Standards for Hanban Chinese Exchange Teachers These standards are extracted from the General Teaching Council Scotland s Standards for Provisional Registration that specifies what is expected of a student teacher at the end of Initial Teacher Education. They are not intended as a checklist, but are intended to share with Chinese teachers the benchmark of baseline teacher competence for all teachers in Scotland. Hanban teachers should use the standards to reflect on themselves as teachers in the Scottish education system, inform professional discussions with colleagues and as a tool for identifying areas for professional development and improvement. These standards are underpinned by the themes of values, sustainability and leadership. Professional values are at the core of the Standards for Registration because democratic values are at the heart of Scottish society. They are not simply mottos or sayings that can be easily dismissed. They are all difficult areas to 'measure' and 'evidence' in practice. It is for these reasons that it is important we look at explicit ways in which we can: reflect on the values understand what they mean in practice consider these as a meaningful part of our self-evaluation and future planning for professional learning. Learning for Sustainability is learning to live within the environmental limits of our planet and to build a just, equitable and peaceful society. It is essential for the well-being of all and is an international priority. (UNESCO, 2013) This is a priority for Scottish Government and for Scotland s education professionals. All schools have an ethos that promotes the importance of creating a safer, greener, fairer society. As a result, sustainable development education, global citizenship, outdoor learning and health and well-being are firmly embedded within Curriculum for Excellence. The standards reflect this need for all teachers to be confident in their knowledge and understanding of the challenges facing society locally and globally. Leadership to be effective requires colleagues to work together. All teachers in Scotland have opportunities to be leaders. They lead learning for, and with, all learners with whom they engage. They also work with and support the development of colleagues and other partners. It is important that you regard yourself as a leader of learning and consider ways of evaluating and developing your leadership skills.
Reflective Questions How will I use the Standards to inform and support me when planning my Professional Learning and Development? How will I use the Standards to support me to identify areas of learning and development to enhance my knowledge, understanding and practice? What aspects of the Standards do I find most challenging? Why? How could these challenges be addressed? How can I use the Standards to support my self-evaluation process in preparation for discussions with my mentor?
1. Professional Values and Personal Commitment The educational experience of children and young people is shaped by the values of the people who educate them. Our values as teachers shape our professional practice. The Professional Values and Personal Commitment core to being a Hanban teacher in Scotland are: Social justice Embracing the educational and social values of sustainability, equality and justice. Committing to the principles of democracy and social justice by demonstrating fairness and inclusion to all pupils, colleagues and partners especially regarding: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation. Valuing and respecting social and cultural differences and promoting the importance of responsible global citizenship for all learners. Engaging learners in real world issues to enhance learning experiences and to encourage learning to create a better future for all. Respecting the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UCR) and their entitlement to make decisions about their learning and have all aspects of their health and well-being supported and developed. Integrity Demonstrating openness, honesty, courage and wisdom. Critically examining our own personal and professional thinking, attitudes and beliefs in order to improve and transform our practice. Trust and Respect Acting and behaving in ways that brings about mutual trust and respect. Providing a safe and secure environment that ensures the well-being of all learners within a caring and compassionate ethos. Demonstrating a commitment to motivating and inspiring learners as individuals, acknowledging their social and economic backgrounds, identifying their specific learning needs and taking into consideration barriers to learning. Professional Commitment Engaging with all aspects of professional practice and working collegiately with all members of our educational communities. Committing to lifelong enquiry, learning, professional development and leadership as a central to your professionalism.
Reflective Questions What do I think the roles of a teacher are? Do I think this likely to change or develop? Who am I as a teacher? What has influenced me? What has shaped me? How have my own professional values been developed and what shapes them? How do I express the professional values in my teaching? How do I critically reflect on my own assumptions, beliefs and values?
