SUPREME EDUCATION COUNCILEDUCATION INSTITUTE

POLICY STATEMENTSON THE IMPLEMENTATION OF THE NATIONAL

PROFESSIONAL STANDARDS FOR TEACHERS

1. RATIONALE

The National Professional Standards for Teachers (NPST) were launched in 2007 by the Supreme Education Council (SEC). These standards address key requirements of teachers working in Qatar Independent Schools.

In conjunction with the Curriculum Standards they form a comprehensive map of the work of teachers and schools. They describe what teachers need to know and to do to provide relevant and challenging learning experiences for individuals and groups of students in Independent Schools. They provide the means by which we can prepare Qatari students for a vastly different future so that they can contribute to a socially, economically and culturally vibrant society.

Diagram One: National Professional Standards for Teachers.

For Cohort 1 to 5 schools, the following six policies relating to the National Professional Standards for Teachers must be implemented by September 2009. For subsequent cohorts, the policies must be implemented in the first year of the school’s operation.

Schools do not need to develop Policy Statements for each of these areas, however they must develop programmes (systems, structures, plans and processes) to ensure that the following Policies are implemented at the school level.

The following Policies relate to all levels of teachers: Entry Level, Proficient and Advanced Skill.

Recruitment and SelectionPrincipals must ensure that the National Professional Standards for Teachers are embedded in their recruitment and selection processes.

InductionThe Principal must ensure that all newly appointed teachers participate in a one year induction program that is appropriate and responsive to their needs.

Newly appointed teachers include recent graduates, those who are entering teaching from other careers, those coming to Independent Schools from other school systems within Qatar, those returning to teaching after extended periods of absence or leave, and those who have been recruited from countries outside Qatar.

This induction program must be based on the 12 standards of the National Professional Standards for Teachers.

Managing PerformanceEach Principal must develop a system for appraising teacher performance in a professional and developmental manner. Teachers must have an individual commitment to planning for self improvement and professional growth. Data gathered through self-audit and other school based performance feedback measures should be used to inform school planning and professional development.

This program must be based on the National Professional Standards for Teachers.

Professional DevelopmentPrincipals must encourage, counsel and help the teachers to identify their learning and career development needs and provide relevant professional learning and development opportunities and activities to meet those needs.

Principals must ensure the effective planning, support, monitoring and implementation of individual, group and whole school professional development plans around the National Professional Standards for Teachers.

Registration and LicensingPrincipals must ensure that all Independent School teachers will have a provisional license by September 2010. The certificate of registration will be issued by the Accreditation Body as an official record of current proficiency in the profession, provided that the teacher can show evidence to demonstrate competence and recency of practice at an appropriate level against the National Professional Standards for Teachers and the professional learning they have undertaken.

This evidence will demonstrate which performance level the teacher has reached within the National Professional Standards for Teachers.

Managing Under-performancePrincipals must ensure that they undertake the approved process to support and develop teachers who do not meet the minimum requirements of the National Professional Standards for Teachers or who are performing below the level at which they are licensed.

The Principal or delegated supervisor must manage this process. See Appendix 1 for an overview of this process.

2. INTRODUCTION

The National Professional Standards for Teachers comprise twelve interrelated sets of standards.

The core standard is:

Standard 1: Innovative and flexible learning experiences for individuals and groups of students

The six pedagogical standards are:

Standard 2: Use teaching strategies and resources to engage students in effective learningStandard 3: Foster language, literacy and numeracy developmentStandard 4: Create safe, supportive and challenging learning environmentsStandard 5: Construct learning experiences that connect with the world beyond schoolStandard 6: Apply ICT in managing student learningStandard 7: Assess and report on student learning

The five professional standards are:

Standard 8: Apply knowledge of students and how they learn to support student learning and developmentStandard 9: Apply teaching/subject area knowledge to support student learningStandard 10: Work as a member of professional teamsStandard 11: Build partnerships with families and the communityStandard 12: Reflect on, evaluate and improve professional practice

The standards are explicit and give a clear description of the capabilities needed by teachers to provide challenging and rewarding learning experiences for all students.

