If one aspires to be a school teacher, one needs to empathise with children and should be willing to work with them.

Q. How can research practices be best aligned with teaching?

A. It depends on the kind of training one gets, the time and circumstances and achievement surveys, that we are undertaking. We have quality monitoring tools for SSA, which keeps a check on the functioning of the teachers. We also have a branch that looks after SSA in NCERT and a group that looks after the academic functioning.

The idea of DIETs or SSA structure in DRC or CRC (which look at the cluster of schools and is the resource centre for those) is good, but in practice it has not worked out well as an academic support. Teachers, when they meet once a month at CRCs, have administrative issues. The setup is very different here and unless we have enough teachers to even make a choice we cannot expect to match international standards.

Effective research work is happening now at the university level, like at NCERT, which is the place for school research and training.

Q. What are the key elements that define performance-management for teachers in India?

A. There is no performance management structure in our country. Though we have quality monitoring tools, we are yet to continuosly update the database. Everything is lined up such as maintaining a database, structuring and working on it. Everyone should use the cloud to help track children and teachers. However it should not be accesible to anyone except for teachers and the concerned persons. Click here to read full interview...

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