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CARIBBEAN COMMUNITY

(CARICOM)

FRAMEWORK FOR THE

ESTABLISHMENT OF NATIONAL

TEACHING COUNCIL

MARCH, 2010

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CARICOM FRAMEWORK FOR THE ESTABLISHMENT

NATIONAL TEACHING COUNCIL

INTRODUCTION

The people of the Caribbean are its most important natural resource. This statement

has been reiterated by many educators and economists over decades. It is therefore

no surprise that in the process of establishing Caribbean Single Market Economy

(CSME) to strengthen cohesiveness in the Caribbean the planners identified the

profile of a Caribbean citizen and the educational goals and practices that would

produce such citizen. According to them the CARICOM Ideal Citizen is one who:

1. Is capable of seizing the economic opportunities which the global environment is presenting

2. Demonstrates multiple literacies, including foreign language skills, independent and critical thinking

3. Has developed the capacity to create advantage of opportunities to control, improve, maintain and promote physical, mental, social and spiritual well-being; and to contribute to the health and welfare of the community and country.

4. Nourishes in him/ her and in others, the development of each person's potential without gender stereotyping; and embraces differences and similarities between females and males as a source of mental strength.

5. Has an informed respect for our cultural heritage and that of others

Source: CARICOM

The planners are equally aware that teachers are the key change agents and that

the quality and effectiveness of a Caribbean Community will be influenced by the

quality of the teaching profession. The aim therefore is to enable a Caribbean

teaching profession that compares favourably with high performing ones in other

parts of the world. Undoubtedly, the teaching profession is different from many other

professions, performance of excellence and mishaps are not immediately evident

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and hence professionalism leading to success is dependent on the moral certitude of

those who join the profession.

In the Caribbean, the teaching profession has come a long way from the days of

missionaries who committed themselves to teaching its children to the point where

persons undergo formal professional education in an institution established for this

purpose. Many great minds have been cradled by the teachers in the Caribbean and

in fact, they must be given credit for much of the social, economic and cultural

success in the region.

Now that globalization and emerging economic zones are opening and closing

opportunities, the Caribbean region, to be competitive, must be cohesive in its

direction buttressed by enabling education systems. The La Romaine Action Plan,

resulted from a Meeting held in Trinidad in April 2004, was another step towards the

Caribbean vision. It reiterates the need for bodies that will establish standards to

support the free movement of educators in the region.

The Plan states, inter alia, to promote high standards for the teaching profession by:

a. Establishing a regional and national teaching councils to monitor, direct and advise on the development and maintenance of standards for teaching and teacher education;

b. Ensuring that teachers and teacher representatives participate in the process that culminates with the acceptance of the standards.

In this context, the teaching profession would have common regulatory frameworks,

professional standards and data driven policies.

The revised Treaty of Chaguaramas (Article 35) states:

…the COHSOD is required to establish common standards and ensures for

accreditation or for mutual recognition of Diplomas, certificates and other evidence of

qualifications f the nationals of Member states in order to facilitate access to and

engagement in employment and non-wage earning activities in the Community.

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Teaching Councils have proven to be successful in professionalizing the profession.

Their regulatory structures and procedures have set milestones for professional

consciousness. Agreed qualification frameworks have standardized the entry level to

the profession and on-going professional development has been integrated into the

systems for the management of teachers.

Through the establishment of Teaching Councils, Caribbean countries will harmonize

and rationalize the teaching profession across the region such that teachers are

equipped and accepted to perform very well in CSME countries.

This document is intended as a guide for any CARICOM Member States wishing to

establish a Teaching Council.

ESTABLISHING A TEACHING COUNCIL

THE BACKGROUND

This section presents a brief overview of the Caribbean commitment to the teaching

profession, the regional goals and targets for education and the role of the teaching

profession in this respect. It gives an analytic overview of the teaching profession,

its successes, hindrances and expectations for the 21st Century, provides

quantitative data e.g. –number teacher education institutions, number of teachers in

public and private institutions by gender, qualifications of teachers and demand and

supply.

