gems education global teacher standards › media › 7617 › gems-global... · 2015-04-12 ·...

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GEMS Education Global Teacher Standards

http://www.gemseducation.com/gems-schools/


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



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



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



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.



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.



2. Student Learning

TS 2 – Student Learning


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.



3. Student Progress

TS 3 – Student Progress


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%



4. Student Attainment

TS 4 – Student Attainment


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%



5. Assessment

TS 5 – Assessment


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.



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



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



7. Policy

TS 7 Policy


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.



8. Professional Responsibilities



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.



workshops, and/or GEMS Learning Networks and a range of forums within and outside the GEMS network



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


TS 3 Student Progress


TS 4 Student Attainment


TS 5 Assessment




TS 7 Policy




Overall Grade

Summary of Professional Development Needs

1.

2.

3.


gems education global teacher standards › media › 7617 › gems-global... · 2015-04-12 ·...

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