STANDARDS/INDICATORS FOR ENGLISH LANGUAGE TEACHERS

1. KNOWLEDGE & UNDERSTANDING

GRADE	STANDARD
Grade A = 5	ü Has a thorough & up-to-date knowledge of good practice in teaching techniques & pupils taught; ü Knows subject in sufficient depth to teach in a highly effective manner; ü Consistently takes account of curriculum developments outside immediate area of interest which are relevant to own work, e.g. awareness of the Basic Education Cycle 2 curriculum by teachers at Post Basic Education; ü Has a very sound awareness of the extra dimensions ICT can bring to work; ü Consistently uses ICT very effectively in achieving teaching objectives;
Grade B = 4	ü Has up-to-date knowledge of good practice in teaching techniques & pupils taught; ü Knows subject in sufficient depth to teach in an effective manner; ü Frequently takes account of curriculum developments outside immediate area of interest which are relevant to own work, e.g. awareness of the Basic Education Cycle 2 curriculum by teachers at Post Basic Education; ü Has a sound awareness of the extra dimensions ICT can bring to work; ü Frequently uses ICT effectively in achieving teaching objectives;
Grade C = 3	ü Has some knowledge of good practice in teaching techniques & pupils taught; ü Knows subject in some depth to teach in a reasonably effective manner; ü Sometimes takes account of curriculum developments outside immediate area of interest which are relevant to own work, e.g. awareness of the Basic Education Cycle 2 curriculum by teachers at Post Basic Education; ü Has an awareness of the extra dimensions ICT can bring to work; ü Sometimes uses ICT reasonably effectively in achieving teaching objectives;
Grade D = 2	ü Has a limited knowledge of good practice in teaching techniques & pupils taught, but may not be aware of the latest developments; ü Has a limited knowledge of subject & is not able to teach the subject as effectively nor to the depth that is required; ü Occasionally takes account of curriculum developments outside immediate area of interest which are relevant to own work, e.g. awareness of the Basic Education Cycle 2 curriculum by teachers at Post Basic Education; ü Has a limited awareness of the extra dimensions ICT can bring to work; ü Occasionally uses ICT effectively in achieving teaching objectives;
Grade E = 1	ü Has a very limited knowledge of good practice in teaching techniques & pupils taught, and is not aware of the latest developments; ü Has a very limited knowledge of subject & is not able to teach the subject effectively or to the depth that is required; ü Hardly ever takes account of curriculum developments outside immediate area of interest which are relevant to own work, e.g. awareness of the Basic Education Cycle 2 curriculum by teachers at Post Basic Education; ü Has a very limited awareness of the extra dimensions ICT can bring to work; ü Hardly ever uses ICT effectively in achieving teaching objectives;

2. PLANNING & LESSON PREPARATION

GRADE	STANDARD
Grade A = 5 Consistently	ü Plans lessons & sequences of lessons to meet pupils' individual learning needs; ü Uses knowledge of pupils’ learning needs to plan lessons & sequences of lessons, to target individuals & groups effectively & to ensure good year-on-year progression; ü Communicates learning objectives clearly to pupils; ü Makes effective use of homework & other opportunities for learning outside the classroom;
Grade B = 4 Frequently
Grade C = 3 Sometimes
Grade D = 2 Occasionally
Grade E = 1 Hardly ever

3. CLASSROOM MANAGEMENT

GRADE	STANDARD
Grade A = 5 Consistently	ü Uses a range of appropriate strategies for teaching & classroom management; ü Understands & applies the most effective lesson structures, classroom organisation, teaching & learning strategies & methods appropriate to motivate different pupils & groups of pupils; ü Provides positive & targeted support for any pupils with particular learning needs, maintaining high levels of behaviour & discipline & deals promptly & effectively with misbehaviour & bullying; ü Manages, as appropriate, the time & the full range of resources available for pupils’ learning;
Grade B = 4 Frequently
Grade C = 3 Sometimes
Grade D = 2 Occasionally
Grade E = 1 Hardly ever

4. MONITORING PUPILS' PROGRESS

GRADE

STANDARD

Grade A = 5 Consistently
ü Uses information about prior attainment to set well-grounded expectations for pupils & monitors progress to give clear & constructive feedback;

ü Evaluates pupil’s progress & sets realistic & challenging targets for improvement;

ü Uses assessment as part of everyday teaching to monitor pupils’ progress & adapt teaching approaches, as necessary, to provide more support;

ü Reports clearly & accurately, & in detail, to pupils, parents, SET, regional supervisor, principal & others, as required, on progress achieved & action required;

ü Uses feedback from classroom observation to inform decisions;

ü Uses teaching materials, assessment record charts, pupils’ work & marking of homework as evidence for monitoring purposes;

ü Pupils achieve well, relative to their prior attainment, making progress as good as, or better than, similar nationally;

ü Demonstrates good pupil progress through marks & grades in any relevant tests or examinations or continuous-based assessments;

ü Makes use of data from internal/external tests to demonstrate pupil progress;

Grade B = 4 Frequently

Grade C = 3 Sometimes

Grade D = 2 Occasionally

Grade E = 1 Hardly ever

5. TEACHER REFLECTION & EVALUATION

GRADE

STANDARD

Grade A = 5 Consistently
ü Evaluates lessons to inform future planning & practice;

ü Considers current practice with a view to identifying aspects for useful development.;

