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Teaching-learning process is core process of school education. Learning outcomes of students are used as yardstick for judging quality of school education. Though there may be various factors affecting the learning outcomes of students, teaching is reported in a host of studies as one important independent variable contributing significantly in achievement of students in curricular areas.

New Delhi Municipal Council (NDMC), in alignment with its mandate, is a responsible government body and is always ready to take important steps for making substantial improvement in the quality of its schools. NDMC has planned to make intervention in the teaching-learning process of its schools so that schools can actively contribute in the betterment of their beneficiaries.

For the furtherance of this visionary aim of NDMC, Quality Council of India shall be providing strategic guidance and assistance to principals and teachers and other stakeholders and shall be doing impact analysis of teaching effectiveness for quality assurance in the field of “school education” by way of improving the quality of schools on certain pertinent domains.

NDMC and QCI agree to partner in co-operation to foster excellence in school education sector. This project is being executed in 47 schools of NDMC and Navyug Education society.

Project will unfold itself in phases. The phases are named as:

1. Pre-Intervention Phase
2. Intervention Phase
3. Post Intervention Phase

In the first pre-intervention phase, learning outcomes of students studying in 5th, 6th, 7th and 8th classes will be assessed. While assessment of learning outcomes, the focus will be to assess the knowledge, understanding and application level thinking skills. Based on performance of students in tests in curricular arears, root cause analysis will be done and plan of action will be evolved for improving the level of performance of students.

Further, instructional strategy of teachers teaching in classes 5th, 6th, 7th and 8th will be studied based on pertinent domains like pedagogical process, subject expertise, lesson planning, assessment for learning, understanding, classroom-management, ICT integration in teaching-learning process, communication skills and socio-emotional climate of classroom. Based on performance of teachers on these domains, teacher specific plan of action will be developed for making desired change and modification.

At intervention phase, teachers will have to work on suggested plan of action and QCI will conduct continuous follow-up during the intervention phase.

For studying the impact of intervention on performance of students in school subjects and instructional strategy of teachers, at last post-intervention phase, baseline data, mid-term data and post-intervention data concerning achievement of students in curricular areas will be analysed and further improvement in performance of teachers will be compared.