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CHALLENGES IDENTIFIED THROUGH RESEARCH

Free movement of teachers is presently restricted because of variations in:

• Matriculation or entry

requirements

• Length of programmes

• Certification awarded

• Programme content and

structure

• Level to which candidates

are educated

CHALLENGES

• Relevance of teacher

education to 21st century

learners

• Affordable on-going

professional development

• Fragmentation in teacher

education initiatives

• Current and prospective

teacher shortages

• Reluctance of the most able

students to become teachers

It describes the present legislation governing the teaching profession and how it is

administered.

WHAT IS THE COUNCIL

WHAT IS THE TEACHING COUNCIL

The Teaching Council is an administrative Government body established to regulate and maintain

high standards in the teaching profession. Ideally, in Small States, it should be conceived as a one-stop for teachers.

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JUSTIFICATION FOR THE IMPROVED MANAGEMENT

OF THE TEACHING PROFESSION

Research studies undertaken on the teaching profession in the region have been

consistent in identifying needed directions summarized as follows:

Improved quality in the teaching and learning process

Rationalization of the teaching service: human resources and materials

Teacher training to respond to the changing needs of the student population

Enhanced quality assurance in education

Training/re-tooling to the impact of changes in socio-cultural norms and

economic demands on the education system

Teachers to be recognized for their individual performance and as

contributors to the society

Establishment of a new career path for teachers

Development of standards that will support the growth of teachers as

professionals

More effective policy of recruitment and retention of teachers (licensing etc.)

An appraisal system that supports teacher development

Public accountability to the system by teachers

Research, evaluation, feedback and change management

Harmonization of policies to facilitate the goals of CSME with regard to the

teaching services.

A TEACHING COUNCIL MAKES A DIFFERENCE

To effectively address the needs of the teaching profession in the region and

maintain standards of effectiveness and efficiency, a body mandated to undertake

this task must be established... Teaching Councils have proven to be effective in

many parts of the World because they are sufficiently autonomous and flexible to:

1. Steer the profession towards the national commitment to the global agenda of

Education for All.

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2. Set and coordinate standards for pre-service and in-service teacher

education enabling a wider cross-section of institutions to educate teachers

3. Establish and maintain a system of standard setting, performance appraisal

and feedback that will permit teacher education institutions/programmes to

stay relevant to the classroom teaching and learning environment

4. Foster accountability at all levels of classroom teaching and learning

5. Establish a system of research, monitoring, evaluation and feedback to

maintain and enhance quality in the teaching profession

6. Standardize the approach for the assessment of teaching competencies

7. Provide adequate teacher management services at the national level

8. Promote and advocate for higher entry levels for candidates entering the

teaching profession;

9. Access available national, regional and international resources for

improvement of the teaching service;

10. Provide a more modern or state-of-the-art structure of management for the

teaching profession

11. Identify and reward excellence in the teaching profession

The autonomy of the Council as a statutory body will permit it to efficiently coordinate

all functions of the teaching profession and channel resources so that the teaching

profession remain responsive to the needs of all types of learners.

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To further its scope in improving the teaching profession, a Teaching Council would

manage the adherence to the Code of Ethics for the Teaching Profession. In

establishing or revising the Code of Ethics, consideration should be given to:

Responsibilities towards students and the teaching profession

The professional conduct of teachers: individually, to administrators, peers,

student, parent and community

Accountability to students, employer, school administration, peers, teachers’

unions and professional associations

Recognition of individual student rights

Responsibility to Parents and the wider school community

THE VISION OF THE COUNCIL

A vision statement is sometimes called a picture of an organization in the future.

Your vision statement is your inspiration, the framework for all your strategic

planning.

The vision statement answers the question, “Where do we want to go?”

It may comprise a few key words or a vision statement. In Jamaica, for example the

vision is:

Excellence, love, service and integrity or the vision may be stated as follows:

A world class Caribbean institution committed to excellence in the development of

educators who function effectively and professionally.

