Scheme of Exam for Direct Recruitment of Principals:
There will be two papers. The 1st and 2nd paper will be 150 marks each (150 Objective type
multiple choice questions in each paper) carrying 01 mark for each question. The duration of
written test will be 150 minutes for each paper without any time limit for each part individually.
Paper-I
Part I - Proficiency in Languages (30 marks):
A. General English-15 questions
B. General Hindi-15 questions
Part-II: Perspectives on Education and Leadership (120 marks)
(f) Perspectives in Education ( 30 questions)
(g) Understanding the Learner-(15 questions)
(h) Understanding Teaching Learning - (30 questions)
(i) Creating Conducive Learning Environment - (15 questions)
(j) School Organization and Leadership - (30 questions)
Paper-II
Part I — General awareness, Reasoning & Proficiency in Computers (50 marks)
1. General Awareness& Current Affairs — (20 Questions)
2. Reasoning Ability — (20 Questions)
3. Computer Literacy — ( 10 Questions)
Part-II: Administration and Finance - (100 marks)
The interview is of 60 marks (30+30).
• The candidate would be expected to present his/her vision for overall school improvement
through a School Development Plan (could be based on the previous school served) (30
marks)
• Question—Answer/Interview round (30 marks)
The weightage of Written Test and Interview will be in the ratio of 80:20 Final merit list will be
based on the performance of the candidates in Written Test and Interview taken together.
5
Syllabus of Examination for Direct Recruitment of Principals:
Paper-I
Part I - Proficiency in Languages (30 marks):
(a) General English (15 questions)
Reading comprehension, word power, Grammar & usage with emphasis on communicative and
administrative usage
(b) General Hindi (15 questions)
-16-1 91-6F, 1 4-Ivf, 01 ul 'A 7t,
Part II - Perspectives on Education and Leadership (120 marks):
(A) Perspectives in Education (30 questions)
• Role of school in achieving aims of education.
• NEP-2020: Early Childhood Care and Education: The Foundation of Learning ;
Foundational Literacy and Numeracy; Curriculum and Pedagogy in Schools: Holistic &
Integrated Learning; Equitable and Inclusive Educa4tion: Learning for All; Competency
based learning and Education.
• Guiding Principles for Child Rights, Protecting and provisioning for rights of children to safe
and secure school environment, Right of Children to free and Compulsory Education Act,
2009,
• Historically studying the National Policies in education with special reference to school
education;
• School Curriculum Principles: Perspective, Learning and Knowledge, Curricular Areas,
School Stages — Pedagogy & Assessment.
(B) Understanding the Learner(15 questions)
• Concept of growth, maturation and development, principles and debates of development,
• Development tasks and challenges with special reference to the primary and middle school
children
• Domains of Development: Physical, Cognitive, Socio-emotional, Moral etc., deviations in
development and its implications.
• Role of Primary and Secondary Socialization agencies. Steps to ensure Home school
continuity.
• Mental Health and well-being (MANODARPAN)
(C) Understanding Teaching Learning (30 questions)
• Theoretical perspectives on Learning -Behaviorism, Cognitivism and Constructivism with
special reference to their implications for:
I. The role of Principal
II. The role of teacher
III. The role of learner
IV. Nature of teacher-student relationship
V. Choice of teaching methods
VI. Classroom environment
VII. Understanding of discipline, power etc.
• Factors affecting learning and their implications for:
6
I. Designing classroom instructions,
II. Planning student activities and,
Ill. Creating learning spaces in school.
• Planning and Organization of Teaching-Learning
I. Concept of Syllabus and Curriculum, Overt and Hidden Curriculum
II. Preparation of School Time-table
III. Foundational Literacy and Numeracy, Early Childhood Care and Education
IV. Competency based Education, Experiential learning, etc.
V. Instructional Plans: -Year Plan, Unit Plan, Lesson Plan
VI. Instructional material and resources
VII. Information and Communication Technology(ICT) for teaching-learning
VIII. Assessment of learning, for learning and as learning: Meaning, purpose and
considerations in planning each.
IX. Enhancing Teaching Learning processes: Classroom Observation and Feedback,
Reflections and Dialogues as a means of constructivist teaching
X.
(d) Creating Conducive Learning Environment (15 questions)
• Inclusive Education: The concepts of Diversity, disability and Inclusion, implications of
disability as social construct, types of disabilities-their identification and interventions
• Concept of School Mental Health, addressing the curative, preventive and promotive
dimensions of mental health for all students and staff. Provisioning for guidance and
counselling.
• Developing School and community as a learning resource.
(k) School Organization and Leadership (30 questions)
• Leader as reflective practitioner, team builder, initiator, coach and mentor.