ü Reflects & evaluates current practice in a variety of ways;

ü Reviews whether time & effort can be organized to better effect;

Grade B = 4 Frequently

Grade C = 3 Sometimes

Grade D = 2 Occasionally

Grade E = 1 Hardly ever
]

6. CPD & PROFESSIONAL CHARACTERISTICS/ATTITUDE OF TEACHER

GRADE

STANDARD

Grade A = 5 Consistently
ü Plays an active role in all types of school activities;

ü Makes effective use of work/learning outcomes & shares these with others in working teams;

ü Is an effective professional who challenges & supports all pupils to do their best;

ü Inspires trust & confidence & influences others through integrity & professional confidence;

ü Recognizes & rewards achievement;

ü Reaches out to pupils for whom learning is not a natural avenue for progress;

ü Makes learning relevant & interesting;

ü Identifies cause & effect in pupils’ learning & uses own knowledge to get pupils to do their best;

ü Recognizes patterns in situations, making comparisons & links to gauge the best learning strategies;

ü Strives for improvement in gathering information or resources;

ü Identifies & pursues professional development both within & out of the context of the school (for example, participates in, presents at, or organizes conferences, workshops & seminars);

ü Engages in joint observation & feedback (observes colleagues teaching & is open to being observed by colleagues);

ü Plans & conduct research activities to enhance teaching & learning;

ü Uses reading or other resources, such as video, on-line journals for CPD;

ü Maintains a professional development portfolio which has individual learning plans& targets which are personalized, referred to, & adjusted according to the needs of the teacher;

Grade B = 4 Frequently

Grade C = 3 Sometimes

Grade D = 2 Occasionally

Grade E = 1 Hardly ever

7. LEVEL OF ENGLISH

GRADE

STANDARD
Grade A = 5
ü Speaks to the class confidently in English, without any hesitation, with no mistakes in pronunciation, stress, rhythm, etc.;

ü Handwriting is very well formed with correct spelling & punctuation;

ü Reads fluently to the class, when appropriate, with correct stress, rhythm, pronunciation, etc;

ü Delivers lessons that are error free in terms of grammar or pronunciation. (This is especially the case with language which is directly being taught in the lesson or which can be predicted as likely to arise);

ü Communicates very effectively in English with colleagues, SET & supervisor;

ü Writes his/her informal self-evaluation reports in a very clear, very well-organized & coherent manner with no language errors;
Grade B = 4
ü Speaks to the class confidently in English, with only a little hesitation, & only a few mistakes in pronunciation, stress, rhythm, etc;.

ü Handwriting is well formed with few mistakes in spelling & punctuation;

ü Reads, almost fluently to the class, when appropriate, with mostly correct stress, rhythm, pronunciation, etc;.

ü Delivers lessons that are mostly error free in terms of grammar or pronunciation. (This is especially the case with language which is directly being taught in the lesson or which can be predicted as likely to arise);

ü Communicates effectively in English with colleagues, SET & supervisor;

ü Writes his/her informal self-evaluation reports in a clear, well-organized & coherent manner with only a few language errors;
Grade C = 3
ü Speaks to the class in English, with some hesitation, & some mistakes in pronunciation, stress, rhythm, etc.. (Maybe some speech oddities to which class becomes accustomed – though understandable to native /almost native speakers);

ü Handwriting is quite well formed with some spelling & punctuation mistakes;

ü Reads, quite fluently to the class, when appropriate, with reasonably correct stress, rhythm, pronunciation, etc.;

ü Delivers lessons that are reasonably error free in terms of grammar or pronunciation. (This is especially the case with language which is directly being taught in the lesson or which can be predicted as likely to arise);

ü Communicates reasonably effectively in English with colleagues, SET & supervisor, even if with some hesitation or errors;

ü Writes his/her informal self-evaluation reports in a clear, reasonably well-organized & coherent manner with some language errors;
Grade D = 2
ü Speaks to the class in English, with hesitation, & mistakes in pronunciation, stress, rhythm, etc;.

ü Possibly not knowledgeable & flexible enough in listening to be able to respond to Pupil’s mistakes in the best possible way;

ü Handwriting is not that well formed & has spelling & punctuation mistakes;

ü Reading is possibly stilted;

ü Delivers lessons that contain grammar or pronunciation mistakes. (This is especially the case with language which is directly being taught in the lesson or which can be predicted as likely to arise);

ü Communication with SET & RS likely to be broken & repetitive, with a number of errors, & limitations exposed in ordinary conversation;

ü Writes his/her informal self-evaluation reports in a not particularly clear, well-organized or coherent manner with a number of language errors;
Grade E = 1
ü Speaks to the class in English, with a lot of hesitation, & mistakes in pronunciation, stress, rhythm, etc..

ü Communicates with difficulty in English and is inclined to resort to Arabic, particularly so when giving & checking instructions;

ü Classroom language is barely adequate & is not a good model;

ü Handwriting is badly formed & has fundamental spelling & punctuation mistakes;

ü Reading is very stilted, with faults of phrasing & difficulty with longer words;

ü Difficult, through not impossible for SET & RS to talk with each other in English and teacher cannot describe or analyze his/her teaching experiences;

ü Writes his/her informal self-evaluation reports in an unclear, disorganized or incoherent manner with a frequent number of fundamental language errors;

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