English Teacher Professional Standards

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英-国际汉语教师标准

1. Linguistic knowledge and skills 2. Cultures and Communications
C o n t e n t
3. Theory of Second Language Acquisition and study strategy 4. Teaching methodology
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国际汉语教师标准 Standards for Teachers of Chinese to Speakers of Other Languages
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Aim
a) To promote the professional quality and teaching ability of international Chinese language teachers b) To train qualified Chinese language teachers to satisfy the ever-growing demand for Chinese language learning in other countries.
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3. Theory of Second Language Acquisition (SLA)and study strategy
a) SLA Main area of research and the connections with relevant subjects.
b) SLA basic theories and hypothesis for applying to the Ss study c) explicit learning(显性学习) in SLA d) implicit learning(隐性学习) in SLA e) The learner factor in SLA f) The study strategy in SLA

英语教师规章制度规定内容

英语教师规章制度规定内容1. Punctuality: All teachers must arrive at school no later than 30 minutes before the start of school each day. Lateness will not be tolerated and repeated offenses may result in disciplinary action.2. Professional Appearance: Teachers are expected to dress professionally and in accordance with the school’s dress code. This includes wearing appropriate attire, grooming standards, and maintaining a neat and tidy appearance.3. Lesson Preparation: Teachers must come to class well-prepared with lesson plans, materials, and resources. Lesson plans should be submitted to the head of department for approval at least one week in advance.4. Attendance: Teachers must maintain regular attendance and not take unnecessary leaves of absence. If a teacher is unable to attend work due to illness or other emergencies, they must inform the school administration as soon as possible.5. Classroom Management: Teachers are expected to maintain a positive and respectful learning environment in the classroom. They must enforce school rules and regulations, and address any behavioral issues promptly and appropriately.6. Grading and Assessment: Teachers must grade assignments, quizzes, and exams in a timely manner and provide feedback to students. Grades should be recorded accurately and submitted to the school’s registrar by the designated deadline.7. Professional Development: Teachers are encouraged to engage in continuous professional development to enhance their teaching skills and stay updated on the latest educational trends. Attendance at workshops, conferences, and training sessions is highly recommended.8. Communication: Teachers must communicate effectively with students, parents, and colleagues. They should respond to emails and phone calls promptly, attend parent-teacher conferences, and participate in school meetings and events.9. Confidentiality: Teachers must maintain the confidentiality of student records, academic performance, and personal information. They should not disclose sensitive information to unauthorized individuals or third parties.10. Professional Conduct: Teachers must adhere to the code of ethics and conduct set forth by the school. This includes maintaining professionalism, integrity, and ethical behavior in all interactions with students, parents, and colleagues.11. Safety and Security: Teachers are responsible for the safety and security of students in their care. They must adhere to safety protocols, emergency procedures, and report any concerns or incidents to the school administration immediately.12. Technology Use: Teachers must use technology responsibly and in accordance with school policies. They should not misuse school resources, access inappropriate content, or engage in unauthorized activities online.13. Evaluation and Feedback: Teachers will undergo regular evaluations and feedback sessions with the school administration to assess their performance, identify areas for improvement, and set goals for professional growth.14. Compliance: Teachers must comply with all federal, state, and local laws, as well as school policies and regulations. Failure to comply may result in disciplinary action, up to and including termination of employment.By signing below, I acknowledge that I have read, understand, and agree to abide by the rules and regulations outlined above. I understand that failure to comply may result in disciplinary action.Signature: _____________________________Date: _____________________________This document serves as a formal agreement between the school and its teachers regarding professional conduct, expectations, and responsibilities. It is important for teachers to adhere to these rules and regulations to ensure a safe, supportive, and productive learning environment for all students.。