THE MISSION STATEMENT

A mission statement is a formal, short, written statement of the purpose of an

organization the mission statement should guide the actions of the organization,

spell out its overall goal, provide a sense of direction, and guide decision-making.

For example: To develop a world class teaching profession that reflects excellence

and integrity in the provision of quality education to ensure the holistic development

of the Caribbean citizen.

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THE GOAL

The goal is a statement

of the ultimate goal of the

Council embodying the regional

and national goals for education

THE GOAL

THE STRATEGIC OBJECTIVES

It is important to show how the Council fits in the national grid for education. Identify

the strategic objectives for education regionally and nationally and distill the national

strategic objectives for the Council as shown below:

REGIONAL

OBJECTIVES

NATIONAL

OBJECTIVES

TEACHING COUNCIL

OBJECTIVES

Promoting teaching as a

profession by:

developing strategies

for attracting and

retaining suitably

qualified persons

developing a marketing

and information

package on careers in

teaching

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REGIONAL

OBJECTIVES

NATIONAL

OBJECTIVES

TEACHING COUNCIL

OBJECTIVES

promoting a teacher

career awareness

programme for

secondary and post

secondary institutions

developing guidelines

for recruitment and

initial professional

education of career

changers

organizing lectures,

and conferences

related to teaching and

learning

publishing newsletters,

research reports

maintaining web site

Assure quality in the

teaching system through:

performance

establishing criteria for

entry level teaching

developing guidelines

for recruitment and

selection

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REGIONAL

OBJECTIVES

NATIONAL

OBJECTIVES

TEACHING COUNCIL

OBJECTIVES

monitoring standards

licensing and de-

licensing of education

professionals

establishing and

maintaining a

professional register of

teachers

establishing and

maintaining codes of

professional conduct

for the teaching

profession

establishing and

maintaining teaching

standards

Advise on matters

pertaining to the work of

teachers by:

establishing and

maintaining a working

relationship with

teachers associations

and other interest

groups

participating in

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REGIONAL

OBJECTIVES

NATIONAL

OBJECTIVES

TEACHING COUNCIL

OBJECTIVES

decision-making with

respect to working

conditions for teachers

and other school

personnel

advising the Minister

for Education on

issues relevant to

teachers

Conduct research to inform

its functions by:

partnering with Tertiary

Learning Institutions

commissioning

research on teaching,

learning and schooling

collecting and

analyzing data to

ensure informed

policies and provide

policy direction

conducting formative

evaluation to maintain

effectiveness and

efficiency

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EXPECTED OUTPUTS/OUTCOMES/IMPACT

The Teaching Council is expected to show planned improvements. Such

improvements may be classified as follows:

OUTPUTS More immediate, and are the results of an activity

or project. e.g. the preparation of standards or a

code of ethics is an output

OUTCOMES Medium term; the effect that the outputs have on

others, activities, systems, etc. e.g. The decision

by teachers in particular schools to use a uniform,

arising from the provisions in the code of ethics; or

changes to programmes in the teacher education

institution arising from an activity to review of the

relevance of existing programmes

IMPACT Longer term; Any changes (positive or negative)

that emerge in the wider system. E.g. Students are

more mindful of the way they dress for different

occasions. This could be the impact of the

implementation of new dress code for teachers

resulting in an appreciation of the need to “dress

for the occasion”

SUGGESTED OUTCOMES /OUTPUTS STATEMENTS

Articulate and promote standards in teacher education and teaching

Elevate teaching profession

Provide consonance to regional/national practice

Promote portability of teacher qualifications

Enhance quality education outcomes

Quality assurance

Professionalization of the teaching profession [licensing of teachers]

A culture of research

(1) Knowledge of Caribbean educational issues

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(2) Dissemination of knowledge

(4) To inform policy development and decision making

In the long term the impact of the Council could be as follows:

