Professional Teaching Standards

A Professional Teaching Standards NSW INSTITUTE OF TEACHERS Professional Teaching Standards Professional Teaching Standards CONTENTS Professional Teaching Standards ..................................................................2 Professional Knowledge ELEMENT 1 ......................................................................................................4 ELEMENT 2 ......................................................................................................5 Professional Practice ELEMENT 3 ......................................................................................................7 ELEMENT 4 ......................................................................................................9 ELEMENT 5 .................................................................................................... 10 Professional Commitment ELEMENT 6 ................................................................................................... 12 ELEMENT 7 .................................................................................................... 14 1 Professional Teaching Standards Application of the Standards will sustain and stimulate teachers in their professional practice and support quality learning opportunities for all students. Improving student learning is the central purpose of teaching. The Standards articulate the link between the quality of teachers’ practice and student learning. All the standards are described in a context of improving student learning by either directly focusing on quality teaching practices or indirectly by focusing on the knowledge and skills of teachers. The Framework describes clear benchmarks for identifying and describing effective teaching. The Standards provide a language that can be used by teachers to communicate with the community about their profession and in so doing advance the status and standing of the profession. THE STRUCTURE OF THE FRAMEWORK The Framework of Professional Teaching Standards comprises four key stages, three teaching domains and seven elements. KEY STAGES The four key stages are designed as a foundation for the future accreditation of teachers. The key stages are: Graduate teacher Graduate teachers are beginning their teaching career in NSW. They have undertaken an approved program of teacher preparation or its equivalent elsewhere, and possess the requisite knowledge, skills, values and attitudes to plan for and manage successful learning. These teachers are equipped to engage in and negotiate a process of ongoing professional learning. They identify their development needs and seek advice and support from colleagues. They have high expectations of themselves as professional learners and for the learning of their students. Their commitment to students and student learning is reflected in their desire to support students’ achievement of the highest possible education outcomes. They have the commitment, enthusiasm and interpersonal skills to assume a professional role within schools and their broader communities and to contribute to the operations of a school as a whole. Professional Competence Professionally competent teachers have demonstrated successful teaching experience. They have met the standards for professional competence. They effectively monitor, evaluate and plan for learning. They are able to tailor teaching programs to meet the needs of individuals and groups within the class. These teachers have a record of effective and ongoing professional learning. They work collegially and in teams to further enhance their professional practice. They take responsibility for collaboration with others to identify and address their own learning needs. They are effective members of a school and its broader community and interact effectively with all those involved. Professional Accomplishment They are highly accomplished and successful practitioners. They are recognised by other teachers as having in-depth subject knowledge and pedagogy. They keep abreast of and contribute to professional learning and educational discussions as well as contributing to the professional learning of others. They engage in educational and professional discussions and debates. They recognise their role in contributing to the professional learning of others including mentoring beginning teachers. These teachers are advocates for the profession and their school. They communicate effectively to diverse audiences. They interact professionally with the community. Professional Leadership These teachers have a record of outstanding teaching and are committed to enhancing the quality of teaching and learning. They are committed educators who can articulate a vision of education to their students, peers, the profession and the wider community. They may be employed in formal leadership positions within schools. They are knowledgeable about the latest developments in pedagogy and can apply those developments to improve student learning. They have outstanding interpersonal and leadership skills. These skills are underpinned by principles of fairness, compassion and integrity. They recognise the talents of others and promote and encourage those people to achieve their potential. They apply critical analysis and problem-solving skills to educational matters. They The Framework of Professional Teaching Standards provides a common reference point to describe, celebrate and support the complex and varied nature of teachers’ work. The Professional Teaching Standards describe what teachers need to know, understand and be able to do as well as providing direction and structure to support the preparation and development of teachers. 