2. Professional Knowledge and Understanding 2.1 Curriculum The Standard for Hanban Teachers in Scotland 2.1.1 Have knowledge and understanding of the nature of the Scottish curriculum develop an understanding of the Scottish curriculum, its values, principles and practices understand how languages are taught in Scotland and identify differences and draw comparisons with Chinese education develop an awareness of other curriculum areas, stages and sectors 2.1.2 Have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum acquire an understanding of current policy affecting language teaching acquire knowledge and understanding of theory and practical skills in teaching Chinese languages and culture understand the importance of using and designing materials for teaching and learning to stimulate, support and challenge all learners 2.1.3 Have knowledge and understanding of planning coherent and progressive teaching programmes know how to plan for effective teaching and learning of Chinese language and culture know how to justify what is taught and its relevance to the needs of all learners. 2.1.4 Have knowledge and understanding of how to contribute to literacy, numeracy, health and wellbeing and interdisciplinary learning know how to promote and support the wellbeing of all learners in their care and show commitment to raising these learners expectations of themselves know how to encourage depth of learning by linking what they are teaching to other areas of the curriculum understand the responsibilities that all teachers have to developing learners literacy, numeracy and health and well-being 2.2 Education Systems and Professional Responsibilities The Standards for Hanban Teachers in Scotland 2.2.1 Have knowledge and understanding of the principal features of the Scottish education system, educational policy and practice
develop an understanding of the principal influences on Scottish education and develop awareness of other international systems develop an understanding of the legal and professional aspects of a teacher s position of trust in relation to learners. develop an understanding of relevant legislation, guidance and policy currently affecting Scottish education 2.2.2 Have knowledge and understanding of the schools and learning communities in which they teach develop an understanding of the sector and schools in which they are working, including: the role of education authorities, the organisation and management of schools and resources, improvement planning, professional review and development and how these connect to teachers professional practice are able to describe a school s distinctive ethos and demonstrate respect for it have an understanding of the roles and responsibilities of all staff within the learning community 2.3 Pedagogical Theories and Practice The Standards for Hanban Teachers in Scotland 2.3.1 Have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices have knowledge and understanding of learners development which they are able to use to take account of all learners needs have knowledge and understanding of learning theories and the importance of these in planning, teaching and learning 2.3.2 Have knowledge and understanding of the importance of research and engagement in professional enquiry know how to access and apply relevant findings from educational research know how to evaluate the impact of their teaching and apply it to improve their practice
Reflective Questions What kind of professional learning opportunities do I need in relation to enhancing my subject/ content knowledge? What kind of professional learning opportunities do I need to enhance my teaching approaches and understanding of pedagogy? What activities can I undertake that will enhance my understanding of the Scottish curriculum? In what ways do I engage with professional literature, theory, research and policy to challenge and inform my thinking and practice? How do I know that my pupils are learning well? How can I use evidence of their learning to improve my practice?
