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How Standards Could Be Structured What is expected of teachers? (requirement); What evidence would a teacher have to demonstrate to indicate that this was present? (performance indicator); How well did the teacher demonstrate this? (quality criterion); How do the quality criteria different between teachers?
Diagram: Performance-based teaching standards: main components Core professional principles/values guiding educational vision Content standards What is good teaching? What should teachers know and be able to do? Defining the domain of good teaching. What is the scope of teachers’ work? What are we going to measure? Evidential standards What evidence will we gather? What rules will we use to gather evidence of practices? Capturing good teaching. What tasks should teachers be expected to perform? How are we going to measure it? Performance standards How will we judge performance? What level of performance meets the purpose? How good is good enough? Where do we get the standards? How will we discriminate between good and poor? How are we going to score it? [Source: ACER, Policy Briefs, Issue 1, May 2002]
Page 1 and 2: Celebrating the World Teacher’s s
Page 3 and 4: I. INTRODUCTION ‘Teachers are a
Page 5 and 6: Multiplying functions of teachers a
Page 7 and 8: Changing Learning Environments Affe
Page 9 and 10: New Process of Learning • from li
Page 11 and 12: New Spaces/Dimensions of Learning
Page 13 and 14: III. THE PILLARS OF LEARING “If i
Page 15 and 16: Learning To Do To apply in practic
Page 17 and 18: Learning To Live Together To disco
Page 19 and 20: III. TEACHER STANDARDS NEEDED What
Page 21 and 22: Why Standards Are Important As the
Page 23: What Types of Standards Beginning
Page 27 and 28: the content they teach; how studen
Page 29 and 30: What Teachers Should Learn To Be: P
Page 31 and 32: V. RECOMMENDATIONS FOR ACTION • D
Page 33 and 34: Teacher professional development in
Page 35: http://www.icte.ecnu.edu.cn NZHOU@A

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