While the standards apply to all teachers, some teachers will be more able to meet the full requirements of the standards than others. This is because teachers enter the profession with varying levels of prior learning, professional preparation and work experience. Therefore, the National Professional Standards for Teachers describe three broad stages in teacher development and the performance that may be expected of teachers at each stage. These career stages are:

Entry level teachers Proficient teachers Advanced skilled teachers.

The standards are aspirational in nature. It is not expected that a teacher will achieve the highest level of performance against all of the standards. In most cases individual teachers will perform at different levels against different standards.

3. VISION

The 2008-2013 Strategic Plan provides the following vision for the full implementation of the National Professional Standards for Teachers by 2013.

The use of the National Professional Standards for Teachers and School Leaders to develop teacher and school leader capacity and professionalism so that students are prepared for a changing complex world through enhanced social and academic learning outcomes.

4. VALUES

The foundation principles of Education for a New Era resonate with the values that will guide the systemic implementation of the National Professional Standards for Teachers across Qatar.

Autonomy – The National Professional Standards for Teachers are indicative of best practice according to twelve interrelated sets of career long standards. Once familiar with the NPST, school leaders will make implementation decisions based upon policy requirements and local knowledge of teacher practice and student needs.

Accountability – Independent Schools will be held accountable to the government through regular audits and reporting mechanisms regarding teachers’ ability to meet the minimum NPST.

Variety – The NPST encourage a variety of approaches to teacher practice improvement. Schools will be able to tailor their specific programs to meet the challenges of curriculum and staff needs.

Choice - The NPST are a broad descriptive framework of best practice that encourages teachers and school leaders to make informed choices about the preferred models of teaching and learning which will best suit their particular students’ needs.

5. LEADERSHIP

Effective leadership by the Principal of the school is critical to successful implementation of the National Professional Standards for Teachers across Qatar.

Research continues to confirm that student outcomes are strongly determined by the nature of school leadership. Principals must ensure that the implementation of these standards is based upon leadership practices clearly defined in the National Professional Standards for Leaders and represented by the diagram below. When the Principal uses the leadership standards to focus upon a) increasing teacher knowledge about high quality instruction and b) improving teacher capacity to translate this knowledge into practice, then large scale improvement is possible.

Principals must apply strong and focused leadership in the implementation of the National Professional Standards for Teachers if outcomes for all students are to be enhanced.

Diagram Two: Professional Standards for School Leaders

A Principal must undertake the following key roles to successfully implement the National Professional Standards for Teachers.

The Principal as a learner: The language of the standards must be used in all discourse with staff and community. Teachers must perceive that the Principal is striving to improve his/her leadership through the utilization of the National Professional Standards For Leaders. When the Principal provides the model of this kind of learning, staff and community will follow.

The Principal as a member of a professional learning community: The leader and creator of this community must be the Principal. In such a community, teachers feel safe and supported. They must work in a climate of trust so that the risks and emotional commitment associated with new learning can be taken without fear of reprimand or reprisal. The Principal as a teacher evaluator: Using the National Professional Standards For Teachers, the Principal must establish collaborative school based systems for monitoring teacher performance which enable teachers to understand their current level of performance and to decide on a plan of action for improvement. This kind of appraisal must be done annually, is evidenced based and aligned with school development plans.

The Principal as a workforce strategist: The Principal must use the National Professional Standards For Teachers to design a school workforce plan which will govern the critical areas of human resource management.

The Principal as an advocate for the teaching profession: The National Professional Standards For Teachers provides the language which Principals must use consistently, within and beyond the school, to create a dialogue about quality teaching. The acceptance and use of this common language is an essential first step in the promotion of teaching as a respected and attractive profession.

Over time these key principal roles must become more predominant in Qatar Independent schools if the National Professional Standards for Teachers are to be fully implemented, leading to improved student learning outcomes.

6. IMPLEMENTATION ACCOUNTABILITY

The following framework describes the level of ‘implementation’ of the Policies relating to the National Professional Standards for Teachers using a 5 point scale. It is a way of measuring and reporting on the extent to which this implementation has occurred.

