Resources for unit 2

Professional teacher standards in Rwanda are grouped under three domains: (1) Professional knowledge and understanding, (2) Professional skills, and (3) Professional attitudes and values (REB, 2020).

Each domain has descriptors in the form of standards indicators. The standards indicators are detailed descriptions of the knowledge, skills, attitudes and values associated with each domain. In the context of competence, knowledge defines what teachers must know in his/her teaching career. Attitudes and values represent beliefs that play a critical role in teachers’ practice and influence on the teaching and learning process.

Skills describe the application of teachers’ knowledge, attitudes and values in their practices. They are therefore observable and measurable behaviors that represent what teachers know, can do, believe and value teaching and learning.

B.1 Domain of professional knowledge and understanding

The standards for teachers’ professional knowledge and understanding include:

i.       Knowledge and understanding of the learner

A professional teacher must demonstrate awareness of the physical, social, intellectual and emotional development of children, and know how to adapt teaching to support students’ education at different stages of child development. Such teachers should be able to examine the factors that constrain students’ ability to learn and propose adequate measures of how best to overcome them.

ii.     Knowledge and understanding of the curriculum

A professional teacher has:

§  Adequate knowledge of the curriculum content relevant to her/his teaching subject.

§  Sufficient knowledge and understanding of the subject matter for teaching at the appropriate level;

§  Good understanding of how new knowledge in his/her subject area is acquired.

§  Good understanding of how subject knowledge is linked to other subjects and applied to life experiences.

§  Good knowledge of new developments in the subject area.

§  Good knowledge of the language of instruction.

iii.   Knowledge and understanding of teaching and learning process

A professional teacher:

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-        Has up-to-date knowledge and understanding of when to use which teaching and learning methods;

-     Has broad knowledge and understanding of how to use and adapt a variety of teaching and learning methods to provide opportunities for all learners to learn;

-        Knows and understands how learners build knowledge, acquire skills and develop habits of mind.

-    Knows and understands how learning is influenced by individual experiences, talents and prior learning, language as well as family and community values and socio- economic status.

-   Has good knowledge and understanding of a variety of teaching and learning materials including ICT tools.

-        Knows how to motivate learners and provide constructive feedback.

-        Has adequate knowledge of managing time for teaching and learning.

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iv.    Knowledge and understanding of instructional planning

A professional teacher must:

-        Understand the importance of instructional planning.

-        Know how to write appropriate schemes of work and lesson plans.

-        Know how to write lesson plans with clear learning objectives and relevant measurable outcomes.

v.      Knowledge and understanding of learning assessment and evaluation strategies:

A professional teacher:

-        Knows and understands the nature and use of different learning assessment strategies.

-        Knows and understands how to use different assessment tools to

-        identify learning difficulties, potentials, and talents of learners.

-        Knows a variety of ways of assessing learning holistically including the cognitive, psycho-motor and affective domains.

-        Knows and understands how information acquired through assessment processes is used to improve teaching and learning.

vi.    Knowledge and understanding of parents’ involvement in education

A professional teacher:

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-        Knows and understands the family background of learners.

-        Has knowledge and understanding of how the family background of learners influences learning.

-        Knows the importance of parents’ involvement in their children’s learning.

-        Knows how to get parents involved and engaged in the education of their children.

-        Understands and empathizes with parents who have difficulties in involved with their children’s schoolwork.

vii.  Knowledge and understanding of professional development

A professional teacher:

-        Knows and appreciates that learning to teach well is a process.

-        Has knowledge of research as a tool for professional development.

-        Knows what is required to develop professionally.

-        Knows and understands the professional standards for teachers in Rwanda and what is required to meet them.

-        Knows and understands the importance of Continuous Professional Development Courses in his/her teaching career.

viii.               Knowledge and understanding of career guidance and counselling

A professional teacher:

-        Knows and understands the concept of career guidance and counselling.

-        Knows and understands the principles of career guidance and counselling.

-        Understands the importance of career guidance and counselling in education.

B.2 Domain of professional skills

The standards for teachers’ professional skills are the following:

I.      Using learners’ data to inform teaching and learning:

A professional teacher:

-    Has sufficient data concerning learner’s overall development, socio-economic status, past experiences, readiness for learning and preferred learning styles.

-        Analyses learner’s data accurately and designs appropriate teaching strategies to improve learning.

-    Demonstrates ability to manage the learning of individual students, groups of students and whole classes and adjust teaching plans to suit the stage of learner physical, social and cognitive development, such teacher is aware of socio-economic background, experiences and learning styles of the students.

-   Responds to learner’s learning differences and special learning needs with appropriate teaching strategies.

-        Identifies and anticipates a range of factors that hamper learners’ ability to learn, and devises teaching strategies to overcome them.

-      Collaborates with professional colleagues and parents to know and understand the learners in order to better support their learning.

II.                      Implementing the curriculum:

A professional teacher:

-        Demonstrates ability to teach the subject content and justify the chosen teaching strategy.

-     Selects and logically sequence content for teaching in a series of learning experiences [lessons] in ways that facilitate learning.

-        Structures lessons and teaching activities in a logical sequence to fit all learners’ needs.

-        Links teaching content knowledge and skills to everyday life experiences.

-        Facilitates students’ access to learning materials and environment.

-  Critically analyze and use information effectively; integrates a variety of strategies, activities, and resources in the process of teaching and learning.