• Perspectives on School Leadership: instructional, distributed and transformative
• Vision building, goal setting and creating a School development Plan
• Using School Processes and forums for strengthening teaching learning-Annual Calendar,
time-tabling, parent teacher forums, school assembly, teacher development forums ,
using achievement data for improving teaching —learning, School Self-Assessment and
Improvement
• Creating partnerships with community , industry and other neighboring schools and
Higher Education Institutes — forming learning communities
Paper-II
Part I — General awareness, Reasoning & Proficiency in Computers (50 marks):
(a) General Awareness & Current Affairs (20 questions)
(b) Reasoning Ability (20 questions)
(c) Computer Literacy (10 questions)
Part-II: School Administration & Finance: (100 Marks )
• Office Management/
• CCS (CCA) Rules
• CCS (Conduct) Rules
• Fundamental & Supplementary Rules
• TA Rules
• Leave Travel Concession Rules
• Medical Attendance Rules
7
Income Tax & GST
•
RTI, PoSH & POCSO Acts
•
MoE, NCPCR and NIDM guidelines
for school safety and security
•
Constitutional Provisions for PWD,
EWS, SC/ST and other disadvantageous groups
GER — 2017 / GeM
• Pension, NPS
•
Office Accounting, PFMS
Note:
• The interview is of 60 marks (30+30).
• The Principal would be expected to share a vision for School and present the School
Development Plan for overall school improvement (this could be based on the previous school
served) (Presentation of SDP - 30 marks)
• Question — Answer/Interview round (30 marks)
8
Scheme of Exam for Direct Recruitment of Vice Principals:
There will be two papers. The 15 t and 2nd papers will be of 150 marks each (150 objective type
multiple choice questions in each paper) carrying 01 mark for each question. The duration of
written test will be 150 minutes for each papers without any time limit for each part
individually.
Paper-I
Section name -Nature of Questions
Part I - Proficiency in Languages (30 marks):
A. General English-(15 questions)
B. General Hindi-(15 questions)
Part-II: Perspectives on Education and Leadership (120 questions)
(I) Understanding the Learner-(15 questions)
(m) Understanding Teaching Learning-(30 questions)
(n) Creating Conducive Learning Environment - (15 questions)
(o) School Organization and Leadership - (30 questions)
(p) Perspectives in Education ( 30 questions)
Paper-II
Part I — General awareness, Reasoning & Proficiency in Computers (70 marks)
4. General Awareness& Current Affairs — (20 Questions)
5. Reasoning Ability — (30 Questions)
6. Computer Literacy — (20 Questions)
Part-II: Administration and Finance - (80 questions)
The interview is of 60 marks (30+30).
• The candidate would be expected to present his/her vision for overall school improvement
through a School Development Plan (could be based on the previous school served) (30
marks)
• Question—Answer/Interview round (30 marks)
The weightage of Written Test and Interview will be 80:20. Final merit list will be based on the
performance of the candidate in Written Test and Interview taken together.
9
Syllabus of Exam for Direct Recruitment of Vice Principals:
Paper-I
Part I - Proficiency in Languages (30 marks)
la) General English
Reading comprehension, word power, Grammar & usage with emphasis on communicative and
administrative usage
(b) General Hindi
6,-f +-I I 4-1 27t, •>,-1 I t 71-17
Part II - Perspectives on Education and Leadership (120 marks)
(a) Understanding the Learner (15 marks)
■ Concept of growth, maturation and development, principles and debates of development
■ Development tasks and challenges with special reference to the primary and middle school
children
■ Domains of Development: Physical, Cognitive, Socio-emotional, Moral etc., deviations in
development and its implications.
■ Role of Primary and Secondary Socialization agencies. Steps to ensure Home school continuity.
(b) Understanding Teaching Learning (30 marks)
■ Theoretical perspectives on Learning -Behaviorism, Cognitivism and Constructivism with special
reference to their implications for:
i. The role of Principal
The role of teacher
The role of learner
Nature of teacher-student relationship
Choice of teaching methods
Classroom environment
Understanding of discipline, power etc.
■ Factors affecting learning and their implications for:
Designing classroom instructions,
Planning student activities and,
Creating learning spaces in school.
■ Planning and Organization of Teaching-Learning
Concept of Syllabus and Curriculum, Overt and Hidden Curriculum
Preparation of School Time-table
Foundational Literacy and Numeracy, Early Childhood Care and Education
Competency based Education, Experiential learning, etc.