Implementation description

Accountability(Policies Implementation)

Capacity Building(School practice Implementation)

Implementation Level

Embedded in practice

All policies have been fully operationalised through school programs (systems, structures, plans and processes).

All relevant staff is ready to submit portfolios for licensing purposes.

School leaders have successfully and independently undertaken assessments of portfolios.

Teachers always: use the NPST to plan for

teaching and learning apply the NPST as a

framework for classroom practice

use the NPST as a reflective tool to improve practice

School leaders always: use the NPST as a framework

to develop the school Professional Development Plan

align all professional development with the NPST

5

Significant progress made

All/most policies have been operationalised through school programs (systems, structures, plans and processes). Limited refinement needs to occur.

All relevant staff members are either ready or working towards being able to submit portfolios for licensing purposes.

School leaders have collaboratively undertaken assessments of portfolios.

Teachers mostly: use the NPST to plan for

teaching and learning apply the NPST as a

framework for classroom practice

use the NPST as a reflective tool to improve practice

School leaders mostly: use the NPST as a framework

to develop the school Professional Development Plan

align professional development with the NPST

4

Planning and some implementation exists

All/most policies have been operationalised through a number of school programs (systems, structures, plans and processes), but refinement and further embedding needs to occur.

All relevant staff members are working towards being able to submit portfolios for licensing purposes.

School leaders have received training in assessing portfolios and have observed colleagues assessing portfolios.

Teachers often: use the NPST to plan for

teaching and learning apply the NPST as a

framework for classroom practice

use the NPST as a reflective tool to improve practice

School leaders often: use the NPST as a framework

to develop the school Professional Development Plan

align professional development with the NPST

3

Limited progress

An action plan has been developed to operationalise the policies and guidelines through a number of programs (systems, structures, plans and processes).

Some relevant staff members are working towards being able to submit portfolios for licensing purposes.

School leaders have received training in assessing portfolios.

Teachers seldom: use the NPST to plan for

teaching and learning apply the NPST as a

framework for classroom practice

use the NPST as a reflective tool to improve practice

School leaders seldom: use the NPST as a framework

to develop the school Professional Development Plan

align professional development with the NPST

2

No appreciable start No planning has been

developed to operationalise the policies and guidelines through any programs.

No staff members are working towards submitting portfolios for licensing purposes.

School leaders have not received training in assessing portfolios.

Teachers never: use the NPST to plan for

teaching and learning apply the NPST as a

framework for classroom practice

use the NPST as a reflective tool to improve practice

School leaders never: use the NPST as a framework

to develop the school Professional Development Plan

align professional development with the NPST

1

Appendix 1 – Managing Under-performance

Principals must ensure that they undertake the following approved process to support and develop teachers who do not meet the minimum requirements of the National Professional Standards for Teachers or who are performing below the level at which they are licensed.

The Principal or supervisor must manage this process.

Any discussions that take place, any action that has been agreed (such as training, peer assistance or counseling) and the teacher’s responses must be recorded. The final judgment that a teacher’s performance is unsatisfactory must be based upon reasonable and documented evidence over time.

Step 1: IdentificationA teacher must be given feedback during the performance management cycle and any concerns a supervisor may have, must be brought to the attention of the teacher. If during the course of the performance management cycle, evidence is gathered which suggests that the teacher is not performing at the level at which they are licensed, a process needs to commence.

Step 2: Informing the teacherWhere a teacher’s performance is identified as being unsatisfactory, that is, performing below the level at which they are licensed , he or she must be:

informed of the specific standards in which performance is considered unsatisfactory asked for a response to the concerns that have been raised informed of the course of action that may be taken and the possible consequences of that action.

A response is required in five working days.

Step 3: Teacher ResponseIf the Principal or supervisor is satisfied with the nature of the teacher’s response and correction, then the usual performance management process resumes. However if the concerns remain, the Principal or supervisor must proceed to Step 4.