-        Facilitates students access critically analyze and use information effectively.

III.                    Instructional planning:

A professional teacher:

-        Uses learners’ data to guide instructional planning.

-        Plans what to teach annually, termly, monthly, weekly and daily.

-        Plans for whom they intend to teach.

-        Plans how to teach.

-        Outlines clearly the intended learning outcomes of each lesson,

-        Plans time realistically for pacing, content mastery and transitions.

-        Plans for differentiated instruction.

-        Aligns lesson objectives to the subject content and learners’ needs.

-        Aligns teaching activities to school vision, mission and values.

-        Translates their instructional plans into teaching and learning actions.

-     Describes the expected actions that students should be able to perform as they participate in the learning activities; plans assessment for/of learning.

-        Plans, sets and assesses learner’s portfolio.

iv.  Applying acquired skills to teaching:

A professional teacher:

-        Sets clear, challenging and achievable learning goals that describe what students will learn.

-            Demonstrates focus on teaching with appropriate learning objectives.

-        Plans and implements well-structured and paced lessons as well as teaching    activities that engage students and promote learning.

-      Demonstrates ability to manage the learning of individuals, groups and whole class.

-         Modifies teaching to suit the stage of the lesson.

-   Builds on previous knowledge to support learners acquire and apply new knowledge, understanding and skills to meet learning objectives.

-        Selects and uses appropriate teaching strategies supported by research and good practice to develop problem solving, critical and creative thinking, communication and collaboration skills.

-        Selects, creates and uses a range of resources to engage students in learning.

v.      Assessing, providing feedback reporting on learner’s performance:

A professional teacher:

-        Develops, selects and uses formative and summative assessment strategies to assess learners learning.

-        Aligns the assessment tasks to Learning Outcomes and content.

-        Develops and clarifies assessment criteria.

-  Participates in assessment moderation activities to support consistent and comparable judgment of learners learning.

-   Provides timely, effective and appropriate feedback to learners about their achievement relative to their learning goals.

VI.                     Engaging professionally with colleagues, parents and the community:

A professional teacher:

-        Establishes and maintains constructive collaborative relationships with parents regarding their children’s learning and well-being.

-    Participates in professional and community networks and forums to broaden knowledge and improve practice.

-    Provides relevant opportunities for parents to be involved in their children’s learning.

-        Participates actively in community socioeconomic development.

VII.                    Engaging in continuous professional development:

A professional teacher:

-      Uses the National Professional Standards for Teachers and pieces of advice from colleagues to identify and plan professional learning needs.

-  Participates in continuous professional development to update knowledge and practice aligned to professional needs and school priorities.

-   Contributes to collegial discussions and applies constructive feedback to improve professional knowledge and practice.

-    Undertakes professional learning programs designed to address identified learners’ learning needs.

VIII.                    Providing career guidance and counselling services:

A professional teacher:

-      Gives total attention to learners and values each of them as an individual.

-      Demonstrates the ability to effectively listen to learners and provides feedback.

-  Has the ability to ask relevant, open and closed questions and how to make questioning more effective to gain a deeper understanding of learner’s concern.

-      Reflects on the learner’s experiences.

-      Demonstrates the ability to put him/ herself in learner’s situation in order to build trust.

-      Guides the learners to make the right choice in their future career.

-    Identifies the areas in which learners can be provided with career guidance and counseling.

B.3 Domain of professional attitudes and values

Standards for teachers’ professional attitudes and values are the following:

• Care for the learners: showing genuine concern for their academic, emotional, and social well-being by creating a safe, supportive, and inclusive learning environment. It involves building positive relationships, listening to their needs, and responding with empathy to help them feel valued and motivated to learn.
• Respect for learners and colleagues: recognizing and valuing everyone’s dignity, opinions, and contributions within the learning environment. It involves treating others with fairness, kindness, and professionalism, regardless of differences in background, beliefs, or roles.
• Trustworthy: being honest, reliable, and dependable so that others can have confidence in your words and actions. A trustworthy person keeps their promises, follows through on commitments, and earns the respect of those around them.
• Integrity: consistently doing what is right and ethical, even when no one is watching. It involves being honest, fair, and having strong moral principles that guide your actions and decisions.
• Dialogue with learners and colleagues: engaging in open, respectful, and meaningful conversations to share ideas, solve problems, and build mutual understanding. It promotes collaboration, active listening, and the exchange of perspectives to enhance learning and professional relationships.
• Non-discriminatory: treating all individuals fairly and equally, without bias or prejudice based on characteristics such as race, gender, age, disability, or background. It ensures that everyone has the same opportunities and respect regardless of their differences.
• Responsible: being accountable for your actions and duties, reliably fulfilling your commitments and making thoughtful decisions. It involves taking ownership of the consequences of your behavior and acting with care and professionalism.
• Tolerant: showing acceptance and open-mindedness toward different opinions, behaviors, or cultures, even if they differ from your own. It includes respecting diversity and being patient with others’ beliefs and ways of life.
• Polite: showing good manners, respect, and consideration toward others in speech and behavior. It involves being courteous, kind, and thoughtful in interactions to create positive and respectful communication.
• Patriotic: having a strong love, loyalty, and devotion to one’s country. It is about showing pride in the nation’s values, culture, and heritage, and actively supporting its well-being and progress.