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Model Primary Schools Vision Document
Model Primary Schools Vision Document

Model Primary Schools Vision Document

Model Primary Schools Vision Document

MODEL PRIMARY SCHOOL

(ADARSHA PRADHAMIKA PAATASALA)

VISION DOCUMENT

Our vision:

 “Creating democratic and attractive classrooms ensuring freedom from fear, anxiety and discrimination, with children’s total participation in interesting and thought provoking learning activities; teachers playing the facilitator’s role, continuous assessment of children’s performance, dynamic community participation, effective and supportive monitoring system for an all-round development of children”.

 Overview:

A strong education system is the cornerstone of any country’s growth and prosperity. Over the last decade, Andhra Pradesh has made great strides in strengthening its primary and secondary education system. Curriculum has been revised as per the recommendations of NCF , teaching methodologies have been updated, children assessment procedures are changed2005, Teacher trainings have been conducted  etc., have accounted for the up scaling of educational standards.

On the other hand, the falling strength in Government schools and the number of students completing their primary education with inadequate numeracy and literacy skills is startling. Key reasons are multi grade teaching, children with different levels of learning achievements which eventually lead to less quality teaching and learning processes. ASER 2011, AAS 2014 survey results reveal the above said fact and alarm the stake holders to take initiatives to embark on the educational ladder to reach the fruits of quality education.

Thus in the pursuit of an alternative schooling which may address many of the academic, quality and administrative challenges, Model Primary Schools have emerged as a brain child of the Department of School Education.  These schools are the offshoots of the merged schools who suffered uneconomic strength. Thus the emergence of new brand of schools in Government sector is in the form of ‘Model Primary Schools’ is the need of the hour to herald a new beginning in the School Education System in the State to make Quality Education as an issue of Equity.

During the academic year 2015-16 about 3886 Model Primary Schools have been established across the state. Government may increase the number of MPS in the years to come to rise to the occasion and to spread the fruits of MPS success formula to the entire Primary Education.

The document gives a comprehensive vision on the academic and administrative aspects of MPS. The vital role of the teachers, pivotal role of the Head Masters, intensified role of the mentoring, monitoring experts and executioners is vividly explained in this document. All the field functionaries should6 go through the document to understand the vision of the government and need to rise to the occasion to reach our true north.

Objectives of the MPS:

  • To achieve holistic and integral development among children in academic, physical, emotional, social, moral and aesthetic spheres.
  • To achieve academic excellence through a variety of curricular, co-curricular and extra-curricular activities coherently interwoven.
  • To bring a paradigm shift in classroom processes and in School governance through technology and Quality Performance Management Systems.
  • To create a vibrant school atmosphere where an array of scholastic programmes rolling out every day, nurturing Indian tradition, culture, technology and arts.
  • To raise the professional levels of the teachers through a structured academic plan, trainings, mentoring and monitoring systems
  • To implement CCE in its right form and to wipe out the examination phobia from the minds of children.

General Perspective:

  1. In Model MPS the senior SGT will act as Head Master where there is no LFL Head Master. Depending on the no. of teachers available, subjects must be assigned.
  2. One teacher is identified exclusively for teaching English. He should teach English from class I to V.
  3. Other subject teachers are also decided depending on the willingness, qualifications, seniority and  subject trainings they received earlier in the concerned subject.
  4. If there are two/three teachers who received same subject trainings earlier, it is to the discretion of the H.M to decide their subject to teach from class I to V
  5. Each teacher has to be given Class Teacher responsibility for one class.
  6. Each class i.e from Class I to V has to be assigned a ‘House name’ as described in this document.
  7. Selection of SMC members, conduct of SMC meetings are to done as per the norms communicated time to time.
  8. Attending H.Ms meetings, Complex meetings, Teleconferences should be done as per the schedule communicated time to time.

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