.5.2 - Level II -
Transient
School has welfare schemes for staff members.
3.1.5.3 - Level III - Stable
DA and other admissible allowances as per Central or
respective State Govt. rates are paid to the staff.
3.1.5.4 - Level IV- Dynamic
Evolving
School HR Policy with regard to salary and other allowances to the staff
is in place.
The school gives salary according to the latest Pay Commission.
The school provides staff allowances, incentives and appreciation for
additional work including rewards like sponsoring training.
3.1.6
The school creates a positive organisational culture of engagement
that strengthens employee-leader relationships.
3.1.6.1 - Level I - Inceptive
Individuals are recognised and given positive feedback based
on results or performance.
Teachers are made aware about various awards and other incentive schemes given by the
school and the State/Central Govt.
3.1.6.2 - Level II - Transient
Staff members (teaching and administrative) are recognised and appreciated either
verbally or through
letters of appreciation in a timely manner.
School recognises a culture of punctuality and accountability amongst teachers.
3.1.6.3 - Level III -
Stable
Guidelines for engagement of employees are available.
Teams from across the school and across all streams are
appreciated and recognised in diverse areas.
Staff is provided residential quarters. (if school is located
in remote and difficult area or is a residential school).
At-least one teacher has received some award at
district/State/National level.
3.1.6.4 - Level IV-
Dynamic Evolving
School HR Policy with regard to salary and other allowances to the staff is in place.
Ongoing recognition practices add value to
the employee engagement and productivity.
Innovative practices to strengthen Recognition Programme are
embedded in the system.
Workplace morale is enhanced and creates a ripple effect in the
workplace.
Feedback mechanism to gauge satisfaction of employees is in place.
The Leadership Team identifies the gaps in the system and plans
improvements accordingly.