J.15 Teacher professional Performance standards.docx

NATIONAL TEACHERS PROFESSIONAL PERFORMANCE STANDARDS

FOR LIBERIA

(2020 Revised Professional Standards for Liberian Teachers)

This document is made possible by the support of the American people through the United States Agency for International Development (USAID.) The contents of this publication are the sole responsibility of the Contractor and do not necessarily reflect the views of USAID or the United States Government.

Foreword

Acknowledgments Thanks and appreciation go to the more than 1,600 educators, students, and community members from both urban and rural areas in Liberia, including international experts on standards-setting, who have been involved in the development of the 2007 Professional Standards for Liberian Teachers as well as this updated 2020 version.

This 2020 version of the performance standards was guided by the Ministry of Education (MOE) Teacher Education Bureau and Center of Excellence for Teacher Education, with teacher support from USAID Read Liberia. The development and updating of the Professional Standards for Liberian Teachers was made possible by the support of the American people through the United States Agency for International Development (USAID.)

The Bureaus of Teacher Education also extend appreciation to the 2007 participants and organizations, including international donors and implementing organizations. Finally, many thanks and appreciation to collaborating partners, learning institutions, and participants who contributed to the upgrading and finalization of this 2020 version.

2007 Contributing Organizations The Academy for Educational Development International Rescue Committee Mississippi Consortium for International Development University of Liberia Cuttington University Stella Maris University National Teachers’ Association of Liberia United Nations Educational, Scientific and Cultural Organization (UNESCO) United Nations Children’s Fund (UNICEF) Norwegian Refugee Council Open Society Institute Save the Children-UK 2020 Contributing Organizations The MOE Teacher Education Bureau MOE center of Excellence- Teacher Accreditation USAID Read Liberia University of Liberia, Cuttington University Stella Maris University National Teachers’ Association of Liberia

UNESCO

UNICEF

Kid’s Educational Engagement Project (KEEP) Peace Corps Save the Children-UK.

(More to be added after the validation) 2019 Facilitation Team Galfor Washington – Assistant Minister – Teacher Education – MOE Dr. Charles Gbollie – Director – Teacher Accreditation – MOE Karina J Richards - Training Coordinator – Teacher Education - MOE Preeta J. Sonpon - Training Coordinator – Teacher Education - MOE Trokon B. Wayne – Senior Education Advisor – Read Liberia

Table of Contents

Foreword …………………………………………………………………………………………………..i

List of Acronyms

National Teachers Professional Performance Standards for Liberia i Background and Purpose of the Standards

The Professional Standards for Liberian Teachers was developed by the Ministry of Education (MOE) in 2007 through its Department of Instruction with funding from the United States Agency for International Development (USAID). The 2007 version of Professional Standards had the major support of parents, and the MOE’s goal was to use the standards as a baseline when improving teachers’ instructional practices at early childhood, primary, junior, and senior high school levels. This is in recognition of the fact that effectively providing the necessary guidance and support to teachers would improve teachers’ instructional practices and subsequently improve students’ learning outcomes, especially at the lower, basic, and early childhood education (ECE) levels. Additionally, the MOE recognized and effective guidance and support for teachers would require not just the existing teacher code of conduct and other regulatory instruments but also professional standards for teachers.

These standards stated explicitly what level of knowledge, skills, value standards, etc. teachers were expected to exhibit in the performance of their noble duties.

The 2007 Professional Standards for Liberian Teachers was organized under five domains that stated what the teacher should know and do, their level of competence, and what they value and practice. The domains are (1) Knowledge, (2) Teaching Skills, (3) Classroom Management, (4) Student Assessment and Evaluation, and (5) Professional Ethics and Behavior. Even though the 2007 Professional Standards did give a set of general set of expectations to teachers, it did not spell out standards for teachers at specific school levels (e.g., ECE, lower primary education) or focused on areas such as Reading, Science, and Inclusive Education.

Against this backdrop, the MOE requested support to revise and upgrade the professional standards, with consideration for specific skills for lower basic education and ECE and with focus on specific areas (e.g., Reading, Science, Inclusive Education, and other related curricular materials), as well as teacher performance. This revision process concentrated not just on the five domains but was also guided by the following five principles.