中小学英语教师专业水平等级标准：中小学分级标准

Standards for Teachers of English in Primary & Secondary Schools (STEPSS): Three-level standards for English teachers in Chinese schoolsLuo ShaoqianTeacher education and development has been an important issue since the launch of the CNEC in 2001. The CNEC requires highly qualified teachers to implement curriculum innovations. Thus, in 2005, the Teacher Education Department, Ministry of Education requested that the National Teachers Association (NTA), the Curriculum & Teaching Materials Research Institute (CTMRI), and the National Association of Language Education (NAFLE) draft the Standards for Teachers of English in Primary & Secondary Schools (STEPSS). There are nine standards in STEPSS ranging from language knowledge and skills to competence and performance in the classroom, and reflection and enhancement in teacher development. These are:1. Linguistic knowledge2. English proficiency3. Language learning processes and strategies4. Cultural and intercultural communication skills5. Pedagogical knowledge and teaching methodology6. Curriculum development and syllabus design7. Knowledge and skills in technology8. Testing and assessment9. Standards on professional development and researchSTEPSS defines explicitly the expertise and competency levels of primary and secondary school teachers, and serves as guidance for teachers’ continuing education and career development. STEPSS is to be an evaluation system for English teachers in Chinese schools and provide a basis for teacher training, assessment, and certification.This part of the symposium focuses on the three levels for English teachers in Chinese schools. The Three-Level Standard was developed based on STEPSS’ ninestandards, and each level is designed to address teachers’ knowledge and competence (Day, 1993; Freeman, May, 2007). It aims at(1) Establishing national criteria for what teachers should know and do;(2) Developing and implementing a national system for teacher assessment andqualification;(3) Promoting student learning and an English education reform.There are two parts in the three level-standards. First, can-do statements: each statement is a description of observable teacher behaviors. Second, teaching scenarios: teachers are given teaching tasks to perform in context in order to show their knowledge and competence. In this part are also included teachers’ attitudes toward students, their sense of responsibility and their ability to solve problems in daily teaching.中小学英语教师专业水平等级标准：中小学分级标准北京师范大学外国语言文学学院罗少茜自从2001年《英语课程标准》试行以来，有关教师教育和发展的问题一直处于热议之中。

英国教师专业发展标准2

英国教师专业标准为什么仍静坐在你的职业生涯？引言2007.9 英国教师专业标准为学校全体教职工带来专业和职业的一致性1、教师专业标准框架将为学校教职工形成一个更大的标准框架。

这包括英国学校与培训发展署回顾了国家教师/教室助理（the national occupational standards for teaching/classroom assistants）职业标准，高一级的教学助理(higher level teaching assistants)专业标准，并咨询了社会人士和其它重要的相关人员，并且回顾了校长和其他领导层对领导角色和职责的独立评论所形成的领导标准。

标准所包含的内容2、教师专业标准框架提供每一阶段的教师特点。

特别是为以下教师提供专业标准：合格教师的评定（the award of Qualified Teacher Status (QTS)(Q)）教师的主要尺度（teachers on the main scale(core)(C)）熟练教师（Post Threshold Teacher(P)）优秀教师(Excellent Teacher(E))专家型教师(Advanced Skills Teachers (ASTs)(A))3、专业标准是一个教师的专业品质、专业知识和理解，以及专业技能的陈述。

他们清晰地陈述了对每一阶段教师的期望。

这个标准与《学校教师的工资与条件文件》中定位的教师角色与教师职责并不冲突。

怎样运用标准5、标准提供了教师的职业框架并且阐明了每一阶段的标准。

教师每升一阶段都必须符合标准。

想要成为优秀教师或高级技能教师的人必须符合标准并且被一个外部评估过程评估。

教师想要成为熟练教师需要被校长评估。

6、标准阐明了教师在现阶段所应维持和建立的专业特点。

7、标准将帮助教师确定他们的专业发展需要。

8、所有的教师都有在其教师生涯中追求有效的、持续的和相关的专业发展的专业职责。

英语教资专业要求

英语教资专业要求Teaching English as a second language (TESL) is a fast-growing field that requires instructors to have a strong understanding of the English language and effective teaching methods. As a result, the professional requirements for TESL educators are rigorous and extensive. In this article, we will discuss the key qualifications and skills needed to succeed in the field of TESL.Furthermore, TESL teachers need to have a solid understanding of second language acquisition theory and instructional methods. They need to be familiar with different teaching approaches and techniques for teaching speaking, listening, reading, and writing skills to non-native speakers. Additionally, they should be knowledgeable about the cultural and linguistic backgrounds of their students, as this cangreatly impact language acquisition.It is also important for TESL teachers to be passionate about teaching and have a genuine interest in working with non-native speakers. They should possess excellent interpersonal skills and have the ability to create a supportive and inclusive classroom environment. TESL teachers must be patient, flexible, and able to adapt their lessons to meet the individual needs of their students. They need to be creative and resourceful indeveloping engaging and interactive lessons that motivate and inspire their students to learn the English language.Continuing professional development is also crucial for TESL teachers. Many employers and professional organizations offer workshops, conferences, and advanced training opportunities to enhance teachers' skills and keep them up to date with thelatest research and best practices in TESL. Additionally, pursuing higher education such as a master's degree in TESL or related field can open up more career opportunities and provide teachers with a deeper understanding of second language acquisition theory and instructional strategies.。

