Have a knowledge and understanding of a range of teaching, learning and behaviour management strategies and know how to use and adapt them, including how to personalise learning and provide opportunities for all learners to achieve their potential. Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment.
Have passed the professional skills tests in numeracy, literacy and information and communications technology ICT. Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities. Understand how children and young people develop and that the progress and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences.
Know how to make effective personalised provision for those they teach, including those for whom English is an additional language or who have special educational needs or disabilities, and how to take practical account of diversity and promote equality and inclusion in their teaching.
Know and understand the roles of colleagues with specific responsibilities, including those with responsibility for learners with special educational needs and disabilities and other individual learning needs. Teach lessons and sequences of lessons across the age and ability range for which they are trained in which they: a use a range of teaching strategies and resources, including e-learning, taking practical account of diversity and promoting equality and inclusion b build on prior knowledge, develop concepts and processes, enable learners to apply new knowledge, understanding and skills and meet learning objectives c adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively d demonstrate the ability to manage the learning of individuals, groups and whole classes, modifying their teaching to suit the stage of the lesson.
Support and guide learners to reflect on their learning, identify the progress they have made and identify their emerging learning needs. Evaluate the impact of their teaching on the progress of all learners, and modify their planning and classroom practice where necessary.
The professional code of the General Teaching Council lists eight new standards, each of them analysed here in detail using questions and activities to describe. Editorial Reviews. About the Author. James Arthur is Professor of Education and Head of Buy Professional Values and Practice: Achieving the Standards for QTS: Read Kindle Store Reviews - newscongsytacva.ml
Establish a purposeful and safe learning environment conducive to learning and identify opportunities for learners to learn in out-of-school contexts. Work as a team member and identify opportunities for working with colleagues, sharing the development of effective practice with them.
Ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfil. Hold positive values and attitudes and adopt high standards of behaviour in their professional role. Maintain an up-to-date knowledge and understanding of the professional duties of teachers and the statutory framework within which they work, and contribute to the development, implementation and evaluation of the policies and practice of their workplace, including those designed to promote equality of opportunity.
Recognise and respect the contributions that colleagues, parents and carers can make to the development and well-being of children and young people, and to raising their levels of attainment.
Evaluate their performance and be committed to improving their practice through appropriate professional development. Have a creative and constructively critical approach towards innovation; being prepared to adapt their practice where benefits and improvements are identified. Have a good, up-to-date working knowledge and understanding of a range of teaching, learning and behaviour management strategies and know how to use and adapt them, including how to personalise learning to provide opportunities for all learners to achieve their potential.
Fulfil wider professional responsibilities. A lack of effective leadership and management in the system. From this brief discussion of where standards fall within the schooling cycle, Taylor and Robinson propose. Manage behaviour effectively to ensure a good and safe learning environment contains generic standards for teacher performance clustered into four key categories: creating a conducive 8. South African. Biggers, A. Although government and the teacher unions see the QMS as an improvement on the IQMS, CDE asked whether it was good enough if there If SACE is serious about enhancing teacher professionalisation and regulating the profession holistically, then are doubts that it will improve learning outcomes.
Know how to use reports and other sources of external information related to assessment in order to provide learners with accurate and constructive feedback on their strengths, weaknesses, attainment, progress and areas for development, including action plans for improvement. Understand how children and young people develop and how the progress, rate of development and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences.
Understand the roles of colleagues such as those having specific responsibilities for learners with special educational needs, disabilities and other individual learning needs, and the contributions they can make to the learning, development and well-being of children and young people. Know when to draw on the expertise of colleagues, such as those with responsibility for the safeguarding of children and young people and special educational needs and disabilities, and to refer to sources of information, advice and support from external agencies.
Know the current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of children and young people. Know how to identify and support children and young people whose progress, development or well-being is affected by changes or difficulties in their personal circumstances, and when to refer them to colleagues for specialist support.
We contribute to achieving this vision by attracting more great people into the education sector who are committed to the same vision as us; supporting them to grow as teachers and leaders who can make a difference, and fostering their collective impact in the long-term.
The Teach First NZ Programme is employment-based and provides carefully selected participants with the opportunity to teach in a secondary school serving a low-income community, whilst completing a Masters qualification. We are building a network of partner schools to help us work towards educational equality. We connect with all schools interested in collaborating with us to make our education system fairer for our young people.
Inequality is stubborn.
It takes a constellation of people - each with their own positioning, experiences, and insights - to achieve equity in our schools and in our society. Let's align our waka and urge each other on as Kairapu. Interested in innovation, equity, or social change? These are open to all - come along to connect, innovate and grow with a like-minded community.
We work to achieve our vision by attracting more great people into the education sector. We support them to grow as teachers and leaders, who stay connected in the long-term as Kairapu, to make an increasing difference for our young people.
Our participants and alumni have worked directly with 30, young people. We have recruited over great people to teach in low-income communities. Are you eligible to join our flagship programme?