# AP Teacher Performance Indicators 2026 – SCERT Guidelines - Link: https://amaravathiteacher.com/ap-teacher-performance-indicators-2026-scert-guidelines/ - Published: 2026-09-24T16:50:10+05:30 - Author: Venkat # AP Teacher Performance Indicators 2026 – SCERT Guidelines **School Education – Teacher Education** Guidelines for implementation of Teacher Performance Indicators – Orders Issued Rc.No.ESE02-11021/113/2025-SCERTDate: 11-09-2026SCERT Andhra Pradesh **Official Proceedings PDF** [ Download Official PDF ](https://drive.google.com/file/d/1kAR15B-Z7T_C8tBBu3HIwyK5vWNU81p6/view?usp=drive_link) **Official Context:** The guidelines are based on the RTE Act, 2009, Government of Andhra Pradesh orders and teacher competencies issued by NCERT. The Teacher Performance Indicators are intended to support teacher capacity building, review and improvement. ## Background The Right of Children to Free and Compulsory Education Act, 2009 came into force on 1 April 2010 and provides free and compulsory elementary education for children aged 6 to 14 years. Andhra Pradesh adapted the RTE framework through G.O.Ms.No.14, School Education Department, dated 22-02-2011. Based on RTE provisions and teacher competencies developed by NCERT, the School Education Department has framed Teacher Performance Indicators covering planning, subject knowledge, classroom practices, assessment, professional development and school development. ## Teacher Performance Standards ### PS 1: Designing Learning Experiences * Use learners’ existing knowledge and experiences while planning. * Consider Learning Outcomes (LOs) while planning. * Plan activities that engage all learners, especially first-generation learners. * Collect, prepare and integrate suitable Teaching Learning Materials (TLMs). * Plan multiple assessment strategies. ### PS 2: Knowledge and Understanding of Subject Matter * Demonstrate content knowledge with conceptual clarity and appropriate examples. * Address learners’ conceptual errors, difficulties and misconceptions. ### PS 3: Strategies for Facilitating Learning ### A. Creating a Conducive Learning Environment * Use classroom space effectively and create a print-rich learning environment. * Ensure cleanliness in classrooms and school. * Take care of student safety. * Address personal health, hygiene and behaviour-related issues. * Display teaching-learning materials and learners’ work. * Use suitable strategies for self-discipline. * Strengthen regular attendance of learners. ### B. Learning Strategies and Activities * Use learner-centred strategies that encourage creative and critical thinking, inquiry, investigation, problem solving, discussion, dialogue, debate and collaborative learning. * Provide blended physical and digital learning experiences. * Give learners opportunities for discovery, exploration, experimentation and self- evaluation. * Encourage participation and give importance to learners’ voices and experiences. * Encourage learners to ask questions. * Develop ICT skills among learners. * Use textbooks, teacher source books, print and digital materials, web resources and other learning resources. * Promote ethics, values, care, concern, compassion, sympathy, empathy and stress management. ### C. Communication Skills * Listen to learners patiently. * Use the learner’s home language wherever required. * Write grammatically correct sentences with proper spacing and punctuation. ### D. Assessment and Feedback * Use multiple assessment strategies and provide feedback to improve learning. * Maintain learner profiles including tests, assignments, written work, projects and anecdotes. * Share learners’ progress with parents or guardians. ### PS 4: Interpersonal Relationship * Maintain a positive relationship with students as a reflective practitioner. * Maintain constructive relationships with colleagues. * Maintain positive relationships with parents and the community. ### PS 5: Professional Development * Update subject knowledge through self-learning. * Participate in in-service education programmes as required. * Participate in programmes aimed at improving ICT and 21st-century skills. * Undertake innovative and simple classroom action research. * Participate in seminars, conferences and workshops and contribute articles or papers. * Contribute to development of TLMs and ICT-based learning resources. ### PS 6: School Development * Participate in SMC, PTM and PTA activities to build social trust. * Discharge committee duties responsibly and help organise assemblies, timetables, examinations, sports, cultural programmes, public relations and excursions. * Support Guidance & Counselling, NCC, NSS, Scouts & Guides, Red Cross, club activities, resource mobilisation and school budgeting. * Discharge all duties assigned by the competent authority. ## Monitoring Mechanism | Level | Review Authority | Frequency | Main Focus | | District Level | District Educational Officer with Mandal Educational Officers | Once in two months | Teacher capacity building, areas needing improvement and measures to improve teacher performance. | | District Reporting | District Educational Officer to Regional Head | Every month | Progress and implementation status. | | Regional Level | Regional Joint Director of School Education with DEOs | Once in three months | Challenges in implementation of competencies and measures for improvement. | | State Level | State Review | Once in six months | Periodic review of teacher competencies and performance indicators. | **2 Months** District-level review with MEOs. **3 Months** Regional-level review with DEOs. **6 Months** State-level review. ## Important Implementation Instructions * The performance indicators are indicative and may be modified from time to time based on teachers’ performance. * Capacity-building modules will be prepared based on teachers’ performance and understanding of concepts. * Teacher capacity building is a continuous process and competencies/modules may be revised according to progress and challenges. * DEOs are required to periodically review teacher competencies and take necessary action to enhance performance. * RJDSEs and DEOs must disseminate the instructions to field-level functionaries and ensure strict implementation. * The orders come into force with immediate effect. **Key Point:** These Teacher Performance Indicators are not limited to classroom teaching alone. 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