英语教师规章制度

IntroductionThe English Teacher Regulations and Code of Conduct are designed to establish a framework of professional standards for English teachers within our institution. These guidelines are intended to ensure the highest quality of education, promote a positive learning environment, and protect the rights and well-being of all students. All English teachers are expected to adhere to these regulations and to uphold the highest levels of professionalism.I. General Principles1. Professionalism: English teachers must demonstrate a high level of professionalism in their conduct, appearance, and teaching methods atall times.2. Ethics: Teachers are expected to maintain high ethical standards, demonstrating honesty, integrity, and fairness in all their interactions.3. Diversity and Inclusion: Teachers should embrace and respect the diversity of their students, promoting an inclusive environment whereall students feel valued and supported.II. Teaching Responsibilities1. Curriculum Compliance: English teachers must adhere to theinstitution's curriculum guidelines and teaching objectives, ensuring that all lessons are aligned with the educational goals.2. Student Assessment: Teachers are responsible for assessing student progress accurately and providing constructive feedback to facilitate student growth.3. Resource Management: Teachers must effectively utilize teaching resources, including textbooks, technology, and other materials, to enhance the learning experience.4. Classroom Management: Teachers must maintain a safe and orderly classroom environment, ensuring that all students have the opportunity to learn without disruption.III. Student Interactions1. Confidentiality: Teachers must respect the confidentiality of student information and adhere to all data protection policies.2. Non-Discrimination: Teachers are prohibited from discrimination based on race, gender, religion, sexual orientation, disability, or any other protected characteristic.3. Supportive Environment: Teachers should create a supportive and nurturing environment that encourages student participation and promotes a sense of belonging.4. Positive Relationships: Teachers are expected to establish positive relationships with students, based on mutual respect and trust.IV. Professional Development1. Continuous Learning: English teachers are encouraged to engage in continuous professional development to enhance their teaching skills and stay current with educational trends.2. Collaboration: Teachers are expected to collaborate with colleagues, sharing best practices and supporting each other's professional growth.3. Professional Conduct: Teachers must participate in professional development activities and maintain the necessary certifications and qualifications.V. Code of Conduct Violations1. Reporting: Any violation of these regulations should be reported to the appropriate authorities immediately.2. Investigation: The institution will conduct a thorough investigation into any reported violations.3. Consequences: If a violation is substantiated, appropriate disciplinary action will be taken, which may include reprimand, suspension, or termination.VI. ConclusionThe English Teacher Regulations and Code of Conduct are essential for maintaining a high standard of education within our institution. By adhering to these guidelines, English teachers contribute to a positive learning environment that fosters academic excellence and personal growth. We trust that all teachers will take these regulations seriously and strive to be role models for their students and colleagues alike.Adopted by the Education Committee on [Date]Institutional Seal。

英语专业国家标准

英语专业国家标准As an English major, it is important to have a clear understanding of the national standards for English proficiency. The national standards for English majors in China are set by the Ministry of Education, and they provide a framework for the development of English language skills and knowledge. These standards are designed to ensure that English majors have a solid foundation in language proficiency, cultural understanding, and communication skills.The national standards for English majors cover a wide range of competencies, including language proficiency, cultural awareness, and professional skills. In terms of language proficiency, the standards emphasize the importance of developing listening, speaking, reading, and writing skills. English majors are expected to be able to communicate effectively in both spoken and written English, and to have a strong grasp of grammar, vocabulary, and pronunciation.Cultural awareness is also a key component of the national standards for English majors. English majors are expected to have a deep understanding of English-speaking cultures, including their history, literature, and social customs. They should also be able to analyze and interpret cultural texts, and to communicate effectively with people from different cultural backgrounds.In addition to language proficiency and cultural awareness, the national standards for English majors also emphasize the development of professional skills. English majors are expected to be able to use English for academic and professional purposes, including conducting research, writing reports and essays, and giving presentations. They should also be able to use English in a variety of professional contexts, including business, media, and education.Overall, the national standards for English majors provide a comprehensive framework for the development of English language skills and knowledge. By adhering to these standards, English majors can ensure that they have the necessary competencies to succeed in their academic and professional careers. It is important for English majorsto familiarize themselves with these standards and to work towards meeting and exceeding them in their studies and professional development.In conclusion, the national standards for English majors provide a clear and comprehensive framework for the development of language proficiency, cultural awareness, and professional skills. By adhering to these standards, English majors can ensure that they have the necessary competencies to succeed in their academic and professional careers. It is important for English majors to familiarize themselves with these standards and to work towards meeting and exceeding them in their studies and professional development.。

英国教师标准

英国教师标准英国教育部5月份刚刚发布的英国官方的教师标准Teachers’ Standards，这一最新的教师标准特别明确了教师的教学要Adapt teaching to respond to the strengths and needs of all pupils。

