VG:HR:PM:01 MEER MIT’S

VISHWASHASHANTI GURUKUL SCHOOL

MIT’s
Vishwashanti Gurukul School

Promotion Policies,
Motivational Initiatives,
Transparency,
Decentralisation & Delegation

INDEX

Sr. No. Topic Page

no.

A 1 Pe r for m a nce Eva lua t ion & Pr om ot ion ( Te a ch in g / 3

Academic Employees )
2 Evaluation & Promotion Criteria 3
3 Promotions 4
B Pe r for m a nce Eva lua t ion & Pr om ot ion ( N on 7
Teaching Staff/ Supportive Services)
1 Evaluation 7
2 Promotion 7
3 Criteria 8
C Evaluation of Manegerial / Confidential Employees 9
D Internal Promotion policy 9
E Process of Evaluating Performance 10
F Motivational Initiatives 11
G Transparency 11
H Decentralisation & Delegation 12
I Participation of Faculty & Staff Members 12

Page 1 of 12
VG:HR:PM:01 MEER MIT’S
VISHWASHASHANTI GURUKUL SCHOOL

A. Performance Evaluation and Promotion (Teaching / Academic Employees)

1. Th e pe r for m a n ce e va lua t ion of an academic employee is conducted

once or twice in a year by the Principal through the Heads of the different
Departments. Such evaluation may be considered by the Principal and
appropriate administrative officers in making decisions or
recommendations with respect to continuing appointments, renewal of
temporary appointments, promotions, discretionary adjustments to salary
and for any other purpose where an academic employee's performance
may be a relevant consideration.

2. Evaluation and Promotion Criteria

Recommendations of academic employees may include, but shall not be

limited to, consideration of the following:

a. Mastery of subject matter – Demonstrated by -

i] obtaining advanced degrees,
ii] certifications, honours, awards, etc., in the subject matter field.

b. Effectiveness in teaching - Demonstrated by

i] judgment of superiors and colleagues,
ii] development of teaching materials or improved teaching methodology,
iii] student reaction, as determined from student feedbacks, interviews and
classroom observation.
As appropriate, effective teaching is the most important criteria for performance
evaluation at VGS.

Page 2 of 12
VG:HR:PM:01 MEER MIT’S
VISHWASHASHANTI GURUKUL SCHOOL
c. Scholarly ability - Demonstrated by
i] success in developing and carrying out such scholarly work involving all or any
of these four areas – discovery, integration, application, and teaching, in the
subject matter field.
ii] paper presentations, contribution to the publications and reputation among
colleagues.

d. Effe ct ive ne ss of I n st it ut e se r vice - Demonstrated by

Institute public service, committee work, administrative work and work with
students or the community in addition to formal teacher-student relationships.

e . Cont in uing gr owth - Demonstrated by reading, research or other activities

to keep abreast of current developments in the academic employee's fields and
being able to handle successfully increased responsibility.

3. PROMOTIONS :

I. Teaching –

a. Teaching Assistant

i) Requires Bachelors Degree with a score of 55% and above, and a degree / diploma
in Education (or minimum 1 years of teaching experience).

ii) The candidates who want to pursue a teaching career but require more qualification
or experience are taken as Teaching Assistants.

iii) The Teaching Assistants will be normally taken in the PYP section. In some cases,
the teaching Assistants may be taken in the middle school, and Diploma Programme
as well. But their duties will be limited to checking homework and paper evaluation,
etc., but normally won’t entail any teaching in middle school / junior college level.

b. Teaching Assistant to Asst. Teacher:

i) Requires to be at least in the final year of pursuing Masters Degree in subject area,
and a degree / diploma in Education (or minimum 2 years of teaching experience), to
become eligible for the position of Asst. Teacher.

ii) Requires to demonstrate an academic inclination and strong indication of capability

of teaching for 2 years or more, as ‘Teaching Assistant’.

