Rc 293 Improvement of Performance Levels of C Grade Children in AAS Survey 2015

Rc 293 Improvement of Performance Levels of C Grade Children in Annual Assessment Survey. Action Plan for Improvement of Performance Levels, Guidlines for Implementation of Action Plan;.
Sub:- SCERT, AP, Hyderabad – Annual Achievement Survey – 2015 – Action Plan for improvement of the performance levels – Guidelines for Implementation – Communicated – Reg.

Rc 293 Improvement of Performance Levels of C Grade Children in AAS Survey 2015

Ref:- Annual Assessment Survey – 2015 Results.

1. All the District Educational Officers in the State are aware that the Annual Assessment Survey-2015 was conducted in the month of April 2015. The data was processed and analyzed the achievement levels of children of class III, V and VIII in Telugu, English and Mathematics subjects respectively. Report Cards like State Card, District Card, Mandal Card, School Card and Student Card was generated and the same was uploaded in the website. The School Cards class wise were printed and sent to the respective DEOs for onward distribution to the schools through the concerned MEOs.
2. In view of this an Action Plan has been prepared indicating the roles and responsibilities of various field functionaries i.e., Dy. EOs, MEOs, Complex Headmasters and concerned teachers for taking necessary action for the improvement of the achievement levels of low performing children (i.e., “C” Grade). The same is enclosed. Under the Action Plan student studying IV, VI and IX has to be considered for remedial teaching as they were tested in AAS in the classes of III, V and VIII during the academic year 2014-15.
3. Regarding VI class, some of the students after completing Primary school might have joined in nearby secondary schools in class VI. The Headmasters of the Secondary Schools shall be instructed to track the performance of these children who joined in their schools in class VI, with help of previous school headmaster and with the data available in the website. The modules consisting of special activities for three classes in three subjects to improve the performance of low grade children will be sent in no time and the same has to be uploaded in the respective district website.
4. Hence, they are requested to hold a meeting with Dy.EOs, MEOs to share Mandal wise results and discuss the Action Plan to be implemented for improvement of performance of children in the State. They are also requested to instruct the Dy. EOs and MEOs to hold similar meetings in their jurisdiction to discuss school wise results with the HMs and to collect list of low performing children school wise, class wise and submit to the DEOs for further course of action.

ANNUAL ASSESSMENT SURVEY -2015

Action Plan and Guidelines for the Improvement of achievement levels of low performing Children (“C” Grade Children)

Annual Assessment Survey -2015 was conducted in all schools of 13 districts in the state with a purpose to understand the achievement levels of students studying in classes III, V and VIII and take follow-up action for improvement. Based on the results, reports cards were developed from student level to State level. The same were uploaded in the website and also communicated to field functionaries.
Action Plan for the improvement of achievement levels of ‘C’ grade children:

• 1. Fixing child wise targets for S1 and S2 with at least 10% improvement in each tes
• 2. Implementing the special module developed for ‘C’ grade childre
• 3. Allocating specific time in school time tabl
• 4. Conducting tests after completion of each unit.
• 5. Recording the progress in Children Annual Performance Record (CAPR)
• 6. Meetings with parents to ensure regular attendance and follow
• 7. Nominating division wise in-charge officers for regular monitoring.
• 8. Performing visits to schools by the officers regularly and observing the implementation of action plan.
• 9. Conducting reviews from school level to state level
• 10. Reporting the progress to higher level

Roles of Field functionaries in implementation of Action Plan

Director, SCERT

• Generate report cards from state level to school level. 
• Develop special module for ‘C’ grade children. 
• Conduct training of teachers to sensitize them on the results of AAS and implementation of special module. 
• Get an online application developed for tracking of the progress. 
• Review the progress through online and during the meetings of DEOs regularly. 
• Undertake district visits through district in-charge officers.

1. District Educational Officers & Project Officers of SSA:

• Analyze the data Mandal wise and share with Dy.EOs and MEOs. 
• Conduct meetings with Dy.EOs and MEOs to discuss the AAS reports and make action plan. 
• Prepare district wise implementation plan for improvement of grades. 
• Fix targets to Dy.EOs and MEOs for improvement of achievement levels. 
• Track the improvement Mandal wise throughout the year. 
• Observe the implementation of module of ‘C’ grade children in schools during the visits. 
• Discuss the achievement levels of VI and IX class children with the headmasters of secondary schools during the meetings. 
• Nominate the sectoral officers of SSA as division wise in-charges to oversee the implementation of action plan. 

2. Deputy Educational Officers & Mandal Educational Officers:

• Fix targets school wise for improvement of the achievement levels.
• Discuss the progress during monthly meetings of Headmasters.
• Observe the implementation of the module developed for ‘C’ grade children during the visits.
• Visit the schools and Monitor the implementation of Action Plan at school point regularly.
• Obtain school wise reports from all schools under his /her jurisdiction, prepare mandal wise consolidation and furnish to DEOs.

3.School Complex Headmasters:

• Observe child wise performance during the visits. 
• Discuss school wise progress during school complex meetings. 
• Maintain school wise and child wise performance reports. 
• Ensure the implementation of special activities for ‘C’ grade children. 
• Focus on the schools which have more number of ‘C’ grade children. 
• Track school wise and child wise progress based on the targets fixed. 

4. School Headmasters / Teachers:

• Implement the module developed for ‘C’ grade children of IV, VI and IX classes. 
• Allot specific time for ‘C’ grade children in school timetable for the teaching of Telugu and Mathematics. 
• Record the achievement levels of III, V and VIII class children of AAS in child performance record of school readiness programme in the classes of IV, VI and IX. 
• Take action to bring ‘C’ grade children to at least ‘B’ grade by the end of Summative Assessment–I. 
• Use necessary teaching learning material for Telugu and Mathematics to teach ‘C’ grade children.
• Conduct Tests after completion of the activities of each chapter in the module. 
• Headmasters shall conduct weekly reviews with teachers to discuss the progress of each child and also to make plans for the next week. 
• Ensure all the ‘C’ grade children attend the school regularly. 
• Give homework / Assignments after completion of each unit for better understanding. 
• Meet the parents of ‘C’ grade children shall be conducted to report the progress of their children and also to ensure regular attendance. 
• The Headmaster of high schools track the performance of VI and IX class children based on their performance in AAS – 2015 reports available in the website.