这一标准从2012年9月起生效，也就是说，从此开始，基于优势与需求进行教学，成为英国国家的教师标准的内容，成为英国教师应该遵循的基本原则。

中国何时开始真正开展基于优势与需求的教学？Department for EducationT eachers’ StandardsMay 2012PREAMBLETeachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.PART ONE: TEACHINGA teacher must:1 Set high expectations which inspire, motivate and challenge pupils• establish a safe and stimulating environment for pupils, rooted in mutual respect• set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions• demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.2 Promote good progress and outcomes by pupils• be accountable for pupils’ attainment, progress and outcomes• be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these• guide pupils to reflect on the progress they have made and their emerging needs• demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching• encourage pupils to take a respon sible and conscientious attitude to their own work and study.3 Demonstrate good subject and curriculum knowledge• have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and addre ss misunderstandings• demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship• demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject• if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics• if teaching early mathematics, demonstrate a clear unde rstanding of appropriate teaching strategies.4 Plan and teach well structured lessons• impart knowledge and develop understanding through effective use of lesson time• promote a love of learning and children’s intellectual curiosity• set h omework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired• reflect systematically on the effectiveness of lessons and approaches to teaching• contribute to the design and provisi on of an engaging curriculum within the relevant subject area(s).5 Adapt teaching to respond to the strengths and needs of all pupils• know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively• have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these• demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching t o support pupils’ education at different stages of development• have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.6 Make accurate and productive use of assessment• know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements• make use of formative and summative assessment to secure pupils’ progress• use relevant data to monitor progress, set targets, and plan subsequent lessons• give pupils regular feedback, both orally and through accurat e marking, and encourage pupils to respond to the feedback.7 Manage behaviour effectively to ensure a good and safe learning environment• have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy• have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly• manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them• maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.8 Fulfil wider professional responsibilities• make a positive contribution to the wider life and ethos of the school• develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support• deploy support staff effectively• take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues • communicate effectively with parents with regard to pupils’ a chievements and well-being.PART TWO: PERSONAL AND PROFESSIONAL CONDUCTA teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the requir ed standard for conduct throughout a teacher’s career.• Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:o treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional positiono having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisionso showing tolerance of and respect for the rights of otherso not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefso ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.• Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.• Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.。

英国教师专业新标准评析

英国教师专业新标准评析摘要：2012年5月，英国教育部颁布了新修订的《英格兰教师标准》。

该《标准》的框架更为完善，层次结构更为合理，教师专业自主空间进一步提升。

关键词：英国；教师专业新标准；评价改革与探索一直是英国教师教育的永恒主题。

自上世纪80年代末提出合格教师资格标准的概念以来，英国对教师专业标准进行了长达20多年的改革和实践。

2012年5月份，英国教育部颁布了修订后的《英格兰教师标准》（Teachers’Standards in England），取代自2007年以来实施的教师专业标准（下称原标准）。

