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1 © Copyright GEMS Education
GEMS Education Global Teacher Standards
2 © Copyright GEMS Education
GEMS Global Teacher Standards
Table of Contents
Table of Contents ................................................................................................................................ 2
Index of Tables .................................................................................................................................... 2
1 Introduction ......................................................................................................................... 3
2 Using the Teacher Standards ................................................................................................. 3
3 Evidence ............................................................................................................................... 3
4 Overview of the Global Teacher Standards ............................................................................ 4
4.1 Quality of Teaching ................................................................................................................. 5
4.2 Student Learning ..................................................................................................................... 7
4.3 Student Progress ..................................................................................................................... 8
4.4 Student Attainment ................................................................................................................ 9
4.5 Assessment ........................................................................................................................... 10
4.6 Pastoral Education ................................................................................................................ 11
4.7 Policy ..................................................................................................................................... 12
4.8 Professional Responsibilities ................................................................................................. 13
5 Summary Pro-Forma ........................................................................................................... 15
Index of Tables Table 1 - Overview of GEMS Educational Standards .............................................................................. 4
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1 Introduction
GEMS Teacher Standards set out the professional knowledge, skills and competencies which are expected of all GEMS teachers. They set a clear baseline of expectations for the professional practice and conduct of teachers. In all, there are 8 standards which reflect the complexities of teaching and cover areas such as communication and relationships, equality and inclusion, compliance with policies, professional development and student welfare. The standards are underpinned by GEMS four core values - Global Citizenship, Pursuing Excellence, Growing by Learning, and Leading through Innovation.
2 Using the Teacher Standards
The GEMS Teacher Standards may be used in a number of contexts e.g. self-evaluation, peer-evaluation or performance management interviews. In all instances, the standards define the expectation of all teachers working for GEMS but, more importantly, support continuous professional development; recognition of areas of strengths and addressing identified areas for development.
3 Evidence
In order to evaluate strengths and areas for development, there is a need to consider what evidence is available to support any judgments made. Sources of evidence may include, for example:
Outcomes of lesson observations
Internal and external examinations results
Professional development portfolio
Lesson plans
Students’ work
Summative and formative assessment records
Individual student and group records
Feedback from parents and students
Research
Contribution to school improvement and/or the wider GEMS network
Leading or support initiatives and projects
Extra-curricular or out of school activity
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4 Overview of the Global Teacher Standards
Ref: Standard
TS 1 Quality of Teaching
TS 2 Student Learning
TS 3 Student Progress
TS 4 Student Attainment
TS 5 Assessment
TS 6 Pastoral Education
TS 7 Policy
TS 8 Professional Responsibilities
Table 1 - Overview of GEMS Teacher Standards
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1. Quality of Teaching
TS 1 – Quality of Teaching
Outstanding Good Acceptable Unacceptable
4 3 2 1
TS 1.1 Outcomes of Lesson Observations
When observed, quality of teaching is good with consistent and significant features that are outstanding.
When observed quality of teaching is good or better.
When observed quality of teaching is acceptable with good features.
When observed quality of teaching is weak and practices observed are impacting unfavourably on student progress.
TS 1.2 Teacher Expert Knowledge
The teacher demonstrates expert knowledge of their subject and they know the best way to teach it, appropriate to their specific students.
The teacher demonstrates good knowledge of their subject and they know how to teach it, appropriate to their specific students.
The teacher demonstrates satisfactory knowledge of their subject and an ability of how to teach it.
The teacher demonstrates an incomplete understanding of the curriculum content, how to teach their subject or how students learn.
TS 1.3 Quality of Teacher Plans
Quality of teacher plans is at a high level, suitable to the ability range in the class and consistent with the course and module/curriculum requirements. Students’ personal and learning needs are systematically identified, leading to effective, targeted support differentiated for all learners’ needs.
Quality of teacher plans is at a good level and in the main, suitable to the ability range in the class and consistent with the course and module/curriculum requirements. Students’ personal and learning needs are identified, leading to target setting and support especially for very high performers and for those with special educational needs.
Quality of teacher plans is at an adequate level and generally suitable to the ability range in the class and consistent with the course and module/curriculum requirements. Students’ personal and learning needs are identified, leading to appropriate accommodation and support for some of the students across the ability range.
Quality of teacher plans is at an insufficient level, not suitable to the ability range in the class and inconsistent with the course and module/curriculum requirements. Students’ personal and learning needs are not sufficiently identified in the majority of cases.
TS 1.4 Expectations and Challenge
The teacher has high expectations of all groups and individual students and provides appropriate challenge that meets their needs.
The teacher has expectations of groups and individual students and provides challenging work.
The teacher has acceptable expectations of groups and individual students and provides work which provides some challenge.
The teacher has low expectations of groups and individual students and provides work which does not provide sufficient enough challenge.
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TS 1.5 Use of Resources
The teacher uses
available resources
effectively. Resources
are consistently used
intelligently to support
teaching and learning
The teacher displays a good knowledge of available resources for classroom use and for students. Resources are used effectively to support teaching and learning.
The teacher displays an adequate knowledge of available resources for classroom use and for students. Resources are, in the main, used effectively to support teaching and learning.