1. Engaging families and communities

2. Designing and maintaining a safe and nurturing early learning environment

3. Knowledge of child development and curricular content

4. Child-centered and play-based instructional methods and approaches

5. Continuous professional development The 2020 Revised Professional Standards for Liberian Teachers goes beyond the five domains and includes in descriptive terms the specific skills, knowledge, and attitudes needed, with associated indicators that teachers are expected to perform during their practices.

The purpose of the standards is to (1) help the teachers understand what is expected of them in the classroom during the teaching and learning process and (2) provide instructional supervisors, school administrators, monitoring and evaluation officers, teacher training facilitators, Community Participatory Curriculum Development (CPCD) planners, coaches, and even the teachers themselves the guidance on what they (teachers) are expected to do. Hence, these standards are the key references against which every teacher is prepared and assessed; given constructive feedback; and, where necessary, given practical demonstrations on how to improve.

The revised standards’ aim is to inform teacher education curricula and ensure that teachers are being trained in line with minimum standards, including the following:

To enable education service in which teachers’ practices are consistent with the standards governing the performance of teaching To provide teachers a goal to aim for To enable teachers to coordinate their work, avoiding duplication of efforts, and to ensure that all teacher training is standards-driven To make sure that pre-service training institutions prepare teachers in conformity with the MOE standards To enable the MOE to identify any gaps in training The revisions that have characterized the Professional Standards instrument clearly indicate that the MOE is exerting every possible effort to guide against mediocrity and unethical practices on the part of teachers, thereby improving the quality of instruction in the classroom. It provides avenues for the improvement of the nation’s education system as it encompasses every level of the education system, ranging from ECE and primary levels to junior and senior high school levels. However, implementation of these professional standards requires the concerted efforts of all education practitioners, ranging from teachers to education administrators, planners, policymakers, and the parent–teacher associations (PTAs) who constitute most of the school community.

The Domains of the Standards The Professional Standards for Liberian Teachers has been organized under five domains that state what the teachers should know and do, their level of competence, and what they value and practice. The domains, first developed in 2007 and continued in this revision, are as follows:

Knowledge Teaching Skills Classroom Management Student Assessment and Evaluation Professional Ethics and Behavior

Knowledge

Teaching

Skills

Student Assessment & Evaluation

Professional Ethics Behavior

Classroom Management

Professional Ethics and Behavior are at the core of the standards encompassing all other domains.

It is expected that the updated 2020 Professional Standards for Liberian Teachers will complement the existing MOE Teacher Code of Conduct, Education Management Policy, Teacher Career Ladder for Liberia, and the previous version of the Professional Standards for Liberian Teachers guidance and expectations.

Who are the Standards for?

The Professional Standards document is meant for all teachers practicing in the Republic of Liberia in all classifications, categories, and school levels (ECE, Basic and Secondary levels) as well as teachers in pre and in-service programs. The categories are as follows:

All early grade (EG) and ECE teachers currently in the classroom All science, technology, engineering, and mathematics (STEM) teachers; vocational teachers; and special education teachers All alternative education facilitators and instructors of programs for children with special needs All teachers of language, literacy, and early grade reading (EGR) instruction Education researchers involved in the assessment and evaluation of education programs and teacher performance Education officers (Regional Education Officers, County and District Education Officers [REOs, CEOs & DEOs], providing instructional supervision and mentoring support to teachers Coaches, instructional supervisors, principals, and vice principals as guides in providing support to teachers Educators involved in the development of teacher training curriculum and teacher instruction materials The Center of Excellence – teacher accreditation and the National Teacher Association for the purpose of accrediting, assessing, and evaluating cases of misconduct by members of the teaching profession

The Five Domains of the Professional Standards Domain 1: Knowledge Domain Description Knowledge refers to the content knowledge, the technical knowledge, and practical understanding a teacher needs in order to carry out his or her duties.

The teacher…….

Domain 2: Teaching Skills

Domain Description Teaching Skills refers to the processes, strategies, and techniques of planning and implementation of teaching and learning.