Step 4: Performance Improvement PlanA performance improvement plan is now collaboratively developed by the teacher and Principal or Principal’s nominee. The plan must address:

identified dimensions of unsatisfactory performance in term of the standards indicators of satisfactory performance strategies to achieve satisfactory performance the duration of the plan, including meeting and review dates advice and assistance available( eg coaching and mentoring) the specific nature of monitoring employee and supervisor’s comments.

The performance improvement plan should be signed by the teacher and Principal or supervisor.

The first stage of the plan should encompass a minimum of twenty working days.

Step 5: First Review of PerformanceAfter the required period of time, the Principal or supervisor must conduct a first review of the teacher’s performance. This review should be conducted in a supportive and professional manner and be informed by the data obtained through the implementation of the Performance Improvement Plan.

The review at this stage will result in one of three outcomes:

Satisfactory Performance If the first review determines that performance is satisfactory no further action is taken and the teacher

reverts to the normal performance management cycle. Some improvement, but performance unsatisfactory

If the review determines that there has been some improvement but there are still areas of major concern the performance improvement plan continues for a further twenty working days. This period could be extended or reduced at the discretion of the Principal or supervisor. Again the teacher must be informed of this decision.

No improvement in performance If the review determines that there is no evidence of improvement, then the Principal or supervisor

should determine whether or not the teacher has the capacity to improve. If the teacher does have the capacity to improve, then the improvement plan should be revised and a further twenty days granted for its implementation.

If the review determines that, in the case of a non-Qatari teacher, there is no capacity for improvement then the Principal or supervisor must advise the Evaluation Institute and recommend that the teacher’s licence be cancelled. Monitoring and teacher performance accountability measures remain in place for the remainder of the teacher’s tenure at the school.

If the teacher is Qatari then the performance improvement plan is revised and the process continues.

Step 6: Continuation of Performance Improvement PlanThe second period of monitoring allows a further opportunity for the teacher to improve performance to align with the level at which they are licensed and thereby demonstrate satisfactory performance. The Principal or supervisor will continue to monitor the teacher’s performance, based upon the results of the first period of monitoring. The performance plan will remain in place but may need some modification.

Step 7: Final Review of PerformanceFollowing the second period of monitoring, the Principal or supervisor must conduct a final review of the teacher’s performance. This review may result in either of two possible outcomes:

Satisfactory Performance If the final review determines that the teacher’s performance is satisfactory, no further action is taken

and he or she reverts to the usual performance management cycle. Unsatisfactory Performance

If the review determines that, in the case of a teacher working at Entry Level the required standard of performance has not been met, the Principal provides a report inclusive of the teacher’s response to the Education Institute with the recommendation to the Accreditation body that the teacher’s registration be cancelled.

If the review determines that, in the case of a teacher registered at Proficient or Advanced Skill, the required standard of performance has not been met then the teacher is informed and allowed to respond to the finding. The Principal provides a report inclusive of the teacher’s response to the Education Institute with the recommendation to the Accreditation body that the teacher be re-registered at a lower level.

In accordance with the Supreme Education Council’s Guiding Articles for the Personnel Bylaws (article 26), if the teacher is Qatari, a new professional development programme to address the teacher’s specific needs must be devised and implemented. The same under-performance management process must then be repeated in the following year.

1. Teacher is identified as performing below the level at which they are licensed

2. The teacher is informed of concerns

3. The teacher provides a response

Response satisfies concerns Response does not satisfy concerns

4. Performance Improvement Plan is developed and implemented

Steps 3-4 10 working days

5. First review of performance

On-going coaching and performance feedback

Meets required standard.Normal performance management program continues.

No improvement in performance. Plan is revised to include additional measures.Or recommendation is made for cancellation of registration.6. Performance Improvement Plan

and mentoring with coaching and feedback continues

Steps 4-5 20 working days (min)

7. Final review of performance

Steps 5-6 10 Working Days (min)

Meets required standard of performance

Does not meet required standard of performance

Principal advises Accreditation body of recommendations for cancellation of licence, or re-

licensing at a lower level

Improvement is noted but further action is required

Steps 6-720 working days (min)

Steps 7-810 working

days

If the teacher is Qatari a new professional development and training program must be devised