5. Implementation Schedule

Sl. No.	Description of Activity	Time Schedule	Responsible Officer
1	Conduct of Divisional level meeting with Dy. EOs, MEOs and Headmasters of High schools on AAS-2015 results and fixing targets.	1st week of September 2015.	DEOs, DIET Principal
2	Conduct of Mandal Level meetings with HMs of Primary and Upper Primary schools and fixing school wise targets	2nd week of September 2015	MEOs
3	Conduct of School level meetings for fixing class, child wise targets	2nd week of September 2015	Headmasters
4	Commencing of Action Plan / Teaching as per remedial teaching material for class IV, VI and IX.	2nd week of September 2015	Teachers
5	Preparing progress reports based on SA-1 for classes IV, VI and IX and furnishing to MEOs.	October 2015	Teachers
6	Consolidation of Mandal level reports and furnishing to DEOs and DIET Principals	October 2015	MEOs (Primary) Dy.EOs (High Schools)
7	Conduct of district level meeting to review the progress reports and furnishing district report to SCERT	1st week of November 2015	DEOs, DIET Principals
8	Preparing progress reports based on SA-2 for classes IV, VI and IX and furnishing to MEOs.	Last week of December-2015	Teachers
9	Consolidation of Mandal level reports and furnishing to DEOs.	1st week of January 2016	MEOs (Primary) Dy.EOs (High Schools)
10	Conduct of district level meeting to review the progress reports	rd 3 week of January 2016	DEOs
11	Preparation of district final reports and furnishing to SCERT	1st week of February 2016	DEOs, DIET Principals
12	Conduct of AAS-2016	1st week of April 2016	DEOs, DIET Principals
13	Declaring results	2nd week of May 2016	SCERT

Download Rc 293 Improvement of Performance Levels of C Grade Children in AAS Survey 2015

GO 63 Entitle Points Performance Points for AP Teachers Transfers 2015

GO 63 Entitle Points Performance Points for AP Teachers Transfers 2015. Calculation of Points for AP Teachers transfers 2015 as per GO 63 dated 31.8.2015. Entitlement Points - Common Points, Performance Related Points Entitlement, School Related Performance Points etc..