The teacher …

Domain 3: Classroom Management

Domain Description Classroom Management refers to the strategies and implementation means used by the teacher to maintain a conducive teaching and learning environment. It includes classroom setting as well as all other arrangements to ensure proper behavior and interactions that enhance learning.

The teacher…

Domain 4: Student Assessment and Evaluation Domain Description Student Assessment and Evaluation refers to the process of collecting, analyzing, interpreting, and communicating information about students’ performance using a range of tools to indicate students’ levels of achievement and to determine and improve the effectiveness of instruction.

Domain 5: Professional Ethics and Behavior Domain Description Professional Ethics and Behavior refers to teachers’ code of behavior as they carry out their duties. It includes good citizenship, dress code, and the teacher’s ability to interact with others and society at large. This code of conduct should be reflected in all the activities carried out by the teachers.

Domain, Standards, and Performance Indicators In order to set the basis for the diagnostic review and comprehensive assessment of teachers’ performance and adherence to the standards, these revised teachers’ performance standards include the session on performance indicators. Each domain, and its respective standards, provides the indicators in three categories: (1) indication of performance below the standards, (2) performance according to the standards, and (3) performance at a high proficiency level. The indicators will serve as helpful measurable reference points for planning and implementing assessment and evaluation of teachers’ performance.

Domain 1. Knowledge – Standards and Performance Indicators

gives incorrect or insufficient information; does not correct student content errors; omits critical content from instruction displays deep and broad content knowledge in his/her subject area(s) provides sufficient and correct information on the content teaches all content of the subject as per the curriculum and does not omit critical content from instruction demonstrates sufficient knowledge on specialized teaching subjects and knows all the applicable topics and content prescribed by national curriculum for the subjects

struggles with developing meaningful instructional objectives and linking them to the goals and learning outcome of the national curriculum not able to show connection across subjects where applicable teaches the curriculum for his/her grade level(s) and subject(s) as defined within Liberian National Curriculum demonstrates an understanding of core curriculum content, competencies, and appropriate objectives of subjects per grade level conversant with other relevant sections of the national curriculum other than just the content of the subject they teach; is able to show linkages across subjects where applicable (i.e., integrating math into science, language arts or reading) knows all the themes and topics in their specialized teaching subjects prescribed by the Minimum Academic Standards and has advanced knowledge of these subjects based on recent theories and research findings

shows a lack of respect for the teacher code of conduct and basic education policy, including teacher professional ethics shows total disrespect for school administration takes cognizance of all relevant basic human rights, education issues relative to the national Constitution, Liberian philosophy of education, and education laws and policies, while dealing with learners.

demonstrates knowledge of MOE teacher code of conducts, teacher education policy, and lives according to their roles and responsibilities has versatile knowledge, appreciates, disseminates, and monitors compliance of the relevant educational laws and policies of Liberia and is able to provide professional advice and counseling support to peers, students, and parents; reporting cases of abuses or violation

teaches content below or above learners’ learning abilities does not demonstrate that each learner’s cognitive, linguistic, social, emotional, and physical development influence how they learn cannot deign instructional approaches that build on learners’ strengths and needs reveals a strong understanding of child development and the teaching and learning of language and literacy skills allows sufficient time for the development of oral language and literacy skills demonstrates an understanding of the stages of child development; the impact of the stages on physical, social, and psychological activities of the learner; and how to deal effectively with persons at the various stages of development understands how learning occurs—how learners construct knowledge, acquire skills, and develop disciplined thinking processes--and knows how to use instructional strategies that promote student learning goes beyond the knowledge of the stages of human development, implications, and strategies for successful learning; but also understands the appropriateness of the various teacher and learning strategies and is able to select the most suitable ones that meets specific situations

uses inappropriate methodology that leaves learners struggling to comprehend lesson content uses language above learners’ ability shows strong understanding of child development and is able to apply it to their lesson presentation uses appropriate language in the teaching and learning process to develop literacy skills employs various methodologies to improve learners’ literacy skills initiates innovative learning activities that promote learners’ interest (e.g., puzzles, flash cards/games, competitions, etc.)