Instructional Plans: -Year Plan, Unit Plan, Lesson Plan
Instructional material and resources
Information and Communication Technology(ICT) for teaching-learning
Assessment of learning, for learning and as learning: Meaning, purpose and considerations in
planning each.
10
Enhancing Teaching Learning processes: Classroom Observation and Feedback, Reflections and
Dialogues as a means of constructivist teaching
(c) Creating Conducive Learning Environment (15 marks)
• The concepts of Diversity, disability and Inclusion, implications of disability as social construct,
types of disabilities-their identification and interventions
■ Concept of School Mental Health, addressing the curative, preventive and promotive dimensions
of mental health for all students and staff. Provisioning for guidance and counselling.
■ Developing School and community as a learning resource.
(d) School Organization and Leadership_(30 marks)
• Leader as reflective practitioner, team builder, initiator, coach and mentor.
• Perspectives on School Leadership: instructional, distributed and transformative
■ Vision building, goal setting and creating a School development Plan
• Using School Processes and forums for strengthening teaching learning-Annual Calendar, time-
tabling, parent teacher forums, school assembly, teacher development forums , using achievement data
for improving teaching —learning, School Self Assessment and Improvement
■ Creating partnerships with community, industry and other neighbouring schools and Higher
Education Institutes — forming learning communities
(e) Perspectives in Education (30 marks)
• Role of school in achieving aims of education.
• Guiding Principles for Child Rights, Protecting and provisioning for rights of children to safe and
secure school environment, Right of Children to free and Compulsory Education Act, 2009,
• Historically studying the National Policies in education — 1968, 1986, Program of Action 1992, and
2020 with special reference to school education;
■ National Curriculum Frameworks: Perspective, Learning and Knowledge, Curricular Areas, School
Stages and Assessment, vision for school education proposed Systemic Reforms
Paper-II
Part I — General awareness, Reasoning & Proficiency in Computers (70 marks)
(d) General Awareness & Current Affairs
(e) Reasoning Ability
(f) Computer Literacy
Part-II - School Administration & Finance (80 marks)
• Office Management
• CCS (CCA) Rules
• CCS (Conduct) Rules
• Fundamental & Supplementary Rules
• TA Rules
• Leave Travel Concession Rules
11
Medical Attendance Rules
• Income Tax & GST
• POSH & POCSO Acts
• MoE, NCPCR and NIDM guidelines for school
_s_af_e_ty_ancl_secu city
• Constitutional Provisions for PWD, EWS,
SC/ST and other disadvantageous groups
• GFR — 2017
• Pension, NPS
The interview is of 60 marks (30+30).
• The Vice Principals would be expected to share a vision for School and present the School
Development Plan for overall school improvement (this could be based on the previous school served)
(Presentation of SDP - 30 marks)
• Question — Answer/Interview round (30 marks)
The weightage of Written Test and Interview will be in the ratio of 80:20. Final merit list will be based on
the performance of the candidates in Written Test and Interview taken together.
12
Scheme of Exam for Direct Recruitment of Post Graduate Teacher:
The written test is of 180 marks (180 objective type multiple choice questions) carrying 01 mark
for each question. The duration of written test will be 180 minutes without any time limit for each
part individually.
Section Name -Nature of Questions
Part I - Proficiency in Languages (20 marks):
A. General English-10 questions
B. General Hindi-10 questions
Part II — General awareness, Reasoning & Proficiency in Computers (20 marks)
1. General Awareness & Current Affairs(10 ques.)
2. Reasoning Ability (5 ques.)
3. Computer Literacy (5 ques.)
Part-Ill: Perspectives on Education and Leadership (40 questions)
(a) Understanding the Learner-(15 questions)
(b) Understanding Teaching Learning -(15 questions)
(c) Creating Conducive Learning Environment -
(d) School Organization and Leadership- (10 questions)
(e) Perspectives in Education
Part IV - Subject-specific Syllabus (100 marks) — Refer Annexure
Professional Competency Test:
The Professional Competency Test is of 60 marks (Demo Teaching -30 marks and Interview -30
Marks ).
Note:
The weightage of Written Test & Professional Competency ( Demo Teaching:15 and Interview:15)
will be 70:30 Final merit list will be based on the performance of the candidate in Written Test &
Professional Competency Test taken together.
13
Scheme &Syllabus of Exam for Direct Recruitment of PGTs:
Part I - Proficiency in Languages (20 marks):
(a) General English(10 questions)
Reading comprehension, word power, Grammar & usage
(b) General Hindi(10 questions)
1-19171, =?1,77, TFTIT`<-1, c--=1 ul iii 7-#47
Part II — General awareness, Reasoning &Proficiency in Computers (20 marks):
(g) General Awareness& Current Affairs(10 questions)
(h) Reasoning Ability(5 questions)
(i) Computer Literacy(5 questions)
Part Ill -Perspectives on Education and Leadership (40 marks):
(a) Understanding the Learner(15 questions)
• Concept of growth, maturation and development, principles and debates of
development, development tasks and challenges
• Domains of Development: Physical, Cognitive, Socio-emotional, Moral etc., deviations
in development and its implications.
