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TULSI PRAJÑA making the SBINSET programme a success, it is extremely important that the school headmaster should have immense faith in the need for having an effective programmes for continuous professional growth of not only the faculty but also of his own self. Effective implementation of the scheme would greatly depend upon his competence, dynamism, resourcefulness, initiative and other leadership qualities. He should be well aware of the needs of the school and of the society. He should have deep understanding of the psychology of all students, teachers, parents and other concerned with the school. He should dully understand the psychology of human relations so that he is able to make the best possible use of the available resources and the strong points of his colleagues. For all this, he will have to set an example before others and equip himselfwith such knowledge, skills and other abilities that enable him to discharge his duties to the best of his capabilities. It would be most fruitful, if under SBINSET programmes adequate services are also provided in the form of orientation courses, refresher courses and courses in management and administration for the benefit of headmasters. All the above is also applicable for the headmistress of a school.
EXPERIMENTATION
To study the effectiveness of SBINSET, a pilot experimental study can be undertaken to study the change in attitudes and skills of teachers through the SBINSET Project and its activities. The sample may include ten schools. For the pre-test, tools to be used may include attitudes Scale (F 16 or any such scale), questionnaire, observation schedule, check list, rating the Pupils and assessments by the heads and supervisors on skills in teaching.
Activities in the executive of project may include model lessons, arranging lectures by experts, presentation of films/audio cassettes, slide shows, demonstrations by expert teachers, preparing years' Plan, Content analysis of syllabus, testing for content knowledge and Visits to different schools, etc. Result will be tested by Statistical Methods to draw the conclusion.
EVALUATION
Evaluation should be taken as an integral part and an on-going process of the SBINSET Programme. Implementation of the Plan should be put to evaluative tests at all stages of its completion. As stated earlier also, we could make use of instruments, like, observation schedules, interviews, questionnaires, opinionnaires, check-lists, attitude scales, and other tests to know the effects of the implemented programme. We should study its effects on students, teachers, and also the overall school improvement. Achievement of students in the academic and cocurricular fields, drop-outs rate, extent of wastage, personal and professional development of teachers, etc. could be used as helpful guides for evaluation.
Jantiary-March 1993
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