is not able to adapt to new learning concepts / critical thinking approaches demonstrates an understanding and utilization of a variety of student-centered/participatory methods and how that impacts learning creates developmentally appropriate instructional activities that take into account individual learners’ learning styles, strengths, interests, and needs and that enable each learner to advance and accelerate his/her learning goes beyond the knowledge of the stages of human development, implications, and strategies for successful learning; but also understands the appropriateness of the various teaching and learning strategies and is able to select the most suitable ones that meet specific situations

has poor oral reading fluency, numeracy, and writing skills applies strong knowledge of ECE and EGR skills shows competent knowledge of oral reading fluency, numeracy, and writing skills demonstrates strong knowledge of ECE and EGR skills supports other teachers on how to teach oral reading fluency, numeracy, and writing skills

shows preference of for the traditions of some students over those of others in the school and classroom is not sensitive to the norms, customs, or traditions of their school community; creating uneasiness in the learning environment knows the diversity of religion and cultures in Liberia; the various social, economic, and political situations and how they impact learning uses appropriate teaching strategies to help each learner to achieve excellent academic results, notwithstanding their individual backgrounds uses appropriate integrated approaches that are practical, resulting in the learners demonstrating their appreciation for their heritage and cultural values is recognized by the school community as a person whose appreciation of the norms and values is exceptional, notwithstanding learners’ individual backgrounds

has no clue on how to integrate life skills, psychosocial, and lifelong skills into teaching the learning process has limited or no information on the major crux of the revised national curriculum (i.e., competence-based that incorporates psychosocial issues, vocational skills, and lifelong learning) possesses a thorough understanding of how to help their students develop critical skills and pursue lifelong learning develops an understanding of how to use ICT in their practice and incorporates ICT into their practice to support learning fully understands the focus and overall learning outcome of the 2018 revised competency-based curriculum and can differentiate the three track systems,[footnoteRef:1] demonstrates his/her understanding of the relationship of psychosocial and vocational and life skills in the learning process [1: The revised 2018 MOE Senior Secondary level consists of three track systems: (1) Liberal Arts, (2) STEM, and (3) Vocational/Technical and Training. ] leads students into vocational and/or ICT projects that could benefit their communities

does not have the basic reading and writing skills to teach the English language that motivates learning; makes learning of English difficult for students’ comprehension displays good knowledge of phonology, letter names and sounds, syllables, whole words, teaching of extended text (stories, poems, songs) in English articulates high standards of literacy and correct use of oral and written language knows basic reading and writing of English and their language of classroom instruction knows how to modify instruction to make language comprehensible and instruction relevant, accessible, and challenging, especially in consideration of the learners’ backgrounds has advanced ability to comprehend literature, grammar, and composition; knows how to write essays, compositions, applications, feature articles, and similar assignments.

has up to 80% of learners meeting the MOE benchmark for reading

has limited or insufficient mastery of content on gender equality, inclusive education identifies learners with difficulties and the strategies or avenues open to assisting them has sufficient mastery of content on gender equality, inclusive education, etc., and is able to vary methods of teaching in consideration of students with special needs identifies learners whose performance is extremely high (the gifted and talented) and extremely low (due to physical, social, economic, emotional, and other challenges) to give them support, or refer their cases to the responsible person when/where necessary, for appropriate action sees the education of special learners as an integral part of their responsibility for treating the learners appropriately and providing them with special programs or playing leadership roles in the identification and nurturing of talented and gifted learners