GO 63 Entitle Points Performance Points for AP Teachers Transfers 2015

6.	Entitlement Points - Common Points
		(a)	Entitlement of points shall be awarded to the Headmaster Gr.II Gazetted / Teacher who applies for transfer in the following manner
		(b)	For service in the present school, basing on its location, as per the following scale, as on 1st August 2015 of the year
		(i)	Service in category IV areas			Five (5) Points for every year of service
		(ii)	Service in Category III areas			Three (3) pointsper every year of service
		(iii)	Service in the Category II areas			Two (2) points per every year of service
		(iv)	Service in the Category I areas			One (1) point per every year of service
		(c)	The Habitations / Towns shall be classified under following categories, viz,,
			Category – I			All Habitations / Towns where 20% and above HRA is admissible
			Category –II			All Habitations / Towns where 14.5% HRA is admissible
			Category –III			All Habitations / Towns where 12% HRA is admissible
			Category-IV			All Habitations where 12% HRA is admissible, and which do not have connectivity through an all-weather road as per the norms of Panchayat Raj (Engineering) Department
		(d)	i) The District Collector shall publish the list ofhabitations in the district which do not have connectivity through an all-weather road as per the norms of Panchayat Raj (Engineering) Department in consultation with the Superintendent Engineer, P.R. of the district for this purpose, and the same shall be final.
			ii) For the Service rendered:		0.5 point for every year of completed service in the total service in all categories as on 1st August 2015 of the year
6.A.	Performance Related Points Entitlement
		(a)	The teachers who secured National or Stateaward issued by the Central / State Government can be availed only once in the 8 year period.				5 points
6.B.	Institution Related Performance
		(a)	Increase in previous year’s enrolment by 10- 20% is ensured during each of the last 2 years			As per Child Info data base for the school	2
		(b)	Attendance of children in a school by average year wise			Above 95%	2
						90% – 95%	1
		(c)	100% Transition of children within their school or catchment area Govt. Schools 5th to 6th class 7th to 8th class 8th to 9th class			- HM certificate - Counter certified by Dy.EO/MEO	3
			a) Marks of A and A+ grade obtained by students in Class III, V & VIII in a school in the Annual Assessment Survey for that year AAS 2015.			If 80% and above students in the class got A and A+ If 70% to 79.99% students got B+	2 1
		(d)	School Average performance in SSC Exam			- HM certificate - Counter certified by Dy. EO Cross verified with DG (Examinations)
			95% to 100% pass percentage 90 -94.99%				2 1
6.C.	Individual Related Performance Points
		(a)	Teacher attendance in the institution at present cadre			- HM certificate - Counter certified byDy.EO/MEO
			Above 95% attendance of total no. of working days for last 2 years				3
			90% -94.99% attendance of total no. of working days for last 2 years				2
		(b)	If the children of Govt. teacher are studying during the last 2 years in Govt./Aided schools (If both are working as teachers, one of the spouse will be entitled for these points)			Self-Certification Counter certified by Dy.EO/MEO with Aadhaar seeded child info	2
		(c)	Initiative in raising of funds/ material/property/infrastructure for developing the school (last 2 years only)			- HM certificate - Counter certified by Dy.EO/MEO
			Worth of more than 3 lakhs				3
			2 – 2.99 lakhs				2
			1 – 1.99 lakhs				1
		(d)	Performance in SSC Results
			100% pass in concerned subject.				3
			90% and above pass				2
		(e)	Participation of children in competitions at District/ State Level from the schools Essay writing Elocution Drawing Quiz, etc.Points to be given to the HM & concerned Teacher			- HM certificate - Counter certified by Dy.EO/MEO	1
		(f)	Participation in sport & games : Points to be gives both for PET/HM			- HM certificate - Counter certified by Dy.EO/MEO
			National				3
			State				2
			Zonal / District				1
		(g)	If teacher is residing at working habitation for last 2 years (applicable to HM / Teacher working in category IV schools only).			Self-Certification Counter certified by Dy.EO/MEO	2
		(h)	Conduct of science exhibition at school level with local contribution inviting neighboring schools in the Mandal Science Projects/Shows Green Crops & Environment Arts			Counter certified by Dy.EO/MEO	2
			Note The criteria for determination of the above performanceparameters shall be two preceding academicyears. ii. Above all should be Certified by the HM & Counter signed by MEO/Dy.E.O. Applicable to the HM / concerned Teachers.
7.	Special Points (Extra Points):
		(1)	The President and General Secretary of the recognized Teachers’ Unions at the State and District Levels.			10 points
		(2)	Un-married Headmistress Gr.II / unmarried female Teacher			10 Points
		(3)	Headmaster Gr.II Gazetted / Teacher, whose spouse is working in State Government or Central Government or PublicSector undertaking or Local Body or Aided Institution in the same District and opted for transfer nearer to and towards the place of working of his/her spouse, Benefit of spouse points shall be applicable to one of the spouses once in 8 years, and an entry shall be made in this regard in SR. A copy of certificate issued by the competent authority shall be enclosed to the check list to consider cases under this category			10 Points
		(4)	Headmaster Gr.II Gazetted Teacher who is working as NCC Officer, if they have completed 8 years’ service in the school			10 Points
		(5)	Headmaster/teacher who are enthusiastic and have inclination to teach in English Medium in English Medium schools / Parallel sections			5 Points
		(6)	Teachers who are Physical Science teachers and who opt to teach Mathematics permanently in future and who have the requisite qualification			5 Points
		(7)	Teachers/HMs willing to opt for difficult and remote area schools			5 Points
8.	Rationalization Points
			The teachers who are affected by rationalization process they are eligible for extra points over and above already secured. The teachers who have completed 8 years’ service are not eligible.			10 Points
9.	In case of a Tie in Points Secured
			In case the entitlement points two or more applicants are equal, the inter-se seniority shall be determined as below:
		(a)	Applicants having disability of more than 40% but less than 70% (Ortho-handicap. / Visually challenged/ Hearing Impaired) shall take priority
		(b)	Subject to the above, the seniority in the cadre shall be taken into account
		(c)	Priority to the candidate basing on the date of birth (Senior) besides rule (a) and (b).
10.	Minus Points:
		(a)	If disciplinary action is initiated for irregular attendance/ Unauthorized absence, not completing syllabus, indiscipline etc. by competent authority
		(i)	Major penalty awarded	5 Points
		(ii)	Minor Penalty Awarded	3 Points
		(b)	10th Class Pass Percentage is less than 30%	5 Points
		(c)	The Headmaster Grade-II and the concerned subject Teacher of the school in which the pass percentage in the S.S.C. Public Exam (March) is less than 30%	5 Points
11.	Preferential Categories
			The following categories shall take precedence in the seniority list, in the order given below, irrespective of their entitlement points.
		(a)	Physically handicapped i.e., those with not less than 70% orthopedically-handicapped / Visually challenged/Hearing Impaired.
		(b)	Widows
		(c)	Legally Separated Women
		(d)	Headmaster Gr.II Gazetted / Teacher who is suffering with the following diseases, in which he/she is undergoing treatment:
			Cancer
			Open Heart Surgery, including Stunts
			Neuro Surgery
			Bone TB
			Kidney Transplantation / Dialysis Neuro- Surgery Back-ach Surgery (Spinal Chord Plates diseases) Losses of Platelets in Blood
		(e)	Applicants with dependents i.e., Mother, Father, children, Spouse who are mentally retarded and are undergoing treatment
		(f)	Children suffering with holes in the heart by birth and undergoing medical treatment available only at specified places to which they are seeking transfers
		(g)	Applicants with dependent children suffering from Juvenile Diabetes
			Note 1: For the purpose of (a, d, e & f) above, a copy of the certificate issued by a competent authority i.e., District Medical Board / State Medical Board should be enclosed to the application for consideration of preferential categories. However candidates selected under PH quota and recorded in SR need not furnish any fresh certificate.
			Note 2: The Headmaster Grade-II Gazetted / Teachers should avail either the preferential category (Rule 8) orthe special points Rule 7 (1 to 6) once in 8 years and an entry be made in SR.
			Note 3: The teachers who have availed the preferential category or spouse category in the earlier transfer counselling and now shifted under Rationalization without completion of 8 years of service shall be given the respective benefits / entitlement points along with the Rationalization points.
		(h)	Teachers shall exercise their option for their willingness to teach in English medium in the English Medium High Schools / English Medium Parallel High Schools. They shall be treated as English Medium teachers and will be posted for teaching in English medium henceforth. The required training will be provided. Preference will be given to the teachers who exercise the option for posting in the said school. Transfer shall be issued to the extent of requirement in the Schools.
		(i)	Where there is dearth of Mathematics Teachers, the School Assistants (Physical Science) who are willing / opt to teach the Mathematic subject permanently / continuously in future shall be treated as a Mathematics teacher. Posting shall be issued to the extent of requirement in the Schools.

Click Here for details of GO 63

GO 63 AP Teachers Transfers 2015 Rules GO AP Teachers Transfers GO 2015

GO 63 AP Teachers Transfers 2015 Rules GO, AP Teachers Transfers GO 2015. Rules - The Andhra Pradesh Teachers (Regulation of Transfers) Rules 2015-16 - Orders – Issued - Regarding. Govt of AP has issued GO 63 dated 31.8.2015 regarding the Transfers of Teachers in Andhra Pradesh for 2015. Eligibility for AP Teachers Transfers 2015, The details of the AP Teachers transfers go are given below.

GO 63 AP Teachers Transfers 2015 Rules GO AP Teachers Transfers GO 2015

In order to facilitate and regulate the transfers of Headmasters Grade II Gazetted and teachers working in Government / ZPP / MPP schools in Andhra Pradesh School Education Service and Andhra Pradesh School Education Subordinate Service, Government have decided to issue rules relating to transfers.