Increased use of research in decision-making (evidence-based decision-

making) by MOE and others in the system

The teaching profession becomes a more attractive option for well-qualified

college/university graduates

Increased number of teachers seeking to engage in professional development

activities

Parents have increased confidence in classroom teachers

Reduction in teacher attrition – less teachers seeking employment

opportunities abroad

More regular review of the content and structure of the teacher-training

programme

Teaching evolves into a profession of choice

THE SCOPE OF COUNCIL

In order to address the developmental needs of the teaching profession the mandate

of the Council should include

1. Regulatory services

2. Professional development

3. Status building and advocacy for the profession

4. Informed policy advice

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Categories of professionals implicated in the Council

1. All teachers in public and private institutions

2. All teacher educators

3. All supervisors of teacher performance

Regulatory Functions

The Council will regulate the teaching profession through the establishment of

professional code of ethics, professional standards, registration and licensing and a

qualifications framework. It would make the profession accountable to the public.

Professional development

The Council will collaborate with institutions responsible for pre-service teacher

education to ensure that the preparation of teachers is consistent with the desired

practice of the profession. The Council would be a driving force for establishing and

maintaining a system of cost-effective continuing professional education.

Status building and advocacy

The Council will collaborate with stakeholders to enhance the status of teachers and

to identify and award excellence in the profession.

Advisory services for policies and policy direction

The Council will ensure up-to-date information on the profession and will enable

proactive measures to improve quality in the teaching profession

SOME KEY ACTIVITIES OF THE COUNCIL

RESEARCH

The Teaching Council may undertake its own research or collaborate with the

educational environment in setting the research agenda for the profession, thus

encouraging a culture of research.

Research should enable:

Development and review standards

Sharing of successful practices (nationally, regional, internationally)

Identification of indicators for teachers and students - school

population, attrition, absenteeism, dropout rate, gender

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Projections-set policy, assist decision- making

Action research as a teaching and learning tool

Collaboration with other stakeholders to define a research agenda for the

education system

A clearing house (receive and disseminate)- establish links with educational

institutions databases

Supply of information to regional bodies

MONITORING AND EVALUATION

Monitoring, evaluation, feedback and remediation are critical aspects of work of the

Council both for its internal purposes and the profession. In this context the Council

will need to:

a. Monitor assessment of teacher performance based on standards

b. Facilitate training for evaluators

c. Develop and review evaluation tools in collaboration with the regional council

Professional development activities of the Council are wide and varied. The diagram

below summarizes the Trinidad and Tobago model.1.

SCOPE OF FACTORS RELATED TO

RAISING THE STATUS OF TEACHING

Re Council

Criteria for entry into the profession

Screening procedures for recruitment

Code of Ethics

Terms of Conditions of Service

Salary, Rewards and Recognition of excellence, benefits

Retooling and ongoing professional development

Maintaining a register of professionals

Re Clients (Students, parents, MOE)

Compassionate and caring professionals

Provide safe learning and teaching environment (physical and emotional)

Recognize and cater to the different learning styles and needs

Effective respectful communication

Encourage greater parental participation

Re the public

Establishing and maintaining relationships with the community

1 Source: Mark, Paula; (2008) A Comprehensive Teacher Development Plan for Trinidad and Tobago: Pre-

service and In-service Teacher Education.

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Re Practitioners

Attachments, Study Tours

Media – highlighting accomplishments, trailblazers

Specialization

Action research, presentations at conferences, school-college partnership

Teachers publications

Open days- to show off work

Participation in public activities

Schools doing their own PR

PROFESSIONAL DEVELOPMENT

THE TEACHER DEVELOPMENT PROCESS – The Trinidad and Tobago Model2

2 Source: Mark, Paula (2008) A Comprehensive Teacher Development Plan for Trinidad and Tobago: Pre-

service and In-service Teacher Education.

Pre-service

preparation

Provisional

license

Induction

Professional

license

Continuing

professional

education

Performance

Assessment

Teacher

Appraisal

Recruitment

Selection into pre-

service programme

Professional

practice

Pre-service

preparation

Provisional

license

Induction

Professional

license

Continuing

professional

education

Performance

Assessment

Teacher

Appraisal

Recruitment

Selection into pre-

service programme

Professional

practice

A variety of approved professional development activities organized by various agencies geared to the systematic development of teaching

competence and professional growth.