Domain 2. Teaching Skills – Standards and Performance Indicators

does not provide examples of related learning experiences to learners fails to link instruction to students’ prior knowledge provides lessons that relate to daily life and are relevant to students; links learning to real-life applications helps students make learning relevant and advances their skills across academic settings develops learning activities that are informed by students’ knowledge, skills, and experiences plans activities that create links between students’ prior understanding and new knowledge organizes learning events that are motivational helps parents to identify and link the success of students to tangible activities in the community ensures that enrollment and retention in the school is improved by organizing program and activity enrollment and retention in the school is associated with the teacher’s performance

does not clearly communicate lesson content and lesson objectives to students does not clearly communicate criteria to students provides clear and correct explanations and instructions using expressive language tailored to the students’ level of understanding, supported when necessary by gestures, visual aids, and other comprehension scaffolds effectively uses spoken languages, gestures, symbols, signs, questionings, and other techniques to share information with and enrich understanding of the learners communicates learning targets and content in a variety of ways that are engaging and participatory has excellent writing and speech skills that distinguishes her/him among other teachers

plans lessons that do not include sequence and balance all curricular goals is unfamiliar with the plan and lesson content records unclear goals and objectives the lessons must achieve shows evidence of having prepared each lesson before starting to teach it. For example, the teacher should be familiar with the lesson plan, write lesson notes, and prepare necessary materials (e.g., letter cards, record vocabulary words, or text on chalkboard) ahead of time plans for the year, semester, marking period, unit, and day; includes all curricular goals with appropriate sequencing and time allocation provides children and young adults with a clear understanding of what the objectives are and why they are relevant, encouraging students to take ownership of them has perfected the art of framing learning goals and objectives that best achieve overall curriculum goals

provides few or no opportunities for students to summarize/reflect on what they have learned, articulate why it is important, and extend their thinking checks for understanding in a variety of ways and modifies instruction to meet student needs affirms correct responses and flags incorrect responses for correction or re-teaching when necessary to clear up confusion provides opportunities for students to summarize/reflect on what they have learned, articulate why it is important, and extend their thinking provides timely and constructive feedback that addresses the learner’s strengths and weaknesses and demonstrates how they can do better often provides extra support and learning resources to struggling students focusing on individual for progress

skips critical language lesson content and teaches at an inappropriate pace and progression for oral language and literacy skill development struggles to follow the curriculum guide or teacher guide spends an appropriate amount of time on each activity (i.e., close to the time suggested in the curriculum or teacher guide, unless extenuating circumstances warranted more or less), keeping the pace quick enough to maintain the students’ interest and cover the lesson components but not so fast as to compromise their understanding gives extra time and special attention to assisting learners with slow progress or deficient in the subject;

identifies talented and gifted learners and provides them with nurturing support demonstrates the quality of a good teacher and is able to provide sufficient information using a variety of reading instruction strategies but planning activity participatory with their time frame employs innovative strategies to advance student learning pace with the dynamic conditions of the classroom plays leadership role in identifying and nurturing talented and gifted learners

has excellent understanding of written and spoken English and language of classroom instruction struggles to follow the curriculum guide or teacher guide modifies instruction to make language comprehensible and instruction relevant, accessible, and challenging, especially in consideration of the learner’s background uses developmentally appropriate and effective instructional approaches (e.g., “I Do – We Do – You Do” in the primary grades or oral read aloud in kindergarten) as indicated in the curriculum guide or teacher guide to support the development of oral language and literacy skills spends an appropriate amount of time on the lesson activity, keeping the pace quick enough to maintain the students’ interest and cover the lesson components but not so fast as to compromise their understanding leads the 70 percent of his/her students to reach the benchmark set for reading provides support to other teachers in terms of coaching support, training, and material development demonstrates learning strategies that engage most learners in rigorous and relevant learning experiences

does not use a variety of materials, and the ones used are inappropriate integrates few or no technology tools and applications into instructional design and implementation identifies, produces, and uses a variety of sources of information within his/her subject(s) uses a variety of appropriate instructional materials, including technology knows parts of a computer and basic computer operations; uses computer software (e.g., Microsoft Word, PowerPoint); uses the Internet; uses emails and other communication devices selects and collates appropriate instructional materials and resources; improvises and develops where possible integrates a variety of technology tools and applications into instructional design and implementation creative and innovative and is capable of employing early-to-use tools to promote learning

uses mainly teacher-centered methods or only few sets of teaching methods plans for flexible student grouping to maximize student learning utilizes various grouping techniques and group exercises and projects to elicit effective participation and boost learning by students uses several teaching strategies, including drama, sports, excursion, project, problem-solving, etc. and techniques to promote learning constantly invents and reorganizes strategies that address specific needs of their learners and remains open minded to learners’ opinions that may assist in deciding strategies