该标准于2012年9月付诸实施，成为今后一段时间内，教师资格证颁发、入职培训考核及年度考核的基本依据。

一、新标准与原标准的比较较之原标准。

新标准在理念、形式、内容、表述诸方面均进行了彻底改变。

1.结构安排新标准共分三个部分，有别于原标准中开门见山式的陈列方式。

新标准的第一部分为总述，对教师在其职业生涯中所该呈现的价值与行为进行概括，该部分内容在之前几个版本中均未出现。

第二部分则是融合了《合格教师资格标准》及《入职教师专业标准》，统括在“教学”的框架下，围绕教学各层面依序揭示教师的必备素质。

评估委员会指出，之所以对两份标准进行整合是因为两者间区别较小，重复之处颇多，进行区分没有实际价值。

此外，入职教育只是初任教师对所学内容进行应用和巩固的过程，不需附设额外标准。

新标准的第三部分则是专业及个人操守准则，由《注册教师行为与实践准则》发展而来，作为裁定教师是否违规的重要文件，引入教师评定。

此外，标准明确指出，就第二部分标准而言，不同阶段不同学校的教师可能会有不同表现，校长及职前培训机构可依具体情况进行评定。

第三部分标准则具有普适性和强制性。

2.内容选择相较于原标准，新标准突出了教学能力在教师素质中的核心地位。

英国教育部官方网站对原标准的批判中就包括“现行有33条入职教师专业标准，其中有3条是关于有效交流和协作精神的内容，而针对有效教学技能的标准却仅有2条”。

国际英语教师证报考条件要求

国际英语教师证报考条件要求**English Version**The International Teacher of English to Speakers of Other Languages (TESOL) certificate is a globally recognized qualification for those wishing to teach English as a foreign language. Obtaining this credential demonstrates a high level of proficiency in English language teaching methods and techniques, as well as a commitment to professional development and continuous learning. The requirements for eligibility to apply for the TESOL certificate vary depending on the program and institution offering the course, but there are some common criteria that most applicants need to meet.**1. Academic Qualifications:**Applicants for the TESOL certificate typically need to possess a minimum of a bachelor's degree in a relevantfield such as education, English, or linguistics. Some programs may also require applicants to have completed specific courses in teaching methodology, second language acquisition, or related areas.**2. Language Proficiency:**As the TESOL certificate is focused on teaching English to non-native speakers, applicants are typically required to demonstrate a high level of proficiency in the English language. This is often achieved by achieving a score on a recognized English proficiency test such as the TOEFL or IELTS that falls within the required range.**3. Teaching Experience:**While some TESOL programs may accept applicants without prior teaching experience, having some form of teaching experience, especially in the field of English language teaching, is often advantageous. Applicants may be able to demonstrate this through previous volunteer or paid teaching roles, or through completing a teaching practicum or internship.**4. Professional Development:**Applicants for the TESOL certificate are expected to demonstrate a commitment to professional development and continuous learning. This may be achieved throughparticipation in workshops, seminars, or other professional development activities related to English language teaching. **5. Application Requirements:**Applicants for the TESOL certificate will typicallyneed to submit a completed application form, along with copies of relevant academic transcripts, proof of English proficiency, and any required letters of recommendation or references. Some programs may also require applicants to complete an interview or submit a teaching portfolio.Meeting these requirements does not guarantee admission to a TESOL program, as selection is typically competitive and programs may have limited capacity. However, by demonstrating a strong academic background, high levels of English proficiency, relevant teaching experience, and a commitment to professional development, applicants can increase their chances of being accepted onto a TESOLcourse and ultimately obtaining the credential.**Chinese Version****国际英语教师证报考条件要求解析**国际英语教师证（TESOL证书）是针对希望教授英语为非母语者的教师的全球认可资格。