Government have decided to call for the applications for transfer of teachers through online and conduct web counseling duly obtaining the options as was done in the transfer counseling of A.P. Model Schools, Admission into DIET-CET etc. The Headmasters/teachers shall apply online in the IP address given for the purpose.

1. Short Title and Applicability:

• (1) These rules may be called the Andhra Pradesh Teachers (Regulation of Transfers) Rules, 2015-16. 
• (2) These rules shall be applicable to Headmaster Gr.-II Gazetted in Andhra Pradesh School Education Service and School Assistants / Secondary Grade Teachers and other equivalent categories in Andhra Pradesh School Education Subordinate Service, herein after referred to as Teacher in these Rules. 
• (3) These rules shall come into force with immediate effect. 

2. Transfer Counselling
All the transfers shall be processed by applications filed and options exercised through an online processes. Transfer orders will be issued by the Transfer Committees constituted for each district / zone.

3. Schedule of Transfer
The Commissioner of School Education, shall draw schedule and communicate the same to the competent authorities for effecting transfers from time to time.

4. Competent Authority for postings & Transfers
The appointing authority concerned shall issue transfer and posting orders based on the web options exercised by the Teacher by the Committee constituted for the purpose.

5. Eligibility Criteria for AP Teachers Transfers 2015

• (1) The following categories of Headmaster Gr.II Gazetted / Teacher in the Government / ZPP /MPP shall be transferred. 

1. (a) Those Teachers who have completed 8 years’ service in a particular school and the Headmasters Gr-II who have completed 5 years of in particular school as on 1st August (for the transfer year 2015-16 the cutoff date would be 1st August) shall be compulsorily transferred. 
2. Provided those who are going to retire within two (2) years from 1st August of the year shall not be shifted until and unless the incumbent requests for such transfer 
3. (b) The male Headmaster Grade-II/Teacher aged below 50 years as on 1st August of the year and working in Girls High School. 

• (2) If no women HMs / Teachers are available to work in Girls High Schools, then male HMs / Teachers who are over and above 50 years of age may be considered for posting to such schools. 
• (3) Headmaster Gr.II Gazetted/Teacher who has completed a minimum period of two years-service in a School as on 1st August 2015 of the year shall be eligible to apply for transfer. 
• (4) The teachers shifted under Rationalization i.e. Primary Schools and Upper Primary Schools and SGTs in High Schools (provided if required number of teacher posts are sanctioned in High Schools) shall participate in the Transfers Counseling regardless of years of service in the station. 
• (5) The Headmasters Gr.II Gazetted/Teacher who have completed 8 years’ service as NCC officer should be posted in a vacancy in a school where there is NCC unit. If there is no vacancy, they may be posted in a school where there is no NCC Unit, so that the NCC teacher may open a new NCC unit in the school. 
• (6) All transfers shall be effected from within the Present Management, Agency Area to Agency Area, Plain Area to Plain Area. 
• (7) Preference shall be given to HM Gr II, who have studied Urdu Language as 1st Language/Urdu as main subject to Urdu Medium Schools. 

Entitlement Points Calculation as per GO 63

More Details Download GO 63 AP Teachers Transfers 2015 Rules GO

GO 169 Special Officer for Unified Service Rules of AP Teachers

GO 169 Special Officer for Unified Service Rules of AP Teachers. Special Officer appointed for finalization of Unified Service Rules Matter in Andhra Pradesh pertaining to ZP and Govt Teachers. GO 169 Dated 30/8/2015. School Education – Unification of Service Rules of Government and Panchayat Raj Teachers – Sri M.V.Satyanarayana, IAS, Commissioner, Intermediate Education and Secretary, Board of Intermediate Education, A.P., Hyderabad – Appointed as Special Officer for finalization of issue of Unified Service Rules – Orders – Issued. G.O.Rt.No.169 Dated:30.08.2015

ORDER:-

• Sri M.V.Satyanarayana, IAS, Commissioner, Intermediate Education and Secretary, Board of Intermediate Education, A.P., Hyderabad, is hereby appointed as Special Officer for looking into the matter of Unified Service Rules of Government and Panchayat Raj Teachers and for finalization of the issue.
• 2. The Commissioner of School Education, A.P., Hyderabad shall take necessary further action accordingly.
• Download the GO 169 Special Officer for Unified Service Rules of AP Teachers

School GIS Android APP School GIS Step by Step Procedure User Manual

School GIS Android APP, School GIS Step by Step Procedure User Manual. School GIS Mobile app User Manual For Department of School Education GoAP. 26/08/2015 Prepared by APOnline. This School GIS Mobile is used to update the Geographical Information System of all Schools. School Photos, Infrastructure Photos will be uploaded in this app using the School Code in 13 Districts of Andhra Pradesh. This School GIS Mobile Android App is available to download from Google Play Store.

School GIS Android APP and School GIS Step by Step Procedure User Manual

• Download the app on your phone – School GIS from Google play store
• Authorities will share a User name and Pass word. Please do not share this with anyone.
• Once you install the app you will get the following screen

• Enter user name : school code
• Pass word as given to you
• Eg: User name: 28113601605
• Password: admin------

• You will be directed to the above screens
• Please stand inside the school and enter your school code
• Check the data that is filled in, for eg: Name of your school and address.
• Long/lat coordinates are captured automatically.

In case there is no net connection at the place the data is entered, please click the submit button and use Upload button where there is connectivity
You will be prompted and asked if you are in the school, if you are standing in the school premises
click YES or NO...Click Yes..

• Next capture pictures of School Building, Toilets both girls and boys and Kitchen Shed. Eg: School Building etc..
• Click on Submit..

Offline

• Enter school code and pw where net connectivity is available. Close the app.
• Once you reach the school, enter school code again.
• Take pictures as shown above. Click Submit..
• Then when you come to a place where there is net connectivity please click on UPLOAD
• Once you upload you will get the following screen

Click Here to Download the User Manual for School GIS

Click Here to Download the Mobile APP from Google Play Store

AP Teachers Transfers Model Application Form AP Teachers Transfers Application download

We are going discuss about "AP Teachers Transfer Model Application Form, AP Teachers Transfers Application download, Download AP Teachers Transfers Application Form with full details, Columns of AP Teachers Transfers Application". DSE has shown a model application at the time of demo to DEOs and all Union Representatives. Basing on the Demo this Model Application Form is prepared. You can download the Model Application of AP Teachers transfers at the bottom of this Post. See the details one by one. Updated on 28th Aug 2015 including Teachers Performance Points

AP Teachers Transfer Model Application Form AP Teachers Transfers Application download

Below is the Model Application with all Columns. Blue Colour displays the Original Application column and text given in Application. Black Displays the explanation of that Column. The AP Teachers Transfers Application contains 31 Columns as given below.

