By: Shaifali R. Puri Austere Institute of English and Sciences, Amritsar

 How do we define teacher quality?  How are student assessment and teacher quality related?  How do we recruit quality teachers to the profession?  Do alternative certification programs produce quality teachers?

 One who can give maximum knowledge to the pupils in minimum time.  One who can carry well with all the subjects.  One who can establish good command over the pupils.  One whose students produce extremely good academic results. PRESENT SCENARIO: A quality teacher is

“The greatest danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it.” Michelangelo Positive Mental Attitude Open to Change Role Model Creative Sense of Humor Presentation Skills Inspirational Passion Willing to Learn

 Performance of the students in academics  Feed back provided by parents and students  Attendance of the students in the classroom  Number of subjects taught by a teacher  Respect given by students to a teacher PRESENT SCENARIO: Quality of a teacher is assessed on the base of:

 The students may or may not be performing well in academics due to personal abilities or limitations.  The feedback provided may be biased.  Attendance factor depends on the personal interest of the students as well.  A quality teacher can specialize only in one subject.  Respect for someone is a personal phenomenon.

 Entrance tests  Previous performance in academics  Availability of seats  Reservation of seats  Personal preferences of management  Capacity to pay donations PRESENT SCENARIO: Recruitment of aspiring teachers is on the base of:

 Entrance tests are unjustified assessment of aptitude.  Performance in academics is outcome of multiple factors.  Vacancies may not be in proportion to the teachers available.  Reservation mars quality.  Preferences of the management may be partial.  Financial strength does not bring with it the aptitude.

 The courses are in theory only.  The courses do not follow appropriate curriculum.  The evaluation is not objective.  Eligibility criteria is not clear.  Duration of the courses is not up to the mark. PRESENT SCENARIO:

 The aim of these courses should be quality production.  Appropriate curriculum construction should be done.  Duration of the course should be in accordance with the professional status of the candidate.  Only objective evaluation can tell the real status.  Eligibility criteria should be uniform.