TEACHING COMPETENCES
Extract from:
THE SCOTTISH EXECUTIVE EDUCATION DEPARTMENT'S
Guidelines for Teacher Training Courses
- Competences
Relating to Subject and Content of Teaching
- Competences
Relating to the Classroom
- Competences
relating to the School and the Education System
- The
Values, Attributes and Abilities Integral to Professionalism
These competences
have been issued by the SOEID in "Guidelines for Initial Teacher
Education" 1993.
1.
Competences Relating to Subject and Content of Teaching
The new teacher
must:
- demonstrate a sound knowledge of, and practical
skills in, the subject or subjects forming the content of his or her
teaching at a level which allows him or her to stimulate and challenge
pupils and to recognise and address barriers to
pupils' learning specific to the subject being taught;
- be able, whether at pre-school, primary or
secondary level, to play his or her full part in developing pupils' skills
in literacy and numeracy;
- demonstrate the ability to use information and
communications technology (ICT) and appreciate how to apply it effectively
in learning and teaching, taking account of legal, ethical and health and
safety issues;
- be able to plan and prepare coherent teaching
programmes and lessons, including homework, which ensure continuity and
progression in pupils' learning;
- be able to justify what is taught from knowledge
and understanding of the learning process, curriculum issues, child
development in general and the needs of his or her pupils in particular.
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2. Competences
Relating to the Classroom
2.1 Communication
The new teacher
must be able to:
- motivate and sustain the interest of all pupils
in a class;
- explain to and communicate with pupils clearly
and in a stimulating manner;
- question pupils effectively, and respond to their
questions and support their contribution to discussions;
- employ a range of teaching strategies, including
direct interactive teaching and use of homework to reinforce and extend
work in class, and be able to select strategies appropriate to the
subject, topic and pupils' needs;
- select and use, in a considered way and in a
number of different learning and teaching situations, a wide variety of
resources, including ICT;
- demonstrate the ability to teach individuals,
groups and classes;
- set expectations and a pace of work which make
appropriate demands on all pupils and ensure that more able pupils are
effectively challenged;
- identify and respond appropriately to pupils with
difficulties in, or barriers to, learning and recognise
when to seek further advice in relation to their special educational
needs;
- respond appropriately to gender, social,
cultural, linguistic and religious differences among pupils;
- encourage pupils to take initiatives in, and
become responsible for, their own learning;
- work co-operatively with other professionals and
adults within the classroom;
- evaluate and justify the approaches taken to learning and
teaching and their impact on pupils.
2.2 Class Organisation and Management
The new teacher
must:
- be able to organise
classes and lessons to ensure that all pupils are productively employed
when working individually, in groups or as a class;
- demonstrate that he or she knows about and is
able to apply the principles and practices which underlie good discipline
and promote positive behaviour;
- be able to create and maintain a stimulating,
purposeful, orderly and safe learning environment for all pupils,
including those with special educational and health needs;
- be able to manage pupil behaviour
fairly, sensitively and consistently by the use of appropriate rewards and
sanctions and know when it is necessary to seek advice;
- demonstrate a knowledge of, and be able to
contribute to, strategies to prevent bullying;
- be able to evaluate and justify his or her own
actions in managing pupils.
2.3 Assessment
The new teacher
must:-
- demonstrate an understanding of the principles of
assessment and the different kinds of assessment which may be used;
- be able to assess pupils' attainments against
national standards defined for a particular group of pupils or levels of
qualifications where assessment leads to certification;
- be able to monitor, assess, record and report on
the aptitudes, needs and progress of individual pupils;
- be able to provide pupils with constructive oral
and written feedback on their progress on a regular basis;
- be able to use the results of assessments to
evaluate and improve teaching and to improve standards of attainment.
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3. Competences
Relating to the School and the Education System
The new teacher
must:
- demonstrate an understanding of the national
framework for, and developments in, the Scottish educational system;
- demonstrate an understanding of the system in
which he or she is working, including: the role and organisation
of education authorities; the organisation and
management of schools; devolved management of resources; school policies
and development plans and how they relate to classroom teaching; quality
assurance in schools; staff development and review; and the work of school
boards and parents' groups;
- demonstrate a working knowledge of his or her
contractual, pastoral and legal responsibilities;
- demonstrate an awareness of his or her
responsibilities for contributing to the ethos of the school, for example
by promoting positive relationships between staff, pupils and parents;
- be able to report to parents about their
children's progress and discuss matters related to their children's
personal, social and emotional development in a sensitive and productive
way;
- demonstrate an understanding of how roles and
responsibilities are shared among staff and how to access help from staff
within the school, including those with responsibility for the curriculum,
guidance, learning support and staff development;
- demonstrate an understanding of the roles of
other professionals and how to work with them, including teachers in other
schools; members of other professions and agencies concerned with pupils'
learning, welfare and career development; and members of the community
served by the school;
- demonstrate an understanding of the informal
school curriculum and the contribution he or she might make to it;
- demonstrate an understanding of international, national and
local guidelines on child protection and teachers' roles and
responsibilities in this area.
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4. The Values,
Attributes and Abilities Integral to Professionalism
The new teacher
must:
- be committed to and enthusiastic about teaching
as a profession and encouraging pupils to become learners;
- be committed to promoting pupils' achievements
and raising their expectations of themselves and others, in collaboration
with colleagues, parents and other members of the community;
- value and promote the moral and spiritual
well-being of pupils;
- be able to self-evaluate the quality of his or
her own teaching, and set and achieve targets for professional
development;
- demonstrate the abilities associated with analysing situations and problems, seeking solutions
and exercising sound judgment in making decisions
- demonstrate effective interpersonal skills and
the ability to develop them further, in order to respond appropriately in
relating to pupils, colleagues, other professionals, parents and members
of the community;
- value and promote equality of opportunity and
fairness and adopt non-discriminatory practices, in respect of age,
disability, gender, race or religion;
- be committed to promoting and responding to
partnerships within the community;
- demonstrate that he or she knows about and is
able to contribute to education for sustainable development in the school
and the wider community
- demonstrate a commitment to undertaking
continuing professional development to keep up-to-date in his or her
subject area(s) and be ready to respond to changes in education