1.District : (Select the District from the Given List)

2.Zonal Code :(When You select District Zonal Code automatically Displayed)

3.Mandal :(Select your Mandal from the Given List)

4.Name of the Individual seeking Transfer : (Enter Your Name)

5.Mobile Number : (Enter Your Mobile Number. Important to receive your Web Counselling SMS Alerts)

6.Aadhaar Number : (Enter Your Aadhar No)

7.Employee Treasury Code :(Enter Your Treasury ID No)

8.Date of Birth : (Enter Your Date of Birth in DD/MM/YYYY mode)

9.Gender : (Select Gender)

10.Maritial Status :(Select Maritial Status Married / Un Married)

11.Category of the Post : (Select Category of Post SGT/SA...)

10.Subject : (Select Subject of Post of SA...)

12.Medium of School : (Select Medium of Post)

13. Management of the School : (Select Management Govt /Local Bodies)

14.School Type : (Select School Type Boys/Girls/Co-ed)

15.Name of the School : (Select Name of the School from Your Mandals List)

16.School Code : (No need to do any thing.. Automatically displays school code basing on the col 15 above)

17.Date from which the Individual is working in the Present School in all Categories of Posts. ( Enter Date...)

18.Category Of the School :(Select Category of Present School I/II/III/IV)

18(A). Is there any change in Category Of the School in Previous 8yrs :

18(B).Category Of the School : (If above is Yes then Previous Category of School)

18(C).Previous Category Dates :

18(D).Present Category Dates :

Category wise Points

19.Whether the Individual has completed 8 yrs of Service as on 31st May, 2015 in All Categories of Posts in School. (Displays Yes/No automatically)

20.Whether the Individual is Male Headmaster Grade-II/Teacher Aged below 50 years as on 31st May, 2015 of the year and working in Girls High School :

20(A). Date of Joining in that school :

21.Rationalization(Have you affected under Rationalization process)(Select Yes/NO)

22.Date of First Appointment in service:

22(A). First appointed Category of the post :

23.Whether he/she is President or General Secretary of the District/State of Recognized Association:

24.Whether spouse is Employee of State Govt/Central Govt/Public Sector Undertaking/Local body / Aided Institution in the same district(in the same zone for Gazetted Head Master, Gr.II in Govt Schools ) :(Select Yes/NO)

24 (A).Treasury ID : (if Above is Yes then fill Spouse Details like Below)

24 (B).Name of the Spouse :

24 (C).Designation :

24 (D).Name of the Institution/Organization :

24 (E).District :

24 (F).Mandal :

25.Whether the Teacher availed the benefit under Individual/Spouse Category During the Last 8 years as on 31st May, 2015 : (Select Yes/NO)

25(A).Whether Interested to avail Spouse benefit (Select Yes/NO)

26.Whether the Teacher willing to Teach in English Medium in English Medium Schools/Parallel Sections :(Select Yes/NO)

27.Whether the Physical Science Teacher is willing to Teach Mathematics in Future :(Select Yes/NO)

27(A).Are you Teach Mathematics Continuously in Future :(Select Yes/NO)

28.Performance Parameters

28 (A).The Teachers who have got National or State award issued by the Central / State Government.

28 (C). Is there any increase in the enrollment last two years (10% to 20%) as per child info data:

28 (D). Average children attendance of the school:

28 (E). 100 % Transition of children within their school or catchment area:

28 (F). As per annual assessment survey (ASS 2015) students Grade :

Teacher Attendance

28 (G).Percentage of working days attenance in last two years :

28 (H). If the children of teacher are studying Govt/LocalBodies/Muncipal/aided/APResidential schools:

28 (I).Raising of the funds/material/property/infrastructure for developing of the school (in last two years) :

Individual Performance

28 (J).Performance in ssc results :

28 (K).School average performance in ssc exams :

28 (L). participation of children in competitions at district/state level other than sports :

28 (M).If PET/HM participation in sports and gemes :

28 (N). If teacher is residing at the working habitation :

28 (O). Conduct of science exhibition at school level :

28 (p). 10 th class pass percentage less than 30 :

29.Teacher Irregular attendence / Unauthorised absence, not completing syllabus(Select Yes/NO)

30.Whether the individual availed the benefit under Preferential category during the last 8 years as on 31st May, 2015 :(Select Yes/NO)

31. Whether the individual wants to claim under Preferential Category (Yes/No):(Select Yes/NO)

Total Points Secured:

Click Here for Live Demo of the Application

Social Deleted Topics from 6-10th Class Text Books

Social Deleted Topics from 6-10th Class Text Books

Biology Deleted Topics from 6-10th Class Text Books

Biology Deleted Topics from 6-10th Class Text Books

Physics Deleted Topics from 6-10th Class Text Books

Physics Deleted Topics from 6-10th Class Text Books

Physical Science Deleted Topics

Maths Deleted Topics from 6-10th Class Text Books

Maths Deleted Topics from 6-10th Class Text Books

English Deleted Topics from 6-10th Class Text Books

English Deleted Topics from 6-10th Class Text Books

Hindi Deleted Topics from 6-10th Class Text Books Andhra Pradesh

Hindi Deleted Topics from 6-10th Class Text Books Andhra Pradesh

Telugu Deleted Topics from 6-10th Class Text Books Andhra Pradesh

Telugu Deleted Topics from 6-10th Class Text Books Andhra Pradesh. Certain Topics are deleted from Telugu Text Books for 6th to 10th Class from 2015. Below are the Class wise topics.