2 Professional Teaching Standards Professional Teaching Standards engage in professional learning and assist and support the professional learning needs of others, particularly induction programs for beginning teachers. They communicate effectively with the community to support the development of the school and promote student learning. DOMAINS The Standards within each key stage are intended to describe the nature of teachers’ work in three domains: They are: Professional Knowledge Professional Practice Professional Commitment. Professional Knowledge This domain encompasses knowledge and understanding of the fundamental ideas, principles and structure of the subject/disciplines taught by teachers. It includes knowledge and understanding of the links to other content areas as well as integration of that learning across and between content areas. This knowledge includes the application of content to curriculum requirements as they apply in the school. For teachers, knowledge of subject content is inextricably linked to the need to know and understand what constitutes effective pedagogy in the learning area. All teachers, both primary and secondary, must both know their subject/content and how to teach it. The domain also includes in-depth knowledge of the characteristics of students and their implications for teaching and learning. These characteristics include the diverse social, cultural, ethnic, religious and special-learning-needs background of students and the infl uences these have on teaching and learning. It includes knowledge of varied approaches to learning and how students’ skills, interests and prior learning affect learning. In addition, it incorporates knowledge of typical physical and intellectual development characteristics of students. The mandatory components of teacher education are also incorporated into this domain. They include knowledge of information and communication technologies; capacity to apply effective strategies for teaching Aboriginal and Torres Strait Islander students, students with special education needs, students from non-English speaking backgrounds, students with challenging behaviour; and literacy education. Professional Practice This domain focuses on the action or process of teaching as well as the knowledge and skills gained through experience as a teacher. It encompasses the effective development of teaching and learning programs and the appropriate organisation, selection, development and use of materials and resources. The domain includes the ability to communicate effectively with students. Effective communication includes a repertoire of inquiry techniques and teaching strategies as well as the ability to use a range of tools, activities, and resources to engage their students in learning. It includes the capacity to communicate the essential concepts and relationships of the teaching area as well as relating to students and assisting their emotional and social development. The importance of effective planning, assessment and reporting is also essential to a teacher’s practice. This incorporates the ability to plan for learning, use a range of formative and summative assessment techniques and report on learning. Underpinning this component of teaching practice is the provision of both formal and informal feedback to students as a stimulus to learning. Fundamental to this domain is the capacity of teachers to establish a climate where learning is valued and fostered. This climate is established largely by managing the range of behaviours and situations that can occur in the classroom. Professional Commitment The commitment domain encompasses the capacity of teachers to refl ect critically on their own practice accompanied by a commitment to their own development. A major component of this is the ability to engage in personal and collegial professional learning including contributing to professional communities. This domain describes also the relationship of teachers to the wider community. Teachers do not operate in isolation but rather value opportunities to engage actively with other members of their profession and their school communities. They understand and value the importance of close links between the school, home and community in the social and intellectual development of their students. Finally, this domain is concerned with ensuring teachers adopt professional ethics with regard to their own conduct and that of others. This includes the capacity to act professionally at all times in their dealings with students, peers, colleagues and the community. ELEMENTS The elements describe the areas encompassed within the domains. They give a logical organisational structure for consistent presentation of the standards within each key stage. The seven elements are: Teachers know their subject/content and how to teach that content to their students Teachers know their students and how students learn Teachers plan, assess and report for effective learning Teachers communicate effectively with their students Teachers create and maintain safe and challenging learning environments through the use of classroom management skills Teachers continually improve their professional knowledge and practice Teachers are actively engaged members of their profession and the wider community. 3 4 ELEMENT 1 TEACHERS KNOW THEIR SUBJECT CONTENT AND HOW TO TEACH THAT CONTENT TO THEIR STUDENTS ASPECT KEY STAGE GRADUATE TEACHER PROFESSIONAL COMPETENCE PROFESSIONAL ACCOMPLISHMENT PROFESSIONAL LEADERSHIP Knowledge of subject content 1.1.1 Demonstrate relevant knowledge of the central concepts, modes of enquiry and structure of the content/discipline(s). 1.2.1 Apply and use knowledge of the content/discipline(s) through effective, content-rich, teaching activities and programs relevant to the stage. 1.3.1 Exhibit and share comprehensive knowledge of the content/discipline(s) with other teachers to develop exemplary, content-rich, teaching activities and programs. 1.4.1 Initiate or lead the development of policies, programs and processes that advance students’ learning through the use of high-level knowledge of the content/ discipline(s) taught. Knowledge of pedagogy 1.1.2 Demonstrate research- based knowledge of the pedagogies of the content/discipline(s) taught. 1.2.2 Apply research-based, practical and theoretical knowledge of the pedagogies of the content/discipline(s) taught to meet learning needs of students. 1.3.2 Mentor colleagues to ensure that classroom programs and teaching strategies are pedagogically sound and research-based. 