Page 3 of 12
VG:HR:PM:01 MEER MIT’S
VISHWASHASHANTI GURUKUL SCHOOL
c. Asst. Teacher to Teacher :

i) Requires Masters Degree in subject area with a score of 55% and above. A degree /
diploma in Education (or minimum 2 years of teaching experience). Having undergone
at least the first level of IB / IGCSE training in the subject.

ii) Requires sufficient experience – demonstrated quality teaching for 3 years or more,
as an ‘Asst. Teacher’.

iii) An academic employee who is otherwise eligible for the rank of ‘Teacher’, but
awaits completion of final required qualification in the appropriate discipline, or not
having enough experience, may receive promotion to the rank of ‘Teacher’ after
completion of required qualification, and / or displaying quality teaching abilities for at
least 1 to 2 years, upon recommendation of the department and approval of Principal
and Executive Director.

d. Teacher to Sr. Teacher :

i) Requires Masters Degree in subject area with a score above 55%. A degree /
diploma in Education (or minimum 10 years of teaching experience). Having
undergone all the levels of IB / IGCSE training in the subject.

ii) Promotion to ‘Sr. Teacher’ requires evidence of excellence in teaching for at least 5
years or more as a ‘Teacher’, in the particular course / subject.

ii) An academic employee who is otherwise experienced and eligible for the rank of Sr.
Teacher, but awaits completion of final required qualification in the appropriate
discipline, may receive promotion to the rank of Sr. Teacher effective on the first day
of the semester following the submission of the completion certificate of the essential
degree / diploma / training, upon recommendation of the department and approval of
Principal and Executive Director.

e . Sr. Teacher to Subject Coordinator :

i) Requires qualification and experience as prescribed for a Sr. Teacher.

ii) Requires mastery of the Subject.

iii) Promotion to Subject Coordinator requires both a high and consistent level of
performance. More specifically, the candidate should hold the required qualification

Page 4 of 12
VG:HR:PM:01 MEER MIT’S
VISHWASHASHANTI GURUKUL SCHOOL
appropriate to the academic discipline or possess professional qualifications in the
field equivalent to the essential degree.

iv) Promotion to Subject Coordinator requires evidence of excellence in teaching,

substantial Institute service, and continuing scholarly productivity, demonstrated by
publications in scholarly journals, presentation of papers at conferences,
performances of the faculty member's work or other comparable work appropriate to
the mission of the School.

iv) The ‘Sr. Teacher’s with the doctorate, many years of service, and documented
excellence in teaching, but without major scholarly productivity, and or administrative
capabilities should not be considered for promotion to Subject Coordinators. The
additional qualification, and length of service, by themselves, is not a qualification for
promotion to ‘Subject Coordinators’.

II. Library:

a . Library Assistant to Assistant Librarian:

i) Requires Bachelors Degree in any discipline along with a Bachelors degree in library
science, with a score above 55%. Having undergone the basic level of IB / IGCSE
training is desirable.

ii) Promotion to Assistant Librarian requires evidence of excellence in librarianship and

promise as a scholar.

b. Assistant Librarian to Librarian:

i] Requires Bachelors Degree in any discipline along with a Masters degree in library
science, with a score above 55%. Having undergone two levels of IB / IGCSE training
is desirable.

ii] Promotion to Librarian requires both a high and consistent level of performance.

iii]To be promoted to Librarian requires evidence of excellence in librarianship,

consistent scholarship, substantial Institute service and an established outstanding
record in either scholarship or service.

c. Librarian to Head Librarian:

Page 5 of 12
VG:HR:PM:01 MEER MIT’S
VISHWASHASHANTI GURUKUL SCHOOL
i] Requires Masters Degree in any discipline along with a Masters degree in library
science, with a score above 55%. Having undergone all the levels of IB / IGCSE
training is desirable.

ii] Promotion to Head Librarian indicates very substantial and sustained performance
on all of the above criteria.

Ii] Of particular importance to library faculty is the possession of a record of sustained

excellence in librarianship and continuing scholarly productivity as demonstrated by
publications in scholarly journals, presentation of papers at conferences, or other
comparable work appropriate to the mission of the Institute.

B. Pe r for m a n ce Eva lua t ion a nd Pr om ot ion ( N on - Tea ch in g / Suppor t Se r vice s

Employees)

1. EVALUATION

Each non-teaching / support services employee will have his/her performance

evaluated by his/her immediate supervisor formally, in writing, once each year. Such
evaluations will be based on performance evaluation forms forwarded by HR
department to the concerned HOD’s The performance must be characterized, in
summary, as different grades to denote the level of service. (satisfactory or
unsatisfactory)

The performance evaluation form is the document, which forms the basis for the
annual evaluation of non-teaching / support services employee. It should include a
discussion of specific duties and responsibilities, objectives and evaluative criteria
applicable to a particular position for a specific evaluative period.

2. PROMOTION

The Director or the appropriate authority, after consideration of the supervisory

evaluation and recommendations from appropriate personnel, may promote or
recommend any non-teaching / support services employee for promotion to the
Executive Director.