Telugu Deleted Topics from 6-10th Class Text Books Andhra Pradesh

Rc 279 Deletion of Topics From 6-10th Class AP Text Books

Rc 279 Deletion of Topics From 6-10th Class AP Text Books. Proc. Rc. 279/B/C&T/SCERT/2014 , Dated: 22-08-2015 SCERT, AP, Hyderabad – Deletion of certain Chapters/Topics from the Textbooks -Classes VI – X - - Reg.

Rc 279 Deletion of Topics From 6-10th Class AP Text Books

• As per the directions of Secretary to Government, School Education, SCERT conducted a 4-day workshop with selected teachers to identify Non-local, difficult, repeated, irrelevant concepts in the textbooks to reduce content load. The subject wise groups identified some chapters/topics which are need to be deleted from the existing text books. The list enclosed in annexure. These identified topics / chapters are not to teach in regular classroom teaching learning process and assessment for this year only. The same is applicable for all Minor Medias.
• Further all the District Educational Officers are here by instructed that these deleted topics/chapters from the present textbooks should communicate to all Dy.E.Os, M.E.Os, all H.Ms, SOs of KGBVs, Principals of AP Model Schools, all the other Private Management Schools, teachers and all other field functionaries in their respective districts.

Below are the Subject Wise Links for Deleted Chapters:

• Telugu
• English
• Hindi
• Maths
• Physical Science
• Biology
• Social

This is the Deleted Topics from 6-10th Class Text Books. Download all the Deleted Content Click Here

APPSC Dept Tests May 2015 Session EOT GOT Results

APPSC Dept Tests May 2015 Session EOT GOT Results. NOTIFICATION NO.04/2015 Dept Test Results. DEPARTMENTAL TESTS MAY, 2015 SESSION

Click Here for EOT Results

Click Here for GOT Results

Click Here if You forget Your Hall Ticket Number 

APPSC Dept Tests May 2015 Session EOT GOT Results NOTIFICATION NO.04/2015 DEPARTMENTAL TESTS MAY, 2015 SESSION SNo.   PAPER CODE PAPER NAME 1   008 ACCOUNTS TEST FOR SUBORDINATE OFFICERS PART I 2   055 PORT DEPARTMENT TEST HIGHER GRADE 3   149 D.T. FOR GAZETTED & NON-GAZETTED STAFF OF A.P.P.S.C. 4   002 - 012 - 020 DEPUTY INSPECTORS TEST 5   004 D.T. FOR CLERKS IN THE POLICE DEPARTMENT 6   010 ACCOUNTS TEST FOR SUBORDINATE OFFICERS PART-II 7   15-24-56-85 FISHERIES DEPARTMENT TEST II 8   32-143 D.T. FOR CHIEF AND DEPUTY CHIEF ACCOUNTANTS IN THEA.P. ELECTRICITY DEPARTMENT 9   045 THE CIVIL JUDICIAL TEST PART I 10   051 ANIMAL HUSBANDRY DEPARTMENT TEST 11   060-068 D.T. FOR EMPLOYEES OF A.P.G.L.I. 12   077 INDIAN EVIDENCE ACT TEST 13   88-97 D.T. FOR GAZETTED OFFICERS OF EDUCATION DEPARTMENT 14   96-104 D.T. FOR STAFF OF NATIONAL EMPLOYMENT SERVICE 15   140 D.T. FOR ACCOUNTANTS IN A.P. ELECTRICITY DEPARTMENT 16   141 THE ACCOUNTS TEST FOR EXECUTIVE OFFICERS 17   144 THE AGRICULTURAL DEPARTMENT TEST 18   145-147 THE CIVIL JUDICIAL TEST PART II 19   41-59 D.T. FOR CHIEF AND DEPUTY CHIEF ACCOUNTANTS IN THEA.P. ELECTRICITY DEPARTMENT

GO 99 Physically Handicapped Roster Points PH Roster Points 6, 31, 56

GO 99 Physically Disabled Roster Points PH Roster Points 6, 31, 56. The Andhra Pradesh State and Subordinate Service Rules, 1996 – Amendment to rule 22 relating to Persons with Disabilities – Orders – Issued. G.O.Ms.No. 99 . Dated:4-3-2013.The Details of the Roster Points for Physically Handicapped Candidates in direct appointments such as DSC, Police Dept, APPSC and other agencies as amended vide GO 99 dated 4/3/2013 is as follows:

GO 99 Physically Disabled Roster Points PH Roster Points 6, 31, 56

Read the following:
1. G.O.Ms.No.436, General Administration (Services-D) Department, Dated:15.10.1996.
2. G.O.Ms.No.252, General Administration (Services-D) Department, Dated:28.08.2004.
3. G.O.Ms.No.23, Department for Women, Child, Disabled and Senior Citizens, Dated:26.5.2011.
4 From Secretary, Andhra Pradesh Public Service Commission, Letter No.335/RR/2013, dt.20-2-2013.

O R D E R:
The following notification will be published in the Andhra Pradesh Gazette.

NOTIFICATION

• In exercise of the powers conferred by the proviso to Article 309 of the Constitution of India and all other powers hereunto enabling, the Governor of Andhra Pradesh, hereby makes the following amendments to the Andhra Pradesh State and Subordinate Service Rules, 1996, issued in G.O.Ms.No.436, General Administration (Services-D) Department, dated the 15th October, 1996 as subsequently amended from time to time.
• 2. The amendments hereby made shall be deemed to have come into force with effect on and from 28.8.2004. However, this amendment shall not have the effect of nullifying a benefit which has been granted or availed of under the Old Rule.

