1. TEACHING PERFORMANCE STANDARDS FRAMEWORK
REGIONAL STANDARDS OF PRACTICE FOR THE TEACHING PROFESSION IN THE CARIBBEAN
TEACHING PERFORMANCE STANDARDS FRAMEWORK
ITEN WEBINAR SERIES
PART 3
September 30, 2011

2. WEBINAR OBJECTIVES DIALOGUE AND ENGAGEMENT INFORMATION FEEDBACK INPUT
ADVOCACY
Dr. Paula Mark Teacher Education Specialist Consultant
11/14/2018

3. OUTLINE Quality dynamics in the teaching profession
The teacher development process
Teaching performance standards
Managing performance through teacher evaluation and career pathing
Dr. Paula Mark Teacher Education Specialist Consultant
11/14/2018

4. THE DYNAMICS OF TEACHER QUALITY
NCTTE
REGULATION AND CONTROL
PMAP; Professional Licensing
Professional Registration
Entry-level and retention criteria
Code of ethical behaviour
Monitoring and evaluation of standards
PROCESS
CONTEXT
Entry-level teacher competencies;
Professional growth and enhancement of teaching competence
Continuing professional development
in-service programmes
TEACHER QUALITY
Teaching Performance Standards
Academic Standards Professional Ethics
Initial formation in pre-service programme
Focus on developing the person – teaching as personal/reasoned response
Focus on developing skills – teaching as programmed response
Teacher Educators
Teacher Leaders
Mentors/Cooperating teachers
Performance assessors
EDUCATION
TRAINING
SIGNIFICANT AGENTS
TEACHER EDUCATION PHILOSOPHY
Dr. Paula Mark Teacher Education Specialist Consultant
11/14/2018

5. THE TEACHER DEVELOPMENT PROCESS
A variety of approved professional development activities organized by various agencies geared to the systematic development of teaching competence and professional growth.
School-based mentoring programme for teachers in their first (two) years of service
Full employment in the teaching service
Teacher evaluation procedures for retention and promotion
Initial formation in
an approved teacher
preparation programme
Awarded to graduates of approved teacher preparation programmes based on established recruitment criteria and procedures.
Required for continuing employment. Award based on established criteria and procedures.
Based on established
criteria for selection and
matriculation requirements of
the teacher education institution
Dr. Paula Mark Teacher Education Specialist Consultant
11/14/2018

6. FEATURES AGENCY ACADEMIC STANDARDS RECRUITMENT LICENSING INDUCTION
REGISTRATION
CODE OF CONDUCT
DESIGNATION
EXTERNAL
ASSESSMENT
STEP 1 STEP STEP 3
INITIAL FORMATION OBTAINING STATUS MAINTAINING STATUS
ACADEMIC AND PROFESSIONAL QUALIFICATIONS OR
PROFESSIONAL QUALIFICATIONS
CONTINUING PROFESSIONAL DEVELOPMENT
EXTENDED
INDUCTION
RETRAINING
FEES
FEATURES
TEACHER
EDUCATION
INSTITUTION
AGENCY
TEACHING COUNCIL
EMPLOYER/
MINISTRY
OF EDUCTION
TEACHERS UNION
TEACHING COUNCIL
EMPLOYER/
MINISTRY
OF EDUCATION
TEACHERS UNION
TEACHING PERFORMANCE STANDARDS
ACADEMIC
STANDARDS
Dr. Paula Mark Teacher Education Specialist Consultant
11/14/2018

7. PROFESSIONAL KNOWLEDGE
PROFESSIONAL ATTITUDES
PROFESSIONAL PRACTICE
TEACHING
PERFORMANCE
DOMAINS
Dr. Paula Mark Teacher Education Specialist Consultant
11/14/2018

8. PROFESSIONAL STANDARDS
11/14/2018
Delineate clear guidelines and expectations on teacher competencies and skills and therefore assist in the evaluation of quality and excellence.
Define the standards that distinguish the teaching profession thereby validating the increasingly complex and sophisticated nature of the tasks that teachers perform
Provide a structure or format to the work teachers do and are expected to do
Enable a mechanism for quality assurance and accountability to the community, public and parents.
PROFESSIONAL STANDARDS
Dr. Paula Mark, Teacher Development Consultant

9. TEACHING PERFORMANCE STANDARDS
concise action-oriented statements that describe the key areas of a teacher’s professional practice and describe in outcome terms the key components of professional
practice
make explicit the underpinning knowledge and skills of professional practice described in the standards
indicate broad areas of learning and development that teachers might consider to strengthen related aspects of their practice
focused on demonstrable performance and provide a coherent framework for use in teacher selection, promotion and performance reviews
TEACHING PERFORMANCE STANDARDS
Dr. Paula Mark Teacher Education Specialist Consultant
11/14/2018

10. Professional knowledge Effective teachers know:
TEACHING PERFORMANCE STANDARDS
Their subject content and how to teach it
Their students’
How children learn and the factors that affect learning
1.4 The official curriculum
1.5 Information and communication technologies and how to use them
DOMAIN 1
Professional knowledge
Effective teachers know:
Plan for and assess student learning
Create and maintain safe and challenging learning environments
Monitor, record and report on student performance
Communicate effectively with students
DOMAIN 2
Professional practice
Effective teachers:
Continually seek to improve their professional knowledge and practice
Are active members of their professional communities and the wider community.
DOMAIN 3
Professional attitudes