Promotions are an increase in a non-teaching / support services employee's basic

annual salary and a change in title to a higher rank, resulting from a permanent
significant increase or change in his/her duties and responsibilities as a consequence
of movement from one position to another of greater scope and complexity of function
at the same or different institution; or as a consequence of a permanent increase in

Page 6 of 12
VG:HR:PM:01 MEER MIT’S
VISHWASHASHANTI GURUKUL SCHOOL
the scope and complexity of function of his/her position.
-------------------------------------------------------------------------------------------

n1 :
Th e sch ola r sh ip of discove r y: Disciplined investigation is closest to traditional
research. Here, the emphasis is on discovery of new knowledge. The typical question
of a Scholar engaged in discovery is, "What is to be known, what is yet to be found?"

Th e schola r sh ip of int e gr a t ion : It gives meaning to isolated facts, putting them in

perspective. The scholarship of integration is about "making connections across
disciplines." It involves "fitting one's own research -- or the research of others -- into
larger intellectual patterns." Those engaged in integration ask, "What do the findings
mean?"

Th e sch ola r ship of a pplica t ion : This shows an attitude of service, “Serving the
interests of the larger community." It applies to, as well as contributes to, human

knowledge. Those engaged in application ask, "How can knowledge be responsibly

applied to consequential problems? ...How can it be helpful to individuals as well as
institutions? ...Can social problems themselves define an agenda for scholarly
investigation?"

Th e schola r sh ip of t ea ch ing : It recognizes that teaching is not a "routine function”

that almost anyone can do. It recognizes that knowing and learning are communal
acts. "Great teachers create a common ground of intellectual commitment. They
stimulate active, not passive learning and encourage students to be critical, creative
thinkers, with the capacity to go on learning after their college days are over." The
scholarship of teaching requires that pedagogical procedures be "carefully planned,
continuously examined, and relate directly to the subject taught." And teaching at its
best also means "not only transmitting knowledge, but 'transforming' and 'extending'
it as well, and giving it creative new directions."
The scholarship of teaching also may involve students, by including students in
research projects.

While evidence of scholarly productivity need not require extensive publications, and
special consideration may, as indicated above, be given to the most senior faculty,
evidence of scholarly activity must extend beyond the classroom to include peer on or
off campus review. Peer review should include publications and presentations beyond
the campus, in regional and national forums, but may in exceptional circumstances,
with special consideration to the most senior faculty, include presentation to a campus
audience.

___________________________________________________________________

Page 7 of 12
VG:HR:PM:01 MEER MIT’S
VISHWASHASHANTI GURUKUL SCHOOL
3. CRITERIA

As they relate to the duties, responsibilities and objectives of the position in which a
non-teaching / support services employee is being evaluated or for which such
employee is being considered for promotion, the following criteria may include but not
be limited to:

1. Effe ct ive ne ss in Pe r for m a n ce – demonstrated by success in carrying out

assigned duties and responsibilities, efficiency, productivity, and relationship
with colleagues.
2. M a st e r y of Spe cia liza t ion – demonstrated by degrees, licenses, honours,
awards, and reputation in professional field.
3. Pr ofe ssiona l Abilit y – demonstrated by invention or innovation in
professional, scientific, administrative, or technical areas; i.e., development or
refinement of programs, methods, procedures, or apparatus.
4. Effectiveness in Institute Service – demonstrated by such things as college
and Institute public service, committee work, and involvement in college or
Institute related student or community activities.
5. Cont in u ing Gr ow t h – demonstrated by continuing education, participation in
professional organizations, enrolment in training programs, research, improved
job performance and increased duties and responsibilities.

C. EVALUATION OF MANAGERIAL/CONFIDENTIAL EMPLOYEES

1. EVALUATION

The performance of each Managerial/Confidential employee is evaluated annually. The

normal period for evaluation is from 1st August to 31st July of the succeeding calendar
year.

D . INTERNAL PROMOTION POLICY (Common to all)

a. Purpose

The institute recognizes the need for a career development program for its employees
and the need to provide equal employment opportunity for all qualified persons. As a
means of addressing these needs, the institute will notify all vacancies among the
group Institutes and give consideration to internal candidates.

b. Effect
The effect of this internal promotion policy is:

i. to establish a mechanism for informing employees of all vacancies and

ii. to ensure consideration for internal candidates.