does not pay attention to all learners in the classroom, especially with students that need special attention uses a teaching approach that is more teacher-centered and has little, if any, participation of students teaches learning activities that clearly show progression across ages and general ability of learners uses strategies that apply to a variety of learning styles creates developmentally appropriate instruction that takes into account individual learners’ learning styles, strengths, interests, prior knowledge, ages, mixed-ability, and needs and that enables each learner to advance and accelerate his/her learning identifies learners that require special attention and takes measures to provide needed support encourages active participation for all types of learning in the classroom, including styles of those who may have special needs or disabilities is an expert in the management of learners with special needs has advanced skills for identifying talented and gifted learners and takes responsibility for treating the learners appropriately and linking them up with special persons and institutions that deal with such cases

does not give students an opportunity to share their learning is unable to design teaching strategies that build upon the learner’s experience nor encourages learner self-direction ownership of learning.

models and teaches students a variety of ways to share their learning incorporates techniques that stimulate the interest and challenges the students during the teaching/learning process includes activities that help develop the learning/thinking process, stimulating curiosity and participation employs a variety of motivational techniques to stimulate the interest of the students. For example, providing incentives, always creating and recreating a motivational learning environment that is participatory and learner-centered

Domain 3. Classroom Management – Standards and Performance Indicators

spends more time during non-instructional activities that are not related to academic work makes maximum use of time for learning and keeps students actively engaged by using a variety of student-centered methods and also manages the classroom activities with students, collaboratively establishes clear expectations for classroom procedures entices students to explore issues that will benefit their teaching/learning process demonstrates the quality of a good teacher and is able to provide sufficient information using a variety of reading instruction strategies that are mostly participatory engages students to take active part in managing their behaviors in the classroom and takes responsibility for their actions

engages students in non-subject related matters uses an approach to teaching that is centered on the “median” student and shows no consideration for the different abilities of learners routinely monitors student involvement and provides means of strategic support to get all students involved in the learning process manages large, mixed-ability, and multi-level classes effectively fosters a classroom environment in which all students are welcome, engaged, and encouraged employs a variety of participatory methods that promote participation of the diverse groups of students in the classroom develops a system to call upon every student over a period; to establish ways that struggling students, including those who may have disabilities, have peer support

is unable to maintain an enabling environment where each student feels respected, valued, safe and is encouraged to participate uses instructional materials that reflect diversity and emphasizes the commonality of all people clearly communicates direction, procedures and is able to maintain an enabling environment where all are able to pursue their full potential demonstrates the appropriate skills effectively in differing environments has excellent control of the subject matter and is an expert in communicating new ideas, leading student to easily grasp the content of their lesson and to apply it effectivity

is involved in administering corporal punishment is involved in conflicting situations at the school and community demonstrates suitable and effective counseling techniques and skills on conflict resolution, helping students to resolve their difficulties is able to manage classrooms effectively across diverse contexts in order to ensure a conducive learning environment.

provides advice to students that helps to guide their actions and learning about their consequences and responsibilities associated with their actions provides counseling support to students whose safety, health, and rights may have been compromised maintains the integrity of discipline in dealing with students in the learning environment is the leader in resolving conflicts; always exhibits a non-confrontational tendency even in the most challenging situations

uses corporal punishment to discipline learners lacks the ability to create a motivational classroom uses various motivational strategies to keep learners engaged in the learning process avoids the usage of corporal punishment as a means of disciplining learners applies appropriate motivational strategies to keep learners engaged in the learning process applies positive disciplinary strategies as a means of encouraging learners in classroom activities

is not impartial or fair in rendering judgement among learners has very good classroom management skills renders fair judgement to avoid chaos and bullying among learners creates a conducive classroom, applies effective management skills, and renders fair judgement ensures an active participatory classroom

Domain 4. Student Assessment and Evaluation – Standards and Performance Indicators

record keeping system demonstrates errors or lack of professional attention or does not adequately track student progress does not monitor students and…