国际中文教师专业能力标准英文版

国际中文教师专业能力标准英文版全文共6篇示例，供读者参考篇1Learning Chinese is Awesome!Hi friends! Today I want to tell you all about the really cool teachers that help kids like me learn Chinese. They have to follow special rules called the "International Standards for Chinese Language Teacher Competency." It's a big fancy name, but it just means they have to be really good at teaching Chinese to us.First up, they have to know everything about the Chinese language itself. I mean everything! They need to understand all the grammar rules, tones, characters, idioms, and more. My teacher can explain why we say things a certain way and where words and phrases came from. It's like they're a walking, talking Chinese dictionary!But just knowing the language isn't enough to be a great teacher. They also need to understand how kids learn languages best. Different students have different learning styles, you know? Some kids are visual learners who need pictures and videos. Others aremore auditory and learn better by listening andrepeating. There are hands-on learners too who need activities to really get it. These teachers know all the tricks to make lessons fun and engaging for everyone.Another big part is understanding Chinese culture. The language is deeply connected to China's rich history, customs, values and way of life. My teacher explains the fascinating stories behind idioms and shares cool cultural traditions with us. Learning about things like Chinese New Year and the zodiac animals makes the lessons way more interesting!Can you believe teachers have to be technology experts too? They use online tools, apps, videos and all sorts of digital resources to make learning interactive and up-to-date. Sometimes we even play educational games on tablets or do video lessons with students from China! How high-tech is that?But one of the most important abilities for a Chinese teacher is being able to plan amazing lessons. They have to design materials that are just challenging enough for each student's level, without being too easy or too hard. My teacher is a master at breaking down complex topics into simple steps that make sense. The lessons always flow really well and build on what we learned before.Perhaps the most impressive skill is how great these teachers are at assessing and giving feedback. They can quickly see what we're struggling with and know just how to help. And they always encourage us and point out what we're doing well, not just what needs more work. Getting supportive feedback makes me feel proud of my progress and motivated to keep studying hard.On top of all that superhero-level stuff, Chinese language teachers have to follow a strict code of ethics too. They treat all their students equally and respectfully, no matter our backgrounds. They create a safe, positive environment where we can take risks and make mistakes without feeling embarrassed. My teacher never makes fun of anyone and is always patient when we goof up those tricky tones!Wow, that's a ton of skills and knowledge these teachers need, right? No wonder there are international standards they have to meet! Learning Chinese is hard work, but with amazing teachers who follow these guidelines, it's also a ton of fun. I feel so lucky to have one instructing me on this incredible language.I hope you've enjoyed learning about what it takes to be a top-notch Chinese teacher. Maybe someday I'll follow in their footsteps and share this awesome language with new studentstoo! But for now, I've got to get back to my Chinese homework. Zàijiàn!篇2Being a Chinese Teacher is Super Cool!Did you know there are special rules for how Chinese teachers should teach? It's called the International Standards for Chinese Language Teachers' Professional Competencies. That's a really long name, so let's just call it the Chinese Teacher Standards. These standards make sure Chinese teachers all over the world are really good at their jobs.The Chinese Teacher Standards cover three main areas - what teachers need to know, what they need to be able to do, and how they should act. Let me tell you all about them!What Teachers Need to KnowFirst up, the standards say Chinese teachers have to know a ton about the Chinese language itself. They need to understand the vocab, grammar, pronunciation, and writing systems inside and out. Imagine if your teacher didn't really know how to read or write Chinese properly? That would be pretty bad!But it's not just about the language. Good Chinese teachers also have to understand Chinese culture, history, philosophy, and all that good stuff. Like why we celebrate certain holidays, the meanings behind idioms, or the stories of ancient legends. Cultural knowledge helps students learn way more than just words.Knowing about teaching methods is also key. There are so many different ways to teach a language. Teachers have to pick the right techniques to make classes fun and effective for different age groups and levels. Little kids might need more games and activities, while adults might want more lectures and discussions. Creative teachers are the best!What They Need to Be Able to DoOkay, so Chinese teachers need to know their stuff. But the standards also say they have to be able to actually teach it well. Here are some of the main skills they should have:Planning effective lessons is number one. Good teachers plan out clear objectives, materials, activities, and assessments for each class. They make sure every minute is spent helping students learn in the best way possible.Then there's managing the classroom. This means creating a positive learning environment where everyone feels respected and motivated. Chinese teachers should be able to handle disruptive students, encourage participation, and make the class run smoothly.Probably the most important skill is being able to actually teach the language in an engaging way. Teachers need to give clear instructions, use lots of examples, and vary up their methods so students don't get bored. Things like role-plays, games, multimedia - whatever works!And of course, assessing students' progress is crucial. Teachers need to regularly check that students are actually learning through tests, projects, and other assignments. That way they can spot problems early and adjust their teaching approach.How They Should ActThe final part of the Chinese Teacher Standards is about professional ethics and attitudes. Even if a teacher has all the knowledge and skills, they still need to be a good role model for students. Here are some of the key things the standards say:First off, Chinese teachers must have a passion and enthusiasm for teaching Chinese language and culture. A teacher who doesn't really care about their subject won't inspire their students to care either. The standards want teachers to take pride in sharing the richness of Chinese with the world.Being respectful of all students is super important too. This means being patient, caring, and never discriminating against anyone for their background or ability level. Teachers should create an inclusive environment where every student feels valued and supported.Another big one is continuous self-improvement. Even experienced teachers have to keep learning and developing their skills over time. The standards encourage getting feedback, taking training courses, and always striving to be better. They want teaching to be seen as a true profession that requires lifelong learning.Finally, Chinese teachers should collaborate and share insights with other teachers. Exchanging ideas, resources, and teaching tips can only benefit students in the long run. The standards emphasize the importance of being an active part of the wider community of Chinese educators.Phew, that's a lot to remember! But it all comes down to this - by following these comprehensive standards, Chinese teachers around the globe can provide the highest quality language and culture education. With knowledgeable, skilled, and professional instructors, students like us can truly master the fascinating Chinese language. Now how cool is that?