Page 8 of 12
VG:HR:PM:01 MEER MIT’S
VISHWASHASHANTI GURUKUL SCHOOL
c. Procedures
The Institute will establish the following procedures as the method of providing
promotional opportunities for its employees. These procedures are applicable to
appointments to any vacancies.

i. As an opening becomes available for any position, the responsible department

head will review the job description and responsibilities listed.
ii. The Department head with consultation with Co-ordinator will determine
whether the position is to be filled or held vacant.
iii. Any exceptions to this policy must be reviewed by the Principal or designee.

iv. If filling the vacancy is approved:

a. Human Resources will notify all employees, by electronic mail, when such
a vacancy occurs. A copy of said notice will also be directed to the other
institutes among the group.
b. An employee interested in being considered for the vacancy must submit
a letter of application and resume to the HR Office.
c. The HR office must take one of the three actions listed below on the
application of internal candidates and notify each candidate to his/her
status:
i. Recommend appointment to the position.
ii. Find the applicant qualified to be considered for the appointment but
recommend the employee be considered along with external
candidates.
iii. Find the applicant unqualified.

E. Process of evaluating performance :

1. Faculty Members :
A. Student Feedback
B. Self-evaluation
C. Superior evaluation
D. Principal’s evaluation on parameters :
i. Mastery of subject matter
ii. Effectiveness in teaching

Page 9 of 12
VG:HR:PM:01 MEER MIT’S
VISHWASHASHANTI GURUKUL SCHOOL
iii. Scholarly ability
iv. Effectiveness of Institute service
v. Continuing growth
2. Staff :
A. Self-evaluation
B. Superior evaluation
C. Principal’s evaluation on parameters :
i. Effectiveness in Performance
ii. Mastery of Specialization
iii. Professional Ability
iv. Effectiveness in Institute Service
v. Continuing Growth

F. Motivational Initiatives :

Monetary Initiatives :

• Free transport facility for commuting to School from fixed locations

Medical and accident insurance cover – Free for all staff members

Non- monetary Initiatives :

• Free lunch for all staff members

• 5 Day Work Week twice in month.
• Vacation allowed from the very first year of employment (Normally starts
after probation period is over.)

• Leave can be availed after 3 months of joining.

• Laptops/ Desktops provided to all eligible staff members.
• A doctor is available for providing OPD care and routine health check- up to
all on all workdays.

• The faculty members and staff are send on a regular basis to workshops,
t r a in ings, se m in a r s, pa pe r pr e se nt a t ions, etc., both in India and abroad
as recommended by Coordinator or Principal .

Page 10 of 12
VG:HR:PM:01 MEER MIT’S
VISHWASHASHANTI GURUKUL SCHOOL
• Ce le br a t ion of spe cia l occa sion s like Diwali, Independence Day, Republic
Day, Founder’s Day, Hostel Day, Ganesh Utsav, Christmas, etc.

G. Transparency :

• All the policies and procedures, academic plans, holidays, vacations, etc., of
the institute is circulated to all employees.

• A copy of HR manual is available to all employees, who understand English.

The others get it translated from their Department heads.

• Service books and personal files are accessible to all.

• The employees can discuss about their Performance Appraisal and increments
with the HR Executive, HODs, and finally with the Principal.

• Lesson plans of the faculty members are regularly checked by the HODs for
monitoring progress.

• Students’ results are analyzed every semester.

• Teaching competence of the faculty members is obtained through regular
Student feedbacks.

H. Decentralization and Delegation :

• The Executive Director functions as the policy maker, guide and final approving
and monitoring authority on behalf of the ‘Trust’, whereas The Director acts as
the functional catalyst, mentor, and approving authority within the college, to
translate the ‘Trust’ policies into practice.
• The school level decision-making is completely decentralized. The Director of
the school is empowered to take all the decisions pertaining to the school
within the guidelines and the framework of the School and the ‘Trust’. The
Director has the authority to sanction purchase / expenses up to Rs. 50,000/-.

• Subsequently, the delegation process percolates downwards and the decision

making powers are delegated to the respective department heads and
coordinators by the Director - Principal. The HODs has the authority to
sanction purchase / expenses up to Rs. 5,000/-.

I. Participation of faculty and staff members :

• The faculty and staff members are actively involved in the decision making
process, like proposing and obtaining approvals for budgets for their activities,

Page 11 of 12
VG:HR:PM:01 MEER MIT’S
VISHWASHASHANTI GURUKUL SCHOOL
procuring laboratory equipment and the books for the library, and periodic
maintenance of laboratory equipment. The faculty members are also involved
in various committees essential for the smooth functioning of the Institute.

• The involvement of the faculty and staff members in procurement,

maintenance, and decision making process leads to optimum usage, utilization,
and minimum wastage of resources. It also improves the efficiency level of the
equipment and other resources.

Page 12 of 12