• Understanding Adolescence: Needs, challenges and implications for designing
institutional support.
• Role of Primary and Secondary Socialization agencies. Ensuring Home school
continuity.
(b) Understanding Teaching Learning (15 questions)
• Theoretical perspectives on Learning -Behaviorism, Cognitivism and Constructivism with
special reference to their implications for:
i. The role of teacher
ii. The role of learner
iii. Nature of teacher-student relationship
iv. Choice of teaching methods
v. Classroom environment
vi. Understanding of discipline, power etc.
• Factors affecting learning and their implications for:
i. Designing classroom instructions,
ii. Planning student activities and,
iii. Creating learning spaces in school.
Planning and Organization of Teaching-Learning
i. Concept of Syllabus and Curriculum, Overt and Hidden Curriculum, Principles of
curriculum organization
ii. Competency based Education, Experiential learning, etc.
iii. Instructional Plans: -Year Plan, Unit Plan, Lesson Plan
iv. Instructional material and resources
14
v. Information and Communication Technology(ICT) for teaching-learning
vi. Evaluation: Purpose, types and limitations. Continuous and Comprehensive
Evaluation,Characteristics of a good tool.
vii. Assessment of learning, for learning and as learning: Meaning, purpose and
considerations in planning each.
■ Enhancing Teaching Learning processes: Classroom Observation and Feedback,
Reflections and Dialogues as a means of constructivist teaching
c.) Creating Conducive Learning Environment(04 questions)
■ The concepts of Diversity, disability and Inclusion, implications of disability as social
construct, types of disabilities-their identification and interventions
• Concept of School Mental Health, addressing the curative, preventive and promotive
dimensions of mental health for all students and staff. Provisioning for guidance and
counselling.
■ Developing School and community as a learning resource.
(d) School Organization and Leadership(04 questions)
■ Leader as reflective practitioner, team builder, initiator, coach and mentor.
• Perspectives on School Leadership: instructional, distributed and transformative
■ Vision building, goal setting and creating a School development Plan
■ Using School Processes and forums for strengthening teaching learning-Annual Calendar,
time-tabling, parent teacher forums, school assembly, teacher development forums ,
using achievement data for improving teaching —learning, School Self Assessment and
Improvement
■ Creating partnerships with community , industry and other neighbouring schools and
Higher Education Institutes — forming learning communities
(e)Perspectives in Education(02 questions)
■ NEP-2020: Curriculum and Pedagogy in Schools: Holistic & Integrated Learning; Equitable
and Inclusive Education: Learning for All; Competency based learning and Education.
■ Guiding Principles for Child Rights, Protecting and provisioning for rights of children to
safe and secure school environment, Right of Children to free and Compulsory
Education Act, 2009,
• Historically studying the National Policies in education with special reference to school
education;
■ School Curriculum Principles: Perspective, Learning and Knowledge, Curricular Areas,
School Stages, Pedagogy and Assessment
Part IV - Subject-specific Syllabus (100 marks): Refer Annexure
Note:
The Professional Competency Test (Demo Teaching and Interview), is of 60 marks. The
weightage of Written Test & Professional Competency Test ( Demo Teaching and Interview) will
be in the ratio of 70:30.
15
Final merit list will be based on the performance of the candidate in Written Test, Professional
Competency Test taken together.
16
Scheme of Exam for Direct Recruitment of Trained Graduate Teachers:
The written test is of 180 marks (180 objective type multiple choice questions) carrying 01 mark for
each question. The duration of written test will be 180 minutes without any time limit for each part
individually.
Section Name -Nature of Questions
Part I - Proficiency in Languages (20 marks):
A. General English-10 questions
B. General Hindi-10 questions
Part II — General awareness, Reasoning & Proficiency in Computers (20 marks)
4. General Awareness & Current Affairs (10 ques.)
5. Reasoning Ability (5 ques.)
6. Computer Literacy (5 ques.)
Part-Ill: Perspectives on Education and Leadership (40 questions)
(1) Understanding the Learner-(10 questions)
(g) Understanding Teaching Learning -(15 questions)
(h) Creating Conducive Learning Environment
(i) School Organization and Leadership (15 questions)
(j) Perspectives in Education
Part IV - Subject-specific Syllabus (100 marks)
Professional Proficiency Test:
The Professional Competency Test is of 60 marks (including Demo Teaching - 30 marks and Interview —
30 Marks).
Note:
The weightage of Written Test & Professional Competency ( Demo Teaching: 15 and Interview: 15 will
be 70:30 Final merit list will be based on the performance of the candidate in Written Test &
Professional Competency Test taken together.