篇3Certainly! Here's an article titled "International Standards for Chinese Language Teachers' Competencies" written in English, with a length of around 2,000 words, from the perspective of an elementary school student:Hi there! Today I want to talk about something really cool –the standards for Chinese language teachers from all over the world! It's like a special set of rules that helps teachers become awesome at teaching the Chinese language.First things first, let's talk about why these standards are so important. You see, Chinese is a super exciting language with a rich history and culture, and it's spoken by millions of people worldwide. That's why it's crucial for teachers to have the right skills and knowledge to teach it properly. These standards makesure that no matter where you are in the world, you'll get the best possible Chinese lessons!Now, let me break down the different areas these standards cover:Language ProficiencyThis one is pretty straightforward – Chinese language teachers need to be really, really good at Chinese! That means they should be able to speak, write, read, and understand Chinese like a pro. They should also know all about the different tones, characters, and grammar rules. It's like having a superpower in the Chinese language!Cultural KnowledgeLearning a language isn't just about memorizing words and grammar rules. It's also about understanding the culture behind it. That's why these standards say that Chinese language teachers should know a lot about Chinese culture, traditions, history, and customs. That way, they can share all these fascinating details with their students and make learning even more fun!Teaching MethodsBeing a good teacher isn't just about knowing the subject –it's also about how you teach it. These standards cover different teaching methods that Chinese language teachers can use to make their lessons engaging, interactive, and effective. They might use games, songs, or even technology to help their students learn better.Classroom ManagementImagine a classroom full of excited kids trying to learn Chinese – it could get a little chaotic, right? That's why these standards include tips on how teachers can manage their classrooms effectively. They learn strategies to keep students focused, motivated, and well-behaved during lessons.Professional DevelopmentEven the best teachers need to keep learning and improving their skills. These standards encourage Chinese language teachers to attend workshops, conferences, and training sessions regularly. That way, they can stay up-to-date with the latest teaching methods, resources, and techniques.Phew, that's a lot of information, but it's all super important! By following these standards, Chinese language teachers can become true experts in their field. They'll be able to makelearning Chinese a fun and rewarding experience for students like you and me.So, the next time you're in a Chinese class, remember that your teacher has gone through a lot of training and followed these special standards. That's why they're so good at what they do! And who knows, maybe one day you'll become a Chinese language teacher too and help spread the love for this amazing language around the world!篇4My Chinese Teacher is the Best!Hi everyone! My name is Emma and I'm 8 years old. I go to Sunnyville Elementary School. We're really lucky because we get to learn Chinese! I love my Chinese classes with Teacher Wang. She's the best Chinese teacher ever!Teacher Wang is from China and she speaks perfect Chinese and English. She always dresses really nicely in pretty Chinese dresses. I want to be just like her when I grow up - a cool Chinese teacher who can speak two篇5The Awesome World of Chinese TeachersHi everyone! Today I want to tell you all about the super cool teachers who teach Chinese to kids like me all around the world. These teachers have to follow special rules called the "International Standards for Chinese Language Teachers." Even though that sounds kind of boring, it actually helps make sure we get the best Chinese lessons possible!The number one thing the standards say is that Chinese teachers have to really know their stuff when it comes to the Chinese language. That means understanding all the funky tones, the crazy characters, the grammar rules, and everything else. They can't just be so-so at Chinese - they have to be total experts!But just knowing a bunch of facts about the language isn't enough. The standards also say teachers need to understand the culture behind the language too. That means knowing about awesome stuff like Chinese holidays, food, customs篇6Title: What Makes a Great Chinese Teacher?Hi there! My name is Emma, and I'm a 9-year-old student who loves learning Chinese. I've had some really awesomeChinese teachers over the years, and I want to share with you what I think makes them so great.First of all, a good Chinese teacher needs to be super patient. Learning a new language is hard, especially one as different from English as Chinese. I mix up tones all the time, and my teachers never get frustrated with me. They just gently correct me and help me practice until I get it right.Speaking of tones, a great Chinese teacher has to be really good at pronouncing all those crazy tones and sounds. My first Chinese teacher, Mrs. Wang, could make her voice go up and down like a roller coaster! She even made little games out of practicing tones, which made it way more fun than just repeating words over and over.But it's not just about sounding right – the best Chinese teachers also deeply understand the culture and history behind the language. Mr. Li, my teacher last year, always had these cool stories to tell about different Chinese traditions and why certain phrases or characters came to be. It helped everything feel more meaningful and interesting, instead of just memorizing random words.Good Chinese teachers don't just lecture at us, either. All my favorite ones get us actively involved in fun activities and gamesthat make us use what we're learning. Last month, we had a whole "restaurant day" where we practiced ordering food and paying the bill in Chinese. It was a little cheesy, but we loved it!They also make sure to teach reading and writing, not just speaking and listening. I used to think Chinese characters were too hard, but Mrs. Chen broke it down in a way that made sense. She taught us how to spot radicals and patterns, and now I can basically read and write at my grade level!Most importantly, truly great Chinese teachers obviously love what they do. My teachers are always so passionate and enthusiastic about sharing their language and culture with us. They never act bored or like they're just going through the motions. When your teacher is that excited about Chinese, it rubs off on you as a student.So to sum it all up, here's what makes an A+ Chinese teacher in my book:• Patient and supportive, never gets frustrated when we make mistakes• Amazing at tones and p ronunciation• Deep knowledge of Chinese culture and history• Fun, interactive teaching style with games and activities• Focuses on all skills – speaking, listening, reading, and writing• Passionate and enthusiastic about their job• Teaching methods that work for each individual student's needsI feel super lucky to have had such great Chinese teachers who have all those qualities. They've inspired me to keep working hard at this super cool language. Maybe I'll evenbecome a Chinese teacher myself one day so I can pass on everything I've learned! But for now, I'm just grateful for the awesome skills they've given me.What about you – what do you think makes a Chinese teacher really great? Let me know if you agree with my list or if you'd add anything else. I'll be curious to hear from you! Thanks for reading, and zaijian (goodbye)!。