Teacher evaluation procedures for retention and promotion

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USE OF TECHNOLOGY IN TEACHER DEVELOPMENT

The Council will take advantage of the advancement in Information Communication

Technology to reach all its teachers with quality professional support. It will use all

the facilities that it can assemble and promote partnerships that will enable its

progress in advancing modern technology in the teaching profession.

To effectively introduce change, the Council must recognize the existing ICT

equipment and environment in Teacher Education. This been identified as follows:

- Overhead Projector,

- video/DVD,

- Computers,

- internet based research,

- the cell phone and

- video conferencing- U.W.I

- Web conferencing

The Council has the opportunity to use technology to address professional

development issues in the teaching profession. Modern technology could address:

1. The disconnect between teacher learning during training and the realities of

the classroom

2. Access to professional development opportunities

3. Access to professional development resources

4. Inadequate use of technology as a component of teacher education.

5. Access to information and communication technologies in school

The Council would need a variety of strategies to eliminate the resistance to utilizing

the ICT by some teachers

INTEGRATING TECHNOLOGY IN TEACHER EDUCATION

Along with the technology stated, there is need to expand the modes of delivery by

teacher educators and teachers through:

A variety of approved professional development activities organized by various agencies geared to the systematic development of teaching competence and

professional growth.

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- Internet,

- Intranet,

- White/SMART Board,

- Social networking ( ‘Twitter, YouTube, Face Book’),

- ICT in the curriculum,

- Access to virtual libraries,

- Video conferencing,

- Technology which leads to research,

- E-learning,

- E-journaling,

- Blended courses, and

- EMIS and MIS

IMPACT OF THE INTEGRATED TECHNOLOGIES

The use of integrated technologies could lead to:

More effective collaboration of teacher educators and teachers

Change in the dynamic interaction between students and teachers, moving

the relationship in a positive direction

Developing knowledge and skill in developmentally appropriate technology

use by teachers in such a way that it leads to lifelong learning: this would lead

to sharing of best practices, assessments, evaluations and training materials

CAPACITY BUILDING AND CAREER ADVANCEMENT

In this context the Council could:

1. Develop database of resource personnel for interested parties

2. Provide information on career development

3. Advocate to ensure a workforce that is up-to-date/current/globally

competitive

4. Establish career paths for teachers, administrators, and teaching support

professionals

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5. Set benchmarks for deployment, promotions and advancement

6. Establish guidelines for effective and successful schools

OVERSIGHT OF THE TEACHING PROFESSION

An important function of the Council is to give oversight to the teaching profession. In

so doing, it will:

Liaise with M.O.E.,

Tertiary .Level .Institutions., unions/teachers’/principals’ organizations

Monitor professional standards across the board

Evaluate process and products

Maintain interest/contact with all levels of the continuum of teacher

development

SUPPORT TO PROFESSIONAL DEVELOPMENT

One important challenge to the teaching profession is the lack of readily available

information to serve its needs. The establishment of a virtual library and forum for

teachers could make a difference.

To establish a Virtual Library,

the following should be

given consideration

Technical requirements, capacity to set

up and manage the system

Financial support

Access

Library content

Other services

Technical requirements – capacity to

set up and manage the system

It is suggested that CARICOM hosts the virtual library through the Caribbean

Community Council for Teaching and Teacher education in partnership with other

Regional and International bodies. This however does not preclude the

establishment of national virtual libraries with linkages to any regional structure that

may be set up.

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Some partners to be considered in this respect are the regional universities,

COMSEC, CKLN, OAS, and COL

CARICOM will provide support for initial start-up. The library will be sustained

through:

a) Membership fees;

b) Grant funds;

c) Subscription fees; and

d) Other sources

ACCESS

By Access we refer to the retrieval of material and uploading material.

There will always be the issue of who should have access. In this case Access could

be granted to:

a) All Council Members,

B) Graduate Students (for a fee) and

c) Researchers (for a fee).

