National Professional Standards For Teachers and Leaders – Module 3

Yesterday, Tuesday 29th November 2011, we started Module 3 of the “National Professional Standards for Teachers and Leaders”. The two trainers focused on exploring and annotating evidence for best practice and developing a plan to introduce the National Professional Standards for Teachers and Leaders in schools.

The warming up activity presented a new strategy “Human Bingo” which elicited some of the knowledge and information related to the NPSTSL discussed in the previous sessions. That game provided a good chance for trainees to speak out and share their beliefs.

It was my turn to read out my personal statement to my colleagues (the audience) who showed great interest. Margret, the trainer, praised my personal statement saying that it is precise and concise.

In that session we discussed the format of the standards which is shown below.

  • Standard title – a short, action-oriented statement that describes the key area of professional practice for teachers and leaders.
  • Standard descriptor – the aspect of professional practice covered by the standard.
  • Statements – key components of professional practice covered by the standard. Statements are focused on performance and can be demonstrated.
  • Indicators – examples of actions a teacher or leader would normally take to perform the aspect of professional practice detailed in the relevant statement.
  • Required skills, knowledge, understandings and dispositions – broad areas of learning and development that teachers and school leaders might consider to strengthen their practice.
  • Evidence Guide – identifies the performance expected at each stage of career development, including a list of the types of evidence that teachers and school leaders may present to show that they have achieved the required level of performance.

The Lotus Chart was used to help each group to work on one of the standards, identify its statements and indicators and to mention examples of evidence that address the standard and are being used by colleagues (trainees) in their schools.

Then groups were given enough time to work on the pieces of evidence they brought and started annotating them against the standards. I think most of the trainees benefited much and by now they should have completed their personal statement and annotated a number of pieces of evidence for their professional portfolios.

I really thank the two trainers and appreciate their great efforts.

If you are interested, you can download the presentation and the handouts of the workshop by clicking the following link:—planning-for-action

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