Ministry of Education, Guyana

Friday, 07 March 2014 10:39

Draft Professional Standards for Teachers

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Professional Standards

Professional Standards set expectations to achieve the desired educational outcomes. In general, the Standards speak to the performance of those who teach, lead and or supervise the education system. Undoubtedly, such performance is the collective outcome of pre-service training, on-going professional development and the experience gained through the practice of the profession. However, it is the education professional who is ultimately responsible for his or her impact on the system. Notably, assessment of the standards is based on practice, more so, than on examinations, hence outstanding professionals are able to exceed the expectations.

The Education Professional Standards are not intended as a tool for punitive action. They reflect professional consensus of what is desirable in the supervision, leadership and delivery of education and, provide a framework that permit professionals to assess themselves. The Standards advocate for research and practice to generate new knowledge and to maintain a responsive profession that takes a diagnostic approach to the delivery of education. Inclusiveness, equity, commitment and a desire for excellence inter alia are the under-pinning principles of the standards.

The standards focus on the quality of education. Professionals are expected to apply these standards within the variety of situations that arise as they provide services at the various levels of education. Unlike production factories, in education responses to inputs are not always predictable or similar in similar situations. Ultimately improved achievements will depend on the education professional’s’ commitment, competence and determination that all those who pass through the education system ought to and will achieve optimum success.

How the Standards should be used?

Professional standards will:

  1. be the reference point for development and assessment of training programmes for education professionals
  2. offer education professionals clear expectations of their performance
  3. provide a framework within which to assess the performance of professionals and to make objective decision concerning professional status
  4. bring coherence to the profession establishing synergy among its dimensions – pre-service training, on-going professional development, practice, evaluation and feedback
  5. be a reference point for public accountability
  6. enable professionals to identify their strengths and weaknesses and build their competences accordingly
  7. promote equity and inclusiveness in the approach of education professionals
  8. provide a basis to be self evaluative in monitoring and assessing progress toward desired benchmarks

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