17
Syllabus of Exam for Direct Recruitment of Trained Graduate Teachers:
Part I - Proficiency in Languages (20 marks):
(a) General English(10 questions)
Reading comprehension, word power, Grammar & usage
(b) General Hindi(10 questions)
146'1 7 -917, 9FT,7,c- rz'3)-A [yi rf ,
Part II — General awareness, Reasoning & Proficiency in Computers (20 marks):
(j) General Awareness& Current Affairs (10 questions)
(k) Reasoning Ability (5 questions)
(I) Computer Literacy(5 questions)
Part Ill -Perspectives on Education and Leadership (40 marks):
(c) Understanding the Learner (10 questions)
• Concept of growth, maturation and development, principles and debates of development,
development tasks and challenges
• Domains of Development: Physical, Cognitive, Socio-emotional, Moral etc., deviations in
development and its implications.
• Understanding Adolescence: Needs, challenges and implications for designing institutional
support.
• Role of Primary and Secondary Socialization agencies. Ensuring Home school continuity.
(d) Understanding Teaching Learning (15 questions)
• Theoretical perspectives on Learning -Behaviorism, Cognitivism and Constructivism with special
reference to their implications for:
vii. The role of teacher
viii. The role of learner
ix. Nature of teacher-student relationship
x. Choice of teaching methods
xi. Classroom environment
xii. Understanding of discipline, power etc.
• Factors affecting learning and their implications for:
iv. Designing classroom instructions,
v. Planning student activities and,
vi. Creating learning spaces in school.
• Planning and Organization of Teaching-Learning
viii. Concept of Syllabus and Curriculum, Overt and Hidden Curriculum, Principles of
curriculum organization
ix. Competency based Education, Experiential learning, etc.
x. Instructional Plans: -Year Plan, Unit Plan, Lesson Plan
xi. Instructional material and resources
xii. Information and Communication Technology(ICT) for teaching-learning
xiii. Evaluation: Purpose, types and limitations. Continuous and Comprehensive
Evaluation,Characteristics of a good tool.
xiv. Assessment of learning, for learning and as learning: Meaning, purpose and
considerations in planning each.
• Enhancing Teaching Learning processes: Classroom Observation and Feedback, Reflections and
18
Dialogues as a means of constructivist teaching
c.) Creating Conducive Learning Environment(06 questions)
■ The concepts of Diversity, disability and Inclusion, implications of disability as social construct,
types of disabilities-their identification and interventions
■ Concept of School Mental Health, addressing the curative, preventive and promotive dimensions
of mental health for all students and staff. Provisioning for guidance and counselling.
■ Developing School and community as a learning resource.
(d) School Organization and Leadership(U5 questions)
■ Leader as reflective practitioner, team builder, initiator, coach and mentor.
■ Perspectives on School Leadership: instructional, distributed and transformative
■ Vision building, goal setting and creating a School development Plan
■ Using School Processes and forums for strengthening teaching learning-Annual Calendar, time-
tabling, parent teacher forums, school assembly, teacher development forums , using
achievement data for improving teaching —learning, School Self Assessment and Improvement
■ Creating partnerships with community , industry and other neighbouring schools and Higher
Education Institutes — forming learning communities
(e)Perspectives in Education(03 questions)
■ Role of school in achieving aims of education.
■ NEP-2020: Curriculum and Pedagogy in Schools: Holistic & Integrated Learning; Equitable and
Inclusive Education: Learning for All; Competency based learning and Education.
■ Guiding Principles for Child Rights, Protecting and provisioning for rights of children to safe and
secure school environment, Right of Children to free and Compulsory Education Act, 2009,
■ Historically studying the National Policies in education with special reference to school
education;
■ School Curriculum Principles: Perspective, Learning and Knowledge, Curricular Areas, School
Stages, Pedagogy and Assessment
Part IV — Subject-specific Syllabus (100 marks): Refer Annexure
Professional Competency Test:
The Professional Competency Test is of 60 marks (Demo Teaching -30 marks and Interview -30
Marks)
Note: The weightage of Written Test & Professional Competency Test (Demo Teaching and Interview)
will be 70:30. Final merit list will be based on the performance of the candidates in Written Test,
Professional Competency Test taken together.
19