Materials available to the Forum would be monitored by the Council and would

include:

Teacher prepared resources

Journals

Professional resources

Links to professional organizations

Databases

Any other relevant resources

OTHER SERVICES

The virtual library should have the capacity to provide a range of services to

support teachers’ professionalism

The creation of a portal to facilitate the exchange of ideas, best practices, etc.

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RELATED ISSUES

Consideration should be given to the following:

Security

Copyright

Quality Assurance

Processes and procedures

LEGAL STRUCTURE AND POWERS

The Teaching Council will require a legal framework in order to function effectively.

As one purpose for establishing the Council is to rationalize the teaching profession

and reduce or eliminate the fragmentation in its management, then the establishment

of the Council may require amendments to existing Acts, delegation of

responsibilities and reorganization of longstanding practices.

An Autonomous Teaching Council

For the Council to be effective in carrying out its function, it must be autonomous.

However, a Teachers Appeals Body should remain and should be independent of

the Council, although the Council will provide the secretariat support to enable its

functions.

Legislation for Education in the Region

In the Caribbean region, legislation for education varies from country to county.

Even in instances where structures bear the same title, they have different scope

and function in the legislation. Take for example, the Teaching Service Commission.

A Teaching Services Commission may:

1. Deal with appointments of principals and vice-principals, evaluation of

professional certification and registration of teachers.

2. pay salaries and hire and fire teachers

3. hire and fire and be responsible for disciplinary actions

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Some member states have no Teaching Service Commission. Some have individual

Code of Ethics derived from a Central Guideline.

Member States will take the most appropriate option that will:

a. ensure the autonomy of the Council

b. enable the Council to function efficiently as a regulatory body that registers,

licenses, sets standards and manages the Code of Ethics for various levels

and aspects of the profession in public and private institutions

c. assemble all areas dealing with the effective functioning of the profession and

reduce or eliminate fragmentation

d. use cost effective approaches

e. facilitate a Teachers Appeal Structure

f. enable compliance in the profession

g. enable collaboration and the establishment of partnerships that will enhance

the operation of the Council

h. Enable the Council to review and amend as necessary operational documents

such as appraisal guidelines, school leadership guidelines, etc.

Matters of inefficiency in the teaching performance should be dealt with by the

Council. However the Teacher Appeals structure should be independent of the

Council although for cost effective reasons, the Council may provide secretariat

services to the Teacher Appeals.

In the context of establishing Councils, there will be a move towards regional

standards monitored by CARICOM.

The Council should manage the complete teacher data-base and keep it up-to-date,

simultaneously, it should give wide access to the data base and establish links with

the MOE database.

In summary, the Teaching Council:

Shall be established as a body corporate

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Shall have its own account pursuant to the regulations of the Ministry of

Education and the Ministry of Finance

Shall have as its functions as summarized below:

REGULATORY

REGULATORY

To regulate the teaching profession and the professional conduct of

teachers

To continue and enforce the registration of teachers

To establish, maintain and enforce a system of licensing of teaching

personnel in the education system -in public and private educational

institutions – trained teachers, master teachers, principals and teacher

educators and supervisors

To establish, maintain and enforce a code of ethics

To utilize established standards in regulating the performance of

teachers and the teaching profession

PROFESSIONAL DEVELOPMENT AND CAREER ADVANCEMENT OF

TEACHERS

To establish and maintain standards throughout the profession

To improve and maintain teaching and instruction

To establish a qualifications framework for education professionals

To cooperate/partner with other organizations and bodies on matters of

professional development standards and requirements for teachers

To design professional standards and on-going professional development

strategies and programmes for all levels of the education delivery personnel

To use information technology to advance professional development through

communication, access to teacher development materials and novel

approaches to training

To cooperate with other organizations in creating opportunities for the career

advancement of teachers

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RESEARCH, MONITORING AND EVALUATION