AMENDMENTS 

In rule-22 of the said rules, in sub-rule (2) in clause (e),--
(1) for the existing order of rotation points 6th, 31st and 56th, the following shall be substituted, namely,-
“6. Blindness or Low Vision (women)
31. Hearing Impaired (Open)
56. Locomotor Disability or Cerebral Palsy (Open)”

(2) in the proviso, for item (ii), the following shall be substituted namely,
“(ii) In the Second cycle of 100 roster points, the following points shall be reserved as follows:-
“106. Blindness or Low Vision (Open)
131. Hearing Impaired (Women)
156. Locomotor Disability or Cerebral Palsy (Open)”

In the third cycle of 100 roster points, the following points shall be reserved as follows:-
“206. Blindness or Low Vision (Open)
231. Hearing Impaired (Open)
256. Locomotor Disability or Cerebral Palsy (Women)”

• The 6th, 31st and 56th turns in each cycle of hundred (100) vacancies shall be allotted to the Blindness or Low Vision (Visually Handicapped), Hearing Impaired (Hearing Handicapped) and Locomotor Disability or Cerebral Palsy (Orthopaedically Handicapped) persons respectively as stated above and where qualified and suitable candidates are not available from among them, the turn allotted for them in the unit referred to above shall be carried forward to the succeeding recruitment year for being filled from the same category. If, in that year also, qualified candidates of the same category are not available, the same shall be notified for being filled up by interchanging from among the three categories. Only when there is no person with disability of any of the 3 categories available for the post, the vacancy shall be filled up by the employer by appointment of a person, other than a person with disability. Provided that if qualified women candidates are not available for the posts reserved for women, qualified men candidates of the same category of disabled may be appointed.”

4th Theme New Edn Policy Reforming School Examination Systems

4th Theme New Edn Policy Reforming School Examination Systems. This is one of the Most Important Theme in the 13 Themes proposed in New Education Policy 2015. This theme deals with Examination System and its changes. The name of the theme is Reforming School Examination Systems

1. Examination reforms that focus on problem-solving, critical thinking and reasoning skills are critical to improving quality at the elementary and secondary levels. Such reforms will change the teaching–learning processes and improve learning outcomes. In recent years, CBSE has introduced wide-ranging examination reforms in schools affiliated to it, such as Class X Board Examination has been made optional, a system of grading in place of marks has been introduced. 
2. Continuous and Comprehensive Evaluation (CCE) has been strengthened so that the students are assessed on an ongoing basis for their holistic development. For implementing CCE several activities are expected in the classroom such as Preparation of child profile and cumulative record , Various activities for evaluating cognitive and co-cognitive levels, Use of various methods to evaluate children such as observation , questioning in class room , Utilizing information gathered for improvement in teaching learning/ remedial inputs for children built into the process . CCE also involves sharing of children’s learning progress with parents through parent teacher meetings 
3. State Boards have also made efforts to update curriculum and impose examination systems. However, problems still beset the examination system. The existing systems need to be examined threadbare. 

4th Theme New Edn Policy Reforming School Examination Systems

• What are the experiences of government schools in implementing CCE 
• Has CCE helped student’s academic performance? 
• What is the general feedback of students, teachers and parents regarding the no detention policy and CCE? 
• Has the abolition of class X board reduced learning level of our students? 
• What other reforms can be suggested which would help better assessment of students. 
• Is our examination system only assessing note learning?
• Can the examination system shift towards questions that assess the students application of concept, problems solving abilities and critical thinking?
• How can assessment systems become more nuanced and reward children for thinking and innovation.

3rd Theme New Edn Policy Strengthening of Vocational Education

3rd Theme New Edn Policy Strengthening of Vocational Education. This is the 3rd Theme of proposed New Education Policy 2015 by Indian Govt.
III. Strengthening of Vocational Education

1. A knowledgeable and skilled workforce is seen as the most important human capital required for the development of a country. Both vocational education and skill development are known to increase productivity of individuals, profitability of employers and national growth. Vocational education aims to develop skilled manpower through diversified courses to meet the requirement primarily the unorganized sector and to inculcate self employment skills in children through a large number of diversified vocational courses. Given that only 7 to 10 per cent of population is engaged in formal sector of economy, development of vocational education will provide skilled labour force in the informal sector which would further enhance the productivity. Complete details of the New Education Policy is avlb at apteachers.in. Several Committees also emphasize the need to improve access and participation to vocational education and recommends the flexibility of Vocational education within the main-stream education system. 
2. In India, the general education and vocational education have been operating as two different verticals with very little interaction between the two. This had lead to hesitation in students opting vocational courses as there is a general apprehension that one cannot pursue higher degrees or qualification. The vocationalisation of secondary education scheme was revised in 2014 to address the issue of weak synergy with industry in planning and execution, lack of vertical and horizontal mobility, redundant courses and curricula as well as paucity of trained vocational educational teachers. The National Skills Qualification Framework NSQF) has been notified in Dec 2013, to provide and overall framework to set up vocational education programme. There is a greater emphasis on integrating skills in education and a renewed focus on vocational education in secondary education. It also demands of a revamp of our education system to make skill development an integral part of the curriculum at all stages. 

3rd Theme New Edn Policy Strengthening of Vocational Education

• Would skill based education help, students to be employable?
• What difficulties are experienced in implementing VE in the schools
• What are the issues regarding availability and training of vocational teachers.
• Some States have been effectively integrating vocational education in mainstream education. How can these be adopted or adapted across other States?
• Should VE subjects be the best of five or six subjects for class XII or class X scores?
• What needs to be done to make VE popular amongst students?
• School services-sector courses, be introduced in schools rather than manufacturing based courses?
• Schools blend professional courses, which utilize the school students learning of science, maths, accounting, computers, history, geography be developed for VE, to help the students employability and knowledge base?
• Should there be a counselling level factored in at school level which helps child identify the craft/ industry/service he/she inclined towards and skill sets they need to develop and do a skill roadmap per child at school? If yes, then at which grade level should it be done.

2nd Theme New Edn Policy Extending Outreach of Secondary & Senior Sec Edn

This is the 2nd Theme New Edn Policy Extending Outreach of Secondary & Senior Sec Edn of New Education Policy as proposed by Indian Govt. II. Extending outreach of Secondary and Senior Secondary Education

1. With Universal Elementary Education(UEE) becoming a reality, near universalization of secondary education is a logical next step. Further, universalisation of quality secondary education implies creating secondary schooling provisions of a defined standard irrespective of the location and management of the institution to accommodate all those eligible grade VIII and grade X students who are willing to participate in secondary and higher secondary education. It is expected that initiatives such as RTE of eight years of schooling would not only be increasing participation levels in elementary education but also substantially improve the internal efficiency of elementary education in the coming years and ensure higher levels of transition to secondary schooling. Further, with the improvements in retention and transition rates particularly amongst the more disadvantaged groups, there is an increasing pressure on the secondary schools to admit more students.Complete details of New Education Policy at apteachers.in
2. A wide range of centrally sponsored schemes are being run by different secondary school institutions and bodies so as to ensure greater geographical coverage, social and gender inclusion and use of ICT for quality enhancement. RMSA is now envisaged as a single comprehensive scheme to address issues of coverage and quality in secondary education in a holistic manner. 

