Ingvarson (2010, 64) says that teachers are necessarily specialists in terms of what they can teach well and with experience they tend to become increasingly specialized. Expertise in teaching, as in most professions, is ‘domain specific’, not generic (Brophy, 1991; Hill, Rowan & Ball, 2005).
According to ingvarson standards need to point clearly to observable features of accomplished knowledge and practice, without specifying how teachers should teach.
A good example of teaching standards is the National Professional standards for highly accomplished teachers of science (Australian science teachers association, 2009: 3) which describes professional knowledge, practice and leadership.
1. Professional Knowledge
Contemporary and authoritative professional knowledge and understanding of:
1.1. Students and the factors that influence learning and development.
1.2. Teaching science
1.3. Effective pedagogies, assessment and reporting
1.4. A wide range of resources, including interactive technologies, and their use in teaching and learning.
2. Professional Practice
Exemplary professional practice which includes
2.1. Building effective relationships and managing complex interactions.
2.2. Creating and maintaining engaging and intellectually challenging learning environments.
2.3. Planning, implementing and evaluating rigorous and inclusive learning programs.
2.4. Using assessment and constructive feedback to inform teaching and learning.
2.5. Communicating effectively with different audiences using a range of strategies.
3. PROFESSIONAL LEADERSHIP
Active and influential professional leadership to:
3.1. Contribute to school planning development and management.
3.2. Encourage professional learning, critical reflection and professional discussion, drawing on evidence to improve practice.
3.3. Build an environment of confidence, resilience and success.
3.4. Contribute to the development and renewal of the profession.
CERTIFYING ACHIEVEMENT OF VOCATIONAL TEACHING STANDARDS
The US national board provided professional teaching standards. While the board’s standards were developed by expert teachers and researchers in teaching, the methods for assessing against those standards were developed by assessment development teams consisting of other expert teachers and specialists in educational measurement. Teachers who wish to be certified as expert teachers provide 2 types of evidence. The first is a portfolio comprising videos of classes, samples of pupils’ work and documented contributions to the profession and school community outside the classroom. The second part of the evaluation teachers attend an assessment centre for 3 hours where they respond to 6 exercises on-time designed to gather evidence about their subject matter knowledge and pedagogical content knowledge (Ingvarson, 2010: 20-1).
According to ingvarson standards need to point clearly to observable features of accomplished knowledge and practice, without specifying how teachers should teach.
A good example of teaching standards is the National Professional standards for highly accomplished teachers of science (Australian science teachers association, 2009: 3) which describes professional knowledge, practice and leadership.
1. Professional Knowledge
Contemporary and authoritative professional knowledge and understanding of:
1.1. Students and the factors that influence learning and development.
1.2. Teaching science
1.3. Effective pedagogies, assessment and reporting
1.4. A wide range of resources, including interactive technologies, and their use in teaching and learning.
2. Professional Practice
Exemplary professional practice which includes
2.1. Building effective relationships and managing complex interactions.
2.2. Creating and maintaining engaging and intellectually challenging learning environments.
2.3. Planning, implementing and evaluating rigorous and inclusive learning programs.
2.4. Using assessment and constructive feedback to inform teaching and learning.
2.5. Communicating effectively with different audiences using a range of strategies.
3. PROFESSIONAL LEADERSHIP
Active and influential professional leadership to:
3.1. Contribute to school planning development and management.
3.2. Encourage professional learning, critical reflection and professional discussion, drawing on evidence to improve practice.
3.3. Build an environment of confidence, resilience and success.
3.4. Contribute to the development and renewal of the profession.
CERTIFYING ACHIEVEMENT OF VOCATIONAL TEACHING STANDARDS
The US national board provided professional teaching standards. While the board’s standards were developed by expert teachers and researchers in teaching, the methods for assessing against those standards were developed by assessment development teams consisting of other expert teachers and specialists in educational measurement. Teachers who wish to be certified as expert teachers provide 2 types of evidence. The first is a portfolio comprising videos of classes, samples of pupils’ work and documented contributions to the profession and school community outside the classroom. The second part of the evaluation teachers attend an assessment centre for 3 hours where they respond to 6 exercises on-time designed to gather evidence about their subject matter knowledge and pedagogical content knowledge (Ingvarson, 2010: 20-1).
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