To monitor and evaluate the performance of its own and associated bodies

and seek to constantly improve the reliability, quality and timeliness of

services

To undertake research on specified issues relating to the performance of the

teaching service

To promote increased accountability for performance amongst the teaching

profession

To establish and maintain an up-to-date TMIS, Website and Virtual library

CONDITIONS OF SERVICE OF

TEACHERS

DISCIPLINARY ACTIONS

To cooperate with the Ministry

of Education to advance

measures and processes that

will ensure that all teachers in

public educational institutions

are given the basic supplies

necessary for teaching and

learning to take place

Enhance the professional

status of teachers

To take such steps as it

considers necessary to ensure

timely execution and

responses to issues relating to

recruitment, appeals and

discipline

To take necessary measures

to revoke the licenses of

teachers in event of

professional misconduct or any

behaviour that demeans the

profession

To facilitate and maintain

appropriate structures for

teachers to appeal decisions

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ADVISORY SERVICES

To advise the Minister of Education on the introduction or necessary

amendments to policies, legislations and regulations that will improve the

functioning of the teaching force which will include:

Issues related to the supply and demand of teachers, specialists, vice-

principals and principals

Necessary amendments to policy and regulations that will improve the

functioning of the teaching force

Conditions of service related to the functioning of the teaching profession

OPERATIONAL OVERSIGHT AND COOPERATION

To be a strategic decision-making body and reserve the right to form and

utilize committees consisting partly of the members of the Council

To support and maintain national, regional and international networks to

ensure that effective practice underpins the development of standards

In the exercise of its functions, the Council will have the power to:

Receive human and financial resources for special projects relating to

teachers

Administer the moneys received

Enter into partnership with such bodies as will bring identified improvements

to the teaching service

Seek and obtain resources that will improve teaching and learning and

teachers’ condition of service

Carry out other activities as may be necessary and expedient for or in

connection with the proper performance of its functions under its Act

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STANDARD SETTING FUNCTIONS

The Standards fall in two categories:

1. the general teaching standards to which all teachers must adhere, including

special education teachers; and

2. subject specific standards developed for subject teachers

In setting standards, the Council:

Must be aware of the needs and challenges of the teaching profession. It also

benefits from a review of professional standards established in other

countries.

Must engage education professionals (teachers, principals, academics and

other educational specialists and experts) in dialogue to ensure participation

in the development of the standards and a common interpretation and

understanding of the statements.

Must ensure that the initial draft of the standards is presented and discussed

widely with the various target groups.

Must seek national inputs for the standards but has ultimate responsibility to

ensure that the standards are appropriate for the country, the region and the

wider global agenda for education.

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KEY OUTPUTS OF THE COUNCIL MAY INCLUDE:

An up-to-date register of all teachers in the country A system for licensing teachers and principals An up-to-date register of all licensed teachers in schools in the country Authoritative judgments on cases of competency and misconduct Published and appropriately updated standards of professional competence for teachers, specialists, principals and vice-principals Published and regularly updated criteria for entry into programmes of initial teacher education Published and regularly updated list of approved programmes for continuing professional development Published and appropriately updated Code of Professional ethics for teachers, specialists, principals and vice-principals

Published and regularly reviewed entry level standards into various aspects of the teaching profession A system for the performance appraisal of teachers and principals An annual report for the Minister of Education detailing the actual as well as projected supply, distribution and demand for teachers, specialists, vice-principals and principals over an agreed period of time and on the basis of an agreed teacher: pupil ratio at all levels of education Authoritative guidance to providers and services on the recruitment and retention of teachers and principals Trained, skilled efficient and productive staff A strategic plan and an annual operational plan Annual Financial reports Annual internal Audit report Annual performance report

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ORGAZINATION AND COMPOSITION OF THE TEACHING COUNCIL

What is the organizing structure of the Teaching Council?

Who will comprise the membership?

How will they be selected?

Who will appoint them?

What is the operating term (life) of the Council?

Individual member states will respond to these based on their local situation and

capacity.

Members may be drawn from:

- Ministry of Education

- Ministry of Finance

- National Parent Teachers Association

- National Teachers Union/ Association

- Professional Associations

- Business Community

- Church/managing Authority

- Legal community

- Public Service Commission( where this body deals with teachers)

- Teaching Commission

- Accreditation Board

- Private Sector organizations