The teacher displays little knowledge of available resources for classroom use and for students. Resources are not used effectively to support teaching and learning.
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2. Student Learning
TS 2 – Student Learning
Outstanding Good Acceptable Unacceptable
4 3 2 1
TS 2.1 Student Approach to Learning
The teacher empowers all students to assume responsibility for high quality, independent and collaborative learning. The teacher facilitates students to reflect on their own learning to evaluate strengths and weaknesses and to support and help their peers.
The teacher empowers most students to work independently and collaboratively. The teacher allows for classroom interactions to support, but such activity is frequently prompted.
The teacher reserves high expectations of learning for those students thought to have a natural aptitude for the subject. The teacher allows for classroom interactions to support learning but routines are not practiced or embedded.
The teacher has medium or low expectations of student learning, with high expectations for learning reserved for only one or two students. The teacher does not encourage students to work either independently or collaboratively.
TS 2.2 Student Engagement with Learning
The teacher ensures lesson content is interesting to all students, promotes engagement, facilitating students leading their own learning and provides multiple approaches to learning aligned with students’ needs.
The teacher ensures lesson content is interesting to most students, promotes enthusiasm, and provides multiple approaches to learning aligned with students’ needs.
The teacher ensures lesson content promotes student participation but requires prompting, and provides some opportunities for collaborative work.
Teaching strategies used to deliver content does not enthuse students, and as a result, they become dis-engaged.
TS 2.3 Skills Development
The teacher successfully develops student enquiry and critical thinking skills by integrating a range of problem solving and creative activities and they are embedded as part of students learning.
The teacher successfully develops student enquiry and critical thinking skills by integrating problem solving and creative activities.
The teacher sometimes develops enquiry and thinking skills with some students.
The teacher does not develop enquiry and thinking skills with students.
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3. Student Progress
TS 3 – Student Progress
Outstanding Good Acceptable Unacceptable
4 3 2 1
TS 3.1 Overall Progress
Nearly all students reach their targets set for the academic year.
Most students meet their targets set for the academic year.
The majority of students reach targets set for the academic year.
Less than half of the students reach targets set for the academic year.
TS 3.2 – Progress in Lessons
Classroom observations and review of student work samples indicate that nearly all students make progress in lessons
Classroom observations and review of student work samples indicate that most students make progress in lessons
Classroom observations and review of student work samples indicate that the majority of students make progress in lessons
Classroom observations and review of student work samples indicate that less than half of the students do not make progress in lessons
*
Nearly All On or above 85%
Most On or above 75%
Majority (more than half) More than 50%
Less than half Less than 50%
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4. Student Attainment
TS 4 – Student Attainment
Outstanding Good Acceptable Unacceptable
4 3 2 1
TS 4.1 Curriculum Expectations
Moderated teacher assessments demonstrate that nearly all students attain standards which are significantly above curriculum standards.
Moderated teacher assessments demonstrate that most students attain standards which are significantly above curriculum standards.
Moderated teacher assessments demonstrate that more than half of students attain standards which are in line with or above curriculum standards.
Moderated teacher assessment demonstrates that the less than half of students attain standards which are in line with curriculum standards.
TS4.2 International Benchmarks
In international benchmarking tests, nearly all students attain levels higher than international peers.
In international benchmarking tests, most students attain levels higher than international peers.
In international benchmarking tests, more than half of students attain levels which are in line with international peers.
In international benchmarking tests, less than half of students attain levels which are in line with international peers.
*
Nearly All On or above 85%
Most On or above 75%
Majority (more than half) More than 50%
Less than half Less than 50%
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5. Assessment
TS 5 – Assessment
Outstanding Good Acceptable Unacceptable
4 3 2 1
TS 5.1 Assessment for Learning
Highly effective teaching ensures effective assessment is employed and used extensively throughout lessons.
The teacher applies assessment results/outcomes into planning for future instruction for all groups and individual students.
Effective teaching ensures formative assessment is employed and used regularly throughout the lesson.
The teacher applies assessment results/outcomes into planning for future instruction for some groups and individual students.
Satisfactory teaching allows for formative assessment to support instruction through some monitoring of progress in learning. The teacher applies assessment results/outcomes to plan for future instruction for the class as a whole but not on an individual basis.
The teacher employs
minimal formative
assessment or
monitoring of student
learning; feedback is
absent or of poor
quality.
The teacher does not incorporate assessment in the lesson and hence does not use assessment results in designing future instruction.
TS 5.2 Student Participation in Assessment
The teacher empowers all students to contribute to the assessment criteria, conduct self and peer- assessment, monitoring their own progress.
The teacher has made students aware of the assessment criteria; most of the students are engaging in self and peer assessment.
The teacher feedback to students is general and students appear to be only partially aware of the assessment criteria used to evaluate their work.
The teacher neglects to make students aware of the assessment criteria and does not engage students in questions, prompts or self-assessment.
TS 5.3 Data gathering and analysis
The teacher tracks
students’ progress on
a regular basis very
effectively.
Assessment
information is
comprehensive,
accurate and well
analysed in depth,
including effective
intervention and next
steps.