3. Professional Skills and Abilities 3.1 Teaching and Learning Standards for Hanban Teachers in Scotland 3.1.1 Plan coherent, progressive and stimulating teaching programmes which match learners needs and abilities plan appropriately for effective teaching using a range of relevant and appropriate materials in order to meet the needs of all learners plan responsively, taking into account learner s interests 3.1.2 Communicate effectively and interact productively with learners, individually and collectively communicate appropriately with all learners promote and develop positive relationships and motivate and sustain the interest of all learners demonstrate effective questioning strategies communicate the purpose of the learning and give explanations at the appropriate level(s) for all learners encourage learners to participate in debate and decision-making engage with learners about issues which are open-ended, complex or controversial and encourage them to offer and justify opinions reflect on the impact of how they communicate with learners and others in the classroom. 3.1.3 Employ a range of teaching strategies and resources to meet the needs and abilities of learners demonstrate that they can select creative and imaginative strategies for teaching and learning appropriate to learners as individuals, groups or classes demonstrate that they can select and use a wide variety of resources and teaching approaches, including digital technologies and outdoor learning opportunities develop a wide range of approaches, not just whole class teaching, including developing ample opportunities for active, collaborative and experiential learning demonstrate the ability to justify and evaluate professional practice, and take action to improve the impact on all learners 3.1.4 Have high expectations of all learners develop tasks and set pace of work to meet the needs of learners, providing effective support and challenge, seeking advice appropriately demonstrate an awareness of barriers to learning, recognising when to seek further advice in relation to all learners needs 3.1.5 Work effectively in partnership in order to promote learning and wellbeing
ensure learners contribute to planning and enhancement of their own learning programmes demonstrate an ability to work co-operatively in the classroom and the wider learning community with staff, parents and partner agencies to promote learning and wellbeing 3.2 Classroom Organisation and Management Standards for Hanban teachers in Scotland 3.2.1 Create a safe, caring and purposeful learning environment plan and provide a safe, well organised learning environment, including effective use of display make appropriate use of available space to accommodate whole-class lessons, group and individual work and promote independent learning look for opportunities for outdoor learning organise and manage classroom resources and digital technologies to support teaching and learning know about and be able to apply health and safety regulations as appropriate to their role 3.2.2 Develop positive relationships and positive behaviour strategies demonstrate care and commitment to working with all learners show awareness of educational research about promoting positive behaviour demonstrate the ability to use a variety of strategies to build relationships with learners, promote positive behaviour and celebrate success apply the school s positive behaviour policy, including strategies for understanding and preventing bullying know how and when to seek the advice of colleagues in managing behaviour demonstrate the ability to reflect on and justify the approach taken in managing behaviour 3.3 Pupil Assessment Standards for Hanban Teachers in Scotland 3.3.1 Use assessment, recording and reporting as an integral part of the teaching process to support and enhance learning develop understanding of the principles of assessment, recording and reporting and how they link to successful learning and teaching develop understanding and knowledge of a range of assessment approaches appropriate to the needs of all learners and the requirements of the curriculum enable all learners to engage in self-evaluation and peer assessment to benefit learning understand how to involve learners in the assessment process and know how to give clear and constructive feedback use the results of assessment to identify learners strengths and development needs which
lead to further learning opportunities know how to use assessment information to inform and adapt their teaching 3.4 Professional Reflection and Communication Standards for Hanban Teachers in Scotland 3.4.1 Read and critically engage with professional literature, educational research and policy read and analyse a range of appropriate educational and research literature use what they have learned from reading and research to challenge and inform practice 3.4.2 Engage in reflective practice to develop and advance career-long professional learning and expertise reflect and engage in self-evaluation using the relevant Standards for Hanban Teachers in Scotland adopt an enquiring approach to their professional practice and engage in professional enquiry and professional dialogue evaluate their classroom practice, taking account of feedback from others, in order to enhance teaching and learning engage where possible in the processes of curriculum development, improvement planning and professional review and development work collaboratively to share their professional learning and development with colleagues from Scotland and China maintain a record of their own professional learning and development in their portfolios
Reflective Questions What areas of accomplishment/ expertise would I like to develop? What professional learning will I engage in to support my development in this area? How do I share my learning with colleagues in school/other Hanban teachers/colleagues in China? How do I use what I have learned to make a positive impact on learners? What contribution do I make to leading improvement across the school? How do I plan lessons that are effective and appropriate for all learners? How do I ensure that my lessons offer appropriate challenge and support? What do I think/do when learners find it difficult to understand what I m teaching? How do I know the impact of my teaching on learners? How will I systematically gather and analyse evidence of impact? How do I ensure that learners are actively engaged in what I am teaching and that my lessons include a variety of materials and teaching approaches? How do I know that everyone is included and participating? How do I encourage my learners to think critically and to become involved in decision making and debate? How do I involve learners in the assessment process? How do I plan opportunities for learners to self-evaluate and peer-assess? How do I see my responsibility for ensuring positive behaviour?