2nd Theme New Edn Policy Extending Outreach of Secondary & Senior Sec Edn

Questionnaire for this 2nd Theme:

• To what extent we have made quality education available, accessible and affordable to the target population in the age group of 14–18 years. What is negative impact on society and economy of not doing this? 
• How can we increase access to post elementary education across the country in a manner so as to ensure no child is denied the opportunity of completing his/her school education? 
• How can we address the geographical and social disparities in secondary education?
• What needs to be done to improve student participation in Science and Mathematics subjects?
• What can be done to overcome shortages in qualified teachers for Science and Mathematics? How can we engage with DST engage to address the needs of science & Maths teachers for both primary/ secondary education?
• To what extend can ICT be used in secondary/ senior secondary schools to enhance teaching-learning process?
• What kinds of pupil assessment systems are desirable at secondary level to ensure problem solving and critical training amongst children?
• Is there a need to improve secondary/senior secondary text books?
• What is needed to improve teacher performance?
• How many languages should be taught at secondary/senior secondary level?
• Is a PPP model to expand schooling at these levels, feasible?
• How can ICT based interventions enhance use of hands on education, field visits, etc?

1st Theme New Edn Policy Ensuring Learning Outcomes in Elementary Education

1st Theme New Edn Policy Ensuring Learning Outcomes in Elementary Education. This is the First Theme of Proposed New Education Policy. 

1st Theme New Edn Policy Ensuring Learning Outcomes in Elementary Education

1. In elementary education, despite improvements in access and retention, the learning outcomes for a majority of children continue to be an area of serious concern. Studies are showing that children are not learning the basic skills during their schooling. Many children who reach grade V cannot read simple texts and cannot do simple arithmetic calculations. The examination results of the children are poor. Concerted efforts are required to ensure that a minimum set of cognitive skills are acquired by all children during eight years of elementary education. 
2. The States are implementing reforms such as early grade reading, writing, comprehension and maths programs in conjunction with defining and measuring learning outcomes. The NCERT has completed 3 rounds of National Level Achievements Survey for Classes –III, V, & VII/VIII. States have been given funds to conduct State level achievement surveys and the States are conducting State level learning achievement surveys which are at different stages of conducting one or more rounds of SLAS. 
3. However, even with all these reforms, there is a need to explore the various approaches to improve teaching–learning at the elementary stage. There is a need to understand the reasons of low learning achievement levels in elementary schooling, assess the system of Continuous and Comprehensive Evaluation and suggest ways and methods of improving the learning outcomes of school children which would result in enhancing the quality of elementary education. The quality issues and determinants thereof such as ensuring availability of trained teachers, good curriculum and innovative pedagogy that impact upon learning outcomes of the children need to be addressed on priority basis. Complete details of the New Education Policy is available at apteachers.in

Questionnaire for 1st Theme of New Education Policy:

• What in your view are the reasons for the poor performance of your children in the schools?
• How do we ensure that children learn the basic language and numeracy skills in the schools?
• How do we use technology to ensure real time availability of teachers?
• Should there be dedicated teachers for classes 1 & 2.
• What needs to be introduced in teacher training for improving teaching learning process at foundation level of schools?
• Should there be any special measures for primary schools to make them attractive for students, parents, teachers like colourful furniture, rugs play way toys, charts, pictures etc.
• Do you think games, art and confidence building measures should be introduced from primary level itself?
• What should be the student assessment systems?
• How many languages should be available for children to learn at elementary level?
• How do we factor in pre primary/ play school industry in our country that seems to be mushrooming?
• States to highlight in which areas do they seek international partnerships?

New Education Policy 2015 National Eduation Policy Themes for School Education

New Education Policy 2015, National Eduation Policy Themes for School Education. The objective is to formulate a new Education Policy for the country through an inclusive, participatory and holistic approach. The National Policy on Education was framed in 1986 and modified in 1992. Since then several changes have taken place that calls for a revision of the Policy. The Government of India would like to bring out a National Education Policy to meet the changing dynamics of the population’s requirement with regards to quality education, innovation and research, aiming to make India a knowledge superpower by equipping its students with the necessary skills and knowledge and to eliminate the shortage of manpower in science, technology, academics and industry.

For this purpose, 33 themes have been identified for discussions. The themes are divided separately for the School Education (13 themes) and Higher Education (20 themes) sectors. Details of these themes are exclusively presented at apteachers.in website. Tasks and Discussions are opened. Tasks are both online and on-ground. Discussions enable participants to share their thoughts and ideas.

New Education Policy 2015 National Eduation Policy Themes for School Education

List of themes for consultation on School Education

• 1. Ensuring learning outcomes in Elementary Education.-Click Here
• 2. Extending outreach of Secondary and Senior Secondary Education-Click Here
• 3. Strengthening of Vocational Education-Click Here
• 4. Reforming School Examination systems-Click Here
• 5. Re-vamping Teacher Education for Quality Teachers. 
• 6. Accelerating rural literacy with special emphasis on Women, SCs, STs & Minorities through Adult Education and National Open Schooling Systems. 
• 7. Promotion of Information and Communication Technology Systems in School and Adult Education. 
• 8. New knowledge, pedagogies and approaches for teaching of Science, Maths and Technology in School Education to improve learning outcomes of students. 
• 9. School standards, School assessment and School Management systems. 
• 10.Enabling Inclusive Education – education of SCs, STs, Girls, Minorities and children with special needs. 
• 11. Promotion of Languages. 
• 12. Comprehensive Education – Ethics, Physical Education, Arts & Crafts, Life Skills. 
• 13. Focus on Child Health

Details about all these Themes are discussed in the coming Posts... Click on the respective Theme for Details of the Theme on New Education Policy.