The teacher applies a
comprehensive
tracking system of
students’ progress
over time.
Assessment
information is
comprehensive,
accurate and analysed.
The teacher tracks and
records student
progress accurately.
The analysis of data
may be
underdeveloped.
The teacher’s
arrangements to track
and record student
progress are
inconsistent.
There is minimal
analysis of data.
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6. Pastoral Education
The teacher demonstrates a high level of GEMS Core Values and Model Behaviours in planning, interaction with others and delivery of lessons
The teacher demonstrates GEMS Core Values and Model Behaviours in planning, interaction with others and delivery of lessons
There is some evidence of teacher awareness of GEMS Core Values and promoting the Model Behaviours in planning, interaction with others and delivery of lessons
GEMS Core Values and Model Behaviours are not adequately integrated or promoted in planning, interaction with others and delivery of lessons
TS 6 Pastoral Education
Outstanding Good Acceptable Unacceptable
4 3 2 1
TS 6.1 Conduct and Culture
Classroom interactions
among the teacher
and individual students
and between students
themselves are highly
respectful, reflecting
genuine warmth, care
and sensitivity to
students as individuals.
Classroom interactions
among the teacher
and individual students
are friendly and
demonstrate general
care and respect. Such
interactions are
appropriate to the
ages of the students.
Patterns of classroom interactions, both between the teacher and students are appropriate.
Patterns of classroom interactions, both between the teacher and students and among students, are mostly negative, inappropriate, or insensitive to students’ ages, cultural backgrounds, and developmental levels.
TS 6.2 Understanding of Culture, Diversity and a Plural Society
The teacher has an empathetic understanding of culture, diversity and a plural society and this is reflected in their teaching.
The teacher has a good understanding of culture, diversity and a plural society.
The teacher shows some understanding of culture, diversity and a plural society.
The teacher shows minimal understanding of culture, diversity and a plural society.
TS 6.3 GEMS Core Values
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7. Policy
TS 7 Policy
Outstanding Good Acceptable Unacceptable
4 3 2 1
TS 7.1 Adherence to Policy
The teacher takes full responsibility to implement, follow and adhere to all school and legislative policies, practices and procedures e.g. Assessment, Marking, and Code of Conduct etc and is an exemplar to their colleagues in this respect.
The teacher incorporates and applies school and legislative policies, practices and procedures e.g. Assessment, Marking and Code of Conduct etc into most, everyday performances and procedures.
The teacher has an awareness of school and legislative policies, practices and procedures e.g. Assessment, Marking and Code of Conduct etc but it is not recognised in practise all of the time in their everyday performances and practices.
The teacher fails to implement, follow and adhere to all policies, practices and procedures e.g. Assessment and Code of Conduct etc.
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8. Professional Responsibilities
TS 8 Professional Responsibilities
Outstanding Good Acceptable Unacceptable
4 3 2 1
TS 8.1 Parental Engagement with Learning
The teacher actively facilitates an engaging and continuous professional relationship with parents regarding the student’s education in a variety of ways e.g. online, face to face, written form.
The teacher engages in a professional relationship with parents when prompted and sometimes independently engages with parents above and beyond school policy.
The teacher, most of the time, engages in a professional relationship with parents regarding the student’s education limited to the schools reporting procedures. This only occurs when prompted.
The teacher has limited engagement with parents over the student’s education.
TS 8.2 Professional Development
The teacher is very active and effective in their own personal and professional development, tracking and analysing their impact. The teacher works effectively and continuously with peers; supporting their development, including peer observations and other strategies to develop professionally.
The teacher strategically and effectively enhances their own personal and professional development. The teacher works effectively with peers, supporting their development, including peer observations.
The teacher works well with peers to support their development as well as enhancing their own personal and professional development.
The teacher works in isolation and does not engage with professional development or peers.
TS 8.3 GEMS Professional Learning Networks
The teacher advocates and initiates professional learning that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students by facilitating, leading and participation in Corporate learning programmes,
The teacher evaluates practice and invests in professional learning for self-improvement and to improve the educational outcomes of students through leading and participation in Corporate learning programmes, workshops and GEMS Learning Networks
The teacher improves
professional
knowledge and
practice through the
understanding of and
participation in
Corporate learning
programmes and
workshops.
The teacher has an awareness of relevant and appropriate sources of professional learning for teachers but does not actively pursue these opportunities.
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workshops, and/or GEMS Learning Networks and a range of forums within and outside the GEMS network
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Summary Pro-Forma for self-evaluation or professional dialogue purposes
School
Name
Date
Ref: Standard Grade
TS 1 Quality of Teaching
Areas of Strength Areas for Development
TS 2 Student Learning
Areas of Strength Areas for Development
TS 3 Student Progress
Areas of Strength Areas for Development
TS 4 Student Attainment
Areas of Strength Areas for Development
TS 5 Assessment
Areas of Strength Areas for Development
TS 6 Pastoral Education
Areas of Strength Areas for Development
TS 7 Policy
Areas of Strength Areas for Development
TS 8 Professional Responsibilities
Areas of Strength Areas for Development
Overall Grade
Summary of Professional Development Needs
1.
2.
3.