1.4.2 Initiate or lead the development of pedagogically-sound, research-based and effective policies, programs and processes. Knowledge of NSW curriculum requirements 1.1.3 Design and implement lesson sequences using knowledge of the NSW syllabus documents or other curriculum requirements of the Education Act. 1.2.3 Design and implement contextually relevant teaching and learning sequences using knowledge of the NSW syllabus documents or other curriculum requirements of the Education Act. 1.3.3 Assist and advise on the implementation of contextually relevant, high quality teaching and learning programs and activities using expert knowledge of the NSW syllabus documents or other curriculum requirements of the Education Act. 1.4.3 Evaluate existing teaching and learning programs and lead further development by using expert knowledge of NSW syllabus documents or other curriculum requirements of the Education Act. Knowledge of information and communication technologies (ICT) in the following areas: 1.1.4 Demonstrate current knowledge and proficiency in the use of the following: • Basic operational skills • Information technology skills • Software evaluation skills • Effective use of the internet • Pedagogical skills for classroom management. 1.2.4 Apply current knowledge and skills in the use of ICT in the classroom to meet syllabus outcomes in the following: • Basic operational skills • Information technology skills • Software evaluation skills • Effective use of the internet • Pedagogical skills for classroom management. 1.3.4 Exhibit and share current skills in the use of ICT in the classroom to meet syllabus outcomes in the following: • Operational skills • Information technology skills • Software evaluation skills • Effective use of the internet • Pedagogical skills for classroom management. 1.4.4 Initiate or lead the implementation of policies and processes to integrate ICT into the learning environment. Professional Knowledge 5 ELEMENT 2 TEACHERS KNOW THEIR STUDENTS AND HOW THEY LEARN ASPECT KEY STAGE GRADUATE TEACHER PROFESSIONAL COMPETENCE PROFESSIONAL ACCOMPLISHMENT PROFESSIONAL LEADERSHIP Knowledge of and respect for the diverse social, cultural, ethnic and religious backgrounds of students, and the effects of these factors on learning 2.1.1 Demonstrate knowledge, respect and understanding of the social, ethnic, cultural and religious backgrounds of students and how these factors may affect learning. 2.2.1 Apply knowledge of the impact of social, ethnic, cultural and religious background factors to meet the learning needs of all students. 2.3.1 Exhibit and share theoretical and practical knowledge of the effects of social, ethnic, cultural and religious background factors to meet the learning needs of all students. 2.4.1 Use expert theoretical knowledge of student diversity to develop effective and practical policies, programs and teaching strategies that address students’ social, ethnic, cultural and religious backgrounds. Knowledge of the physical, social and intellectual developmental characteristics of the age group(s) of students 2.1.2 Demonstrate knowledge of the typical stages of students’ physical, social and intellectual development as well as an awareness of exceptions to general patterns. 2.2.2 Apply knowledge of the typical stages of students’ physical, social and intellectual development as well as an awareness of exceptions to general patterns. 2.3.2 Exhibit and share theoretical and practical knowledge of typical stages of students’ physical, social and intellectual development, as well as an awareness of exceptions to general patterns. 2.4.2 Monitor and evaluate teaching and learning using expert knowledge of typical stages of students’ physical, social and intellectual development, as well as an awareness of exceptions to general patterns. Knowledge of students’ varied approaches to learning 2.1.3 Demonstrate knowledge of students’ different approaches to learning. 2.2.3 Apply practical and theoretical knowledge and understanding of the different approaches to learning to enhance student outcomes. 2.3.3 Share practical and theoretical knowledge of the different approaches to learning to enhance learning outcomes. 2.4.3 Evaluate and monitor teaching and learning by using expert knowledge of the different approaches to learning to enhance student learning outcomes. Knowledge of how students’ skills, interests and prior achievements affect learning 2.1.4 Demonstrate knowledge and understanding of students’ skills, interests and prior achievements and their impact on learning. 2.2.4 Apply knowledge and understanding of students’ skills, interests and prior achievements and their impact on learning. 2.3.4 Exhibit and facilitate the sharing of knowledge and understanding of the skills, interests and prior achievements of students and the impact of these factors for learning. 2.4.4 Evaluate and monitor teaching and learning practices by using expert knowledge of the value and significance of the skills, interests and prior achievements of students. Professional Knowledge 6 ELEMENT 2 TEACHERS KNOW THEIR STUDENTS AND HOW THEY LEARN ASPECT KEY STAGE GRADUATE TEACHER PROFESSIONAL COMPETENCE PROFESSIONAL ACCOMPLISHMENT PROFESSIONAL LEADERSHIP Knowledge of strategies for addressing student needs 2.1.5 Demonstrate knowledge and understanding of specific strategies for teaching: • Aboriginal and Torres Strait Islander students • Students with Special Education Needs • Non-English Speaking Background students • Students with Challenging Behaviours. 2.2.5 Demonstrate the capacity to apply effective strategies for teaching: • Aboriginal and Torres Strait Islander students • Students with Special Education Needs • Non-English Speaking Background students • Students with Challenging Behaviours. 2.3.5 As appropriate, provide informed advice and support to colleagues in the design of effective strategies for teaching: • Aboriginal and Torres Strait Islander students • Students with Special Education Needs • Non-English Speaking Background students • Students with Challenging Behaviours. 2.4.5 As appropriate, evaluate and monitor the implementation of effective policies and processes for teaching: • Aboriginal and Torres Strait Islander students • Students with Special Education Needs • Non-English Speaking Background students • Students with Challenging Behaviours. 2.1.6 Demonstrate knowledge of a range of literacy strategies to the meet the needs of all students including: • Aboriginal and Torres Strait Islander students • Students with Special Education Needs • Non-English Speaking Background students • Students with Challenging Behaviours. 2.2.6 Apply a range of literacy strategies to meet the needs of all students includ