Ministry of Education, Guyana

Friday, 07 March 2014 10:39

Draft Professional Standards for Teachers

Article Index:

Leadership Standards for Principals

The Leadership Standards for Principals are designed to provide the knowledge and skills necessary for proficiency in leadership. They reinforce commitment to high expectations for student achievement while promoting the school as a true community of learning.

The Ministry of Education values for principals is used as the core standard to determine appropriate content and process skills. The standard is aligned to Organization of American States OAS, CARICOM and international standards. The relationship between knowledge and application is crucial to each principal’s success and should be emphasized. The performance standards encompass fifteen major areas, and they are:

Assessment – The collecting and analyzing of student performance data to identify patterns of achievement and underachievement in order to design and implement appropriate instructional interventions

A cohesive and comprehensive system is in place to ensure that all teachers use assessment data to design and adjust instruction to maximize student achievement.

A variety of effective and balanced assessment techniques is routinely and systematically implemented by teachers as part of a comprehensive school-based assessment and evaluation system.

Behaviour Management – Implementing and monitoring a behavioural plan which reinforces appropriate behaviour for students while in the learning community.

The principal knows, understands and applies the behaviour management policy of the Ministry of Education.

Community Involvement and Support – The school as a community of learning involves parents, and community members as active participants. Everyone collaborates to help the school achieve its continuous improvement targets and short- and long-range goals.

Set the school’s vision and mission on the basis for all aspects of continuous improvement. All stakeholders within the school have achieved consensus regarding their shared sense of vision and mission, which serves as the basis for all facets of the continuous improvement process.

The principal reinforces the continuous improvement process through active and sustained involvement of student, family and community stakeholders.

Curriculum – A system for managing and facilitating student achievement and learning based upon content and performance standards.

The principal will ensure that the school’s curriculum is sequenced, organized and aligned with the Ministry of Education. Teachers know what to teach, students know what they are learning and information is available to parents and community stakeholders.

Principal ensures that the teachers are engaged in a process of collaborating planning for curriculum implementation and they agree on core content and required student performance criteria.

Principal directs the adaptation of the curriculum based on the learning needs of the students (benchmarking).

Principal ensures that teachers use a systematic process for monitoring the implementation of the curriculum.

Ethical Behaviour – Acts with integrity, fairness, and honesty in all aspect of carrying out the responsibility of a principal.

The principal acts with integrity, fairness and honesty in an ethical manner with all stakeholders of the school.

Evaluation – Monitoring the success of all teachers and students in the learning environment Utilizing summative and formative evaluation measures to manage and respond to the needs of the learning process.

A variety of evaluative assessment tools are utilized to provide feedback measures to ensure accountability for all participants engaged in the educational process.

Financial Management – Acts in accordance to the legislation and regulations as applicable in ensuring the successful financial management of school funds.

The principal collaborates with the Ministry and ensures that all fiscal management requirements are adhered to with the utmost regards.

Reinforces the ability of the school to achieve its continuous improvement goals while ensuring the academic success of all students

Governance – The process and procedure associated with how the school facilitates and utilizes the resources for the continuous improvement of the organization.

The principal should know and apply the process and procedures on how the school facilitates and utilizes the resources for maximum output.

Planning and Organization – The processes, procedures, structures, and products that focus the operation of a school on ensuring attainment of standards and high levels of learning for all students.

A current school vision and mission are the basis for all aspects of continuous improvement. All stakeholders within the learning community have achieved consensus regarding their shared sense of vision and mission, which serves as the basis for all facets of the continuous improvement process.

The principal allocates resources and ensures that the school facility is adequately maintained, clean, and conducive for teaching and learning.

Strategic combination of human and financial resources are effectively selected and used to ensure the academic success of all learners.

A comprehensive planning process is in place and it results in the creation and implementation of a school improvement plan to guide the continuous process for the school.

Plant Management – Direct key initiatives and appropriate uses of the physical school plant.

The principal operates and maintains the school plant within the policy guidelines of the Ministry of Education.

Professional Learning – Professional learning is the means by which teachers, principals and other school and ministry employees acquire, enhance and refine the knowledge, skills, and commitment necessary to create and support high levels of learning for all students.

The content knowledge of professional learning is reinforced by the principal’s understanding and employs strategies to promote professional competency. The principal also ensures that teachers use research-based teaching strategies and assessment processes, and involves the families and stakeholders in promoting student learning.

Safety and Security – A system for preventing and managing school violence and reduce safety risks and liability in an effort to improve relationships in schools and the wider community.

The principal knows, understands and applies the safety and security policy of the Ministry of Education.

The principal identifies the strengths and areas to build upon for the creation of a safe and secure school environment.

School Culture – The norms, values, standards, and practices associated with the school as a learning community committed to ensuring student achievement and organizational productivity.

The principal creates and maintain a school culture that reflects norms, values, standards and practices that reinforce the academic, social, emotional and relational growth for each student and a commitment to the professional growth of all teachers.

Teaching and Learning – Designing and implementing teaching – learning – assessment tasks and activities to ensure that all students achieve proficiency

The curriculum delivered is aligned with the Ministry of Education and serve as a guide for successful teaching practices ensuring that teachers and students know, do and understand the requirements for each subject area, grade level and grading period.

Principal sets high expectations for all learners that are consistently evident, with teachers and students playing an active role in setting personal learning goals and monitoring their own progress based on clear evaluative criteria.

High and clear expectations are established by all teachers and students working in partnership. Students are engaged in work that requires higher-order reasoning.

Technology – Planning and implementing the integration of technological and electronic tools in teaching, learning, management, research and communication responsibilities

The principal creates and articulates a clear vision of technology integration for the school community. He/She uses and encourages the use of technology, telecommunications and information systems to enrich curriculum, teaching, learning, and assessment.


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