Download - Standards for Graduating Teachers Jan 09
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8/2/2019 Standards for Graduating Teachers Jan 09
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StandardS
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have a sound knowledgeof current learningtheories and ofpedagogical models
from which they drawtheir practice
have knowledge oftheory and contemporaryresearch in child and
adolescent developmentand other fields of studywhich contribute to anunderstanding ofstudent learning
know the principles andskills of instruction andprogram design andknow how to engagestudents actively inlearning
have a sound knowledgeof the role of languageand literacy in learning,of the conceptual,cognitive ordevelopmental stepsstudents make andof barriers to learning
have a criticalunderstanding ofboth formative andsummative assessmentincluding the usesof both
be aware of howcurriculum andassessment is structuredto support learning
have knowledge ofeffective pedagogicalapproaches specific tothe content areas theyintend to teach.
have a criticalunderstanding of thecontent, processes andskills of the content areasthey intend to teach
be aware of the keyconcepts, structure anddevelopments in theircontent areas
know the pedagogicalapproaches, resourcesand technologies usedto support and assessstudent learning withintheir content areas
know the importanceof literacy and numeracyto their content areaand can incorporatestrategies to supportliteracy and numeracyin their teaching
know how to integratelearning and studentunderstanding across anumber of content areas
be aware of tools andpractices for assessing,
recording and reportingstudent learningprogress to parents andother stakeholders.
demonstrate empathyand positive regard for,and rapport with,students
regard all studentsas capable of learningand demonstrate anunderstanding of, andcommitment to, equity
in their practiceknow how to identifythe prior knowledge,the learning strengthsand weaknesses ofstudents, and other
factors which impacton learning
have an understandingof cultural and religiousdiversity and ofsocioeconomic factorswhich may influencethe students they teach
be aware of teachingand classroommanagement challengesand develop appropriateprofessional responsesto them
understand the legaland ethical dimensionsof teaching, includingduty of care and thenature of their professional
commitment to students
appreciate the positionof trust they are given byparents/guardians andthe community and areaware of ways parent/teacher partnerships canbe developed.
Within the context of a course of pre-service teacher education which providesat least 45 days of supervised professional practice, graduating teachers will ...
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use their professionalknowledge to establishclear, challenging andachievable learninggoals for students asindividuals and groups
design lesson and unitplans which integratea range of activities,
resources, and materialsto support learning,including the useof ICT and otherlearning technologies
evaluate studentresponses and worksamples, using a varietyof strategies and toolsto make appropriateassessments of learningand plans for futureteaching and learningactivities
plan learning sequencesand units which areconsistent withcurriculum statements,
frameworks andassessment structures
commonly used inschools
monitor and recordstudent learning,providing appropriate
feedback to studentson their progress andhow to improve, and forreporting to parents.
establish clearexpectations ofbehaviour for a safelearning environment
for all students, includinglearning environmentsutilised outside schoolenvironments
model exemplary
behaviour forcooperative learningand positive interactionswith others
be aware of andcan use a range ofstrategies to establisha positive and inclusivelearning environmentwhere all students canlearn and are challenged
manage the materials,resources and physicalspace within the schoolto ensure a safe andchallenging environment
for learning
work within the legaland ethical frameworkexpected of all teachersand maintain appropriateprofessional relationshipswith students
work cooperativelyand purposefully withcolleagues and otherprofessionals who shareresponsibility for thelearning and welfareof their students.
understand and employstrategies for buildingeffective relationshipswith students, parentsand colleagues
model curiosityand enthusiasm
for learning and areaware of strategies
to make the contentthey teach accessibleand relevant
create opportunitiesfor students to exploreideas and emergingunderstandings andto develop skills
use a range of teachingapproaches which fosterindependent andcooperative learning,cater for differentlearning needs andrespond flexibly tothe dynamics of theclassroom
access and use arange of teaching andlearning resources andtechnologies to supportstudent learning
use effective oral,written and electroniccommunication skillsto communicate withstudents, their parentsand colleagues.
recognise the valueof regularly reflectingon their professionalknowledge and practice,and develop strategies
for reflection individuallyand collectively
be aware of their ownstrengths, preferences
and needs as a learner,and can identify areasfor development as anemerging practitionerand member of theprofession
engage in discussionof contemporaryissues and researchin education
demonstrate acommitment tocontinuing professionallearning and employeffective strategies todevelop their knowledgeand refine theirprofessional practice
understand thestructures and skillswhich underpincollegiate practice anddemonstrate a capacityto work collaborativelywithin the profession.
be aware of theways teachers typicallyengage with theirprofession, anddemonstrate a capacityto do so themselves
demonstrate acapacity to contributeto a professional
learning community,in a school and in thewider community(e.g. by engagementwith a professionalteaching body)
understand the social,political and ethicaldimensions of educationand within that
framework can articulatea vision or philosophy ofthe role of a teachergenerally, and of theirwork specifically
understand theprofessional behaviourand ethical conductexpected of a teacherand demonstrate
attitudes which supportprofessional behaviour
be aware of stakeholders,industrial structures,career opportunities, andregulatory requirementswhich impact on theirprofession
be aware of commonadministrative andprofessional duties andexpectations of teachers,and can fulfill thesecompetently.
Within the context of four years of tertiary education including at least one year ofpre-service teacher education and specific subject guidelines, graduating teachers will ...
1 Teachers know howstudents learn andhow to teach themeffectively.
2 Teachers know thecontent they teach.
3 Teachers know theirstudents.
4 Teachers plan and assessfor effective learning.
5 Teachers create andmaintain safe andchallenging learning
environments.
6 Teachers use a range ofteaching practices andresources to engagestudents in effective
learning.
7 Teachers reflect on,evaluate and improvetheir professionalknowledge and practice.
8 Teachers are activemembers of their
profession.
ProfeSSIonal PraCtICeProfeSSIonal knoWledge ProfeSSIonal engagement
STANDARDS FOR GRADUATING TEACHERS