11. CRITICAL CAREER STAGES
ENTRY LEVEL/ BEGINNER /NOVICE
PROFESSIONAL
ADVANCED PROFESSIONAL
MASTER
Dr. Paula Mark Teacher Education Specialist Consultant
11/14/2018

12. PROFESSIONAL PRACTICE ADVANCED PROFESSIONAL PRACTICE
EXAMPLE
STANDARD
PERFORMANCE AREA
LEVEL 1
ENTRY/ INDUCTION
LEVEL 11
PROFESSIONAL PRACTICE
LEVEL 111
ADVANCED PROFESSIONAL PRACTICE
LEVEL 1V
MASTER 2.
TEACHERS KNOW THEIR STUDENTS
2.1 Knowledge of Age and developmental (intellectual, physical, social) characteristics of students
Demonstrate knowledge of the stages of normal intellectual, physical, and social development.
Demonstrate knowledge of abnormal development patterns.
Apply knowledge of the stages of intellectual, physical, and social development, and abnormal development patterns appropriately.
Share practical knowledge re developmental stages
Evaluate teaching/learning for developmental appropriateness
2.2 Knowledge of the diversity factors (social, cultural, religious, gender, environmental, special educational needs) that impact on student learning
2.3 Knowledge of the principles of inclusive education and their applications.
Demonstrate understanding of and respect for the social, cultural, ethnic, religious, and gender differences among students and how these impact on learning
Demonstrate respect for students with special educational needs (across the entire spectrum)
Appropriately apply knowledge of the effect of social, cultural, gender, religious and ethnic differences, to address the learning needs of students
Share practical applications of using knowledge of student differences to address learning needs
Use knowledge and practical experience in applying knowledge of student differences to advise on policy and inform development of inclusive teaching programmes and strategies.

13. CLASSROOM TEACHER PROMOTIONAL LADDER
ENTRY LEVEL
PROFESSIONAL
ADVANCED PROFESSIONAL
MASTER
EXPERT
PROFICIENT
COMPETENT
ADVANCED
BEGINNER
NOVICE
Dr. Paula Mark Teacher Education Specialist Consultant
11/14/2018

14. Career paths Classroom practitioner Teacher Education
Administration / leadership
Teaching Service Support Professional
Dr. Paula Mark Teacher Education Specialist Consultant
11/14/2018

15. Teaching Performance Standards
describe the skills, knowledge and values that
effective teachers demonstrate.
establish expectations of what teachers should
know, be able to do.
provide benchmarks for teachers’ competencies
and direction for their on-going professional
learning, growth, and development.
enhance the certification process.
Defining teacher knowledge, understanding, skills, principles and values is regarded as the best way to ensure that students are receiving a quality education (Boston, 1999).
Dr. Paula Mark Teacher Education Specialist Consultant
11/14/2018

16. TEACHING PERFORMANCE STANDARDS – system benefits
Support for teacher professional development
Enable recognition of teaching excellence
Enhance professional collaboration and dialogue
Dr. Paula Mark Teacher Education Specialist Consultant
11/14/2018

17. TEACHING PERFORMANCE STANDARDS – system benefits
Enable benchmarking of teacher quality
Facilitate the quality assurance process in the teaching profession
Promote the professionalization of teaching
Sustain achievement of education goals
Dr. Paula Mark Teacher Education Specialist Consultant
11/14/2018

18. INTEGRATED TEACHER PERFORMANCE EVALUATION
PROFESSIONAL DEVELOPMENT
SYSTEM ACCOUNTABILITY
FORMATIVE
DEVELOPMENT -DRIVEN
SCHOOL-DIRECTED
TEACHER FOCUSED
INTERNAL ASSESSMENT
ON-GOING
SELECTIVE
SUMMATIVE
ACCOUNTABILITY -DRIVEN
MINISTRY DIRECTED
SYSTEM FOCUSED
EXTERNAL ASSESSMENT
CYCLICAL
COMPREHENSIVE
Performance
Management
Performance
Appraisal
Dr. Paula Mark Teacher Education Specialist Consultant
11/14/2018

19. Thank you Dr. Paula Mark Teacher Education Consultant
Member: CARICOM Task Force on Teacher Education Technical Committee
Dr. Paula Mark Teacher Education Specialist Consultant
11/14/2018

20. Dr. Paula Mark Teacher Education Specialist Consultant
11/14/2018

21. Dr. Paula Mark Teacher Education Specialist Consultant
11/14/2018

22. Dr. Paula Mark Teacher Education Specialist Consultant
11/14/2018

23. Dr. Paula Mark Teacher Education Specialist Consultant
11/14/2018

24. Dr. Paula Mark Teacher Education Specialist Consultant
11/14/2018

25. Dr. Paula Mark Teacher Education Specialist Consultant
11/14/2018

26. Dr. Paula Mark Teacher Education Specialist Consultant
11/14/2018

27. Dr. Paula Mark Teacher Education Specialist Consultant
11/14/2018

28. Dr. Paula Mark Teacher Education Specialist Consultant
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11/14/2018

30. Dr. Paula Mark Teacher Education Specialist Consultant
11/14/2018

31. Dr. Paula Mark Teacher Education Specialist Consultant
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11/14/2018

33. Dr. Paula Mark Teacher Education Specialist Consultant
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34. Dr. Paula Mark Teacher Education Specialist Consultant
11/14/2018

35. Dr. Paula Mark Teacher Education Specialist Consultant
11/14/2018

36. Dr. Paula Mark Teacher Education Specialist Consultant
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37. Dr. Paula Mark Teacher Education Specialist Consultant
11/14/2018