2.0 Overall Physical Climate
2.1 Institution’s Look (Does it stand apart from other institutions?) :
2.2 Environment (Physical and academic) :
2.3 Neatness and cleanness of the campus:
2.4 Availability of spaces (beyond classrooms) for learning:
2.5 Adequacy or otherwise of infrastructural support system:
2.6 Does the DIET stand out as a district institution with identity of its own? :
3.0 Faculty Profile
3.1 Number of sanctioned posts vis-à-vis faculty in position:
SL No. Faculty Category Sanctioned Posts Staff in Position Vacant Posts
01 Principal 01 01 0
02 Vice-Principal 01 0 01
03 Senior Teacher Educator 06 04 02
04 Teacher Educator 14 07 ( 03 are deployed to ETEIs) 07
3.2 Are faculty in position as per NCTE norms (faculty for Foundation Courses and Pedagory Coutses)? : Yes
3.3 Faculty composition (in terms of years of service)
Faculty Category Number of faculty with years of experience
20+ 1-4 5-8 9-20
Principal 01
Vice-Principal
Senior Teacher Educator 01 03
Teacher Educator 06 01
3.4 Faculty Mix (No. of sex and caste category faculty)
Caste Category Number of Faculty Total
Male Female
General 02 01 03
SC 03 – 03
ST 01 01 02
OBC/SEBC 04 04
4.0 Classroom Processes
4.1 Classroom space for learning:
• Two Class Rooms: 40×25 ft.
• Students:100 each year
• Physical Space: Available
• Resource Materials: Available
4.2 Classroom processes :
4.3 Teacher’s activities:
5.0 DIET as a Learning Organization
5.1 Does the DIET have a Teaching Learning Centre (TLC) :
5.2 How good is the DIET as a TLC (availability of range of resource materials) :
5.3 Existence or otherwise of Professional Learning Community (PLC) in DIET with its variants:
5.4 If in existence, range of activities organized under PLC:
5.5 Overall visible collaborative reflective dialogue and conversation on various academic issues:
5.6 Principal’s leadership in developing the DIET as a living learning organisation (faculty/constraining) :
5.7 Involvement of student-teacher in PLC and other academic activities:
5.8 Climate for healthy collegiality (faculty collaboration) :
5.9 Mentoring of new Teacher Educators by experiences Teacher Educators for former’s professional development:
5.10 Evidence of DIET as a seat-bed of innovation:
5.11 Nature and quality of collegial collaboration among DIET faculty:
5.12 Existence of a climate inducing individual and collective professional development:
5.13 Role of DIET is nurturing the potential of the Practicing School.
6.0 DIET’s Linkage :
• Conducted in-service training programme in coordination with DPC, DEO, BEOs, CRCCs, BRC-Cum-ABEOs and school Teachers
• Visited some Elementary Schools for monitoring specially the adopted school and practice teaching schools
• Invited Principal Govt. TTC Phulbani for workshop and required his suggestions for finalization of Research proposal
• Organized DRAC and finalized Action Researches
• Academic support to ETEI Balliguda and ETEI Phulbani
• Organized meeting with DEO regarding AISHE, NAS, ASER survey and leadership programmes
• Deputed Teacher Educators when required by other DIETs
• Attended Workshop and Training Programmes organized at OPEPA, SCERT, NCERT, RIE, NUEPA etc.
• District Administration such as Collector Office, Local Police Station
7.0 DIET as an Institution – Visioning :
• To function as “A Hub of Educational Excellence”
• To strengthen elementary education and elementary teacher education programme in Kandhamal district of Odisha.
• To provide academic and professional support to elementary teacher training institutions at the district level.
• To co-operate with other agencies, institutions and NGOs working for development of Quality Education.
• To organize meetings, seminars, conferences etc. for field functionaries of Kandhamal district.
• To generate new ideas, innovations and improved practices in education.
• To organize and implement the special education projects, sponsored by UNICEF, NCERT and other agencies, for qualitative improvement of school education.
• To conduct studies and investigations on the various problems of education.
8.0 Academic Branches (as per DIET Guidelines 1989) vis-à-vis changing role expectations :
Sl No. Name of the Department Head of the Department
01 Pre-Service Teacher Education Manjushree Bagh(Sr. TE) & Ayesha Tanwir(TE)
02 Teacher Professional Department Dr. Bamadeba Tripathy (Sr. TE)
03 Educational technology & Material Department Pramoda Kumar Dakua (Sr. TE) & Rajkishor Nayak (TE)
04 Assessment and Evaluation Bishnu Narayan Jena (TE)
05 Field Interaction and Research Ashok Kumar Digal (Sr. TE)
9.0 Knowledge of Teacher Educators, particularly relatively less experienced/newly inducted Teacher Educators about contemporary educational developments :
10.0 Principal as Instructional Leader:
11.0 Decentralisation, autonomy and accountability :
12.0 In-service Education Programmes for Teacher and others:
• Need identification in the subject Mathematics
• Organisation of NAS and SATH programmes for CRCCs and ABEOs.
• Implementation of TESS India activities in 10 TESS India adopted schools of Tikabaali Block
13.0 Research and Action Research:
• Small or medium research studies conducted by faculty either independently or collaboratively : Institutional Research: A comparative study on the achievement level of learners of MLE and Non-MLE schools in MLE adopted Blocks.
• Efforts for dissemination of research findings:
• Publication of research studies :
• Action Research undertaken by faculty :
14.0 Professional Development of Teacher educators:
• Creation of Mathematics Forum with the help of the Pupil Teachers, Faculties and School Teachers of Tikabali Block.
• Preparation of seminar papers on D.EL.ED course.
• Participation of seminar organized by:
DIET Puri: Paper [presented by Ayesha Tantir
DIET Nayagarh: Paper presented by Dr. Bamadeba Tripathy
15.0 ICT in DIET
15.1 How equipped is the ICT Lab of the institute : 25 computers
15.2 Availability or otherwise of professional ICT-in-Charge : Sarat Behera (Out sourcing )
15.3 How are the available ICT resources utilized for academic. administrative and training management : as per requirement
15.4 How many Teacher Educators are ICT literate : 04
15.5 Do the Teacher Educators and student-teachers use relevant ICT tools/methods in classroom teaching : During preparation of seminar papers and action research.