小学英语教师专业标准

小学英语教师专业标准As a primary school English teacher, it is essential to meet the professional standards required for this role. The professional standards for primary school English teachers are designed to ensure that educators have the necessary skills and knowledge to effectively teach English to young learners. In this document, we will explore the key components of the professional standards for primary school English teachers and discuss their importance in the classroom.First and foremost, a primary school English teacher should have a strong command of the English language. This includes proficiency in speaking, listening, reading, and writing. Teachers should be able to model correct pronunciation and intonation, as well as demonstrate a wide vocabulary and understanding of grammar. Additionally, teachers should be able to adapt their language to suit the needs of their students, whether they are beginners or more advanced learners.In addition to language proficiency, primary school English teachers should also have a solid understanding of language acquisition and development. This includes knowledge of the stages of language development in young learners, as well as an understanding of how to effectively teach language skills such as phonics, vocabulary, and grammar. Teachers should also be familiar with different language teaching methodologies and be able to select and adapt appropriate materials and resources for their students.Furthermore, primary school English teachers should possess strong classroom management skills. This includes the ability to create a positive and inclusive learning environment, as well as the ability to effectively manage student behavior and engagement. Teachers should be able to create and implement engaging and interactive lessons that cater to the diverse needs of their students.Another important aspect of the professional standards for primary school English teachers is the ability to assess and evaluate student learning. Teachers should be able to design and administer effective assessments to measure student progress andunderstanding. They should also be able to use assessment data to inform their instruction and provide targeted support to students who may be struggling.Finally, primary school English teachers should demonstrate a commitment to professional growth and development. This includes actively seeking out opportunities for professional learning, as well as reflecting on and refining their teaching practice. Teachers should also collaborate with colleagues and participate in professional learning communities to share best practices and support one another in their professional growth.In conclusion, the professional standards for primary school English teachers are essential for ensuring that educators have the necessary skills and knowledge to effectively teach English to young learners. By meeting these standards, teachers can create a positive and inclusive learning environment, effectively teach language skills, assess student learning, and continue to grow and develop as professionals.。

英国教师标准最新版

Teachers’ Standards Guidance for school leaders,school staff and governing bodiesJuly 2011(introduction updated June 2013)ContentsSummary 3 Introduction, legal standing and interpretation 5 Presentation of the standards 7 Progression and professional development 7 Date of introduction of the standards 8 Note on terminology used/glossary 9 Teachers’ Standards10 Preamble 10 Part One: Teaching 10 Part Two: Personal and professional conduct 14SummaryAbout the standardsThes e are the Teachers’ Standards for use in schools in England from September 2012. The standards define the minimum level of practice expected of trainees and teachers from the point of being awarded qualified teacher status (QTS).The Teachers’ Standards are used to assess all trainees working towards QTS, and all those completing their statutory induction period. They are also used to assess the performance of all teachers with QTS who are subject to The Education (School Teachers’ App raisal) (England) Regulations 2012, and may additionally be used to assess the performance of teachers who are subject to these regulations and who hold qualified teacher learning and skills (QTLS) status.The standards were introduced following the recommendations in the reports of the independent Review of Teachers’ Standards, chaired by Sally Coates. These reports are available from .Expiry or review dateThese standards will apply until further notice.What legislation do the standards refer to?Schedule 2 of The Education (School Teachers’ Qualifications) (England) Regulations 2003The E ducation (School Teachers’ Appraisal) (England) Regulations 2012Who are the standards for?The Teachers’ Standards apply to:∙trainees working towards QTS;∙all teachers completing their statutory induction period (newly qualified teachers [NQTs]); and∙teachers in maintained schools, including maintained special schools, who are covered by the 2012 appraisal regulations.The National College for Teaching and Leadership (NCTL) will use Part Two of the Teachers’ Standards, which relates to personal and professional conduct, when assessing cases of serious misconduct, regardless of the education sector in which the teacher works.What documents do the standards replace?These standards replaced the standards for qualified teacher status (QTS) and the core professional standards, published by the former Training and Development Agency for Schools (TDA); and the General Teaching Council for England’s Code of Conduct and Practice for Registered Teachers.Introduction, legal standing and interpretation1. The Teachers’ Standards published by the Secretary of State for Educationintroduced some significant changes in terms of structure, content and application.This document is designed to assist those who will be using the standards tounderstand those changes and to implement the standards effectively.2. The Teachers’ Standards contained in this document came into effect on1 September 2012, though the Teaching Agency (now the National College forTeaching and Leadership) has used the conduct elements since 1 April 2012 as a reference point when considering whether a teacher’s conduct has fallensignificantly short of the standard of behaviour expected of a teacher. Theyreplaced the standards for qualified teacher status (QTS) and the coreprofessional standards previously published by the Training and DevelopmentAgency for Schools (TDA),1as well as the General Teaching Council for England’s Code of Conduct and Practice for Registered Teachers.3. The standards apply to the vast majority of teachers regardless of theircareer stage.The Teachers’ Standards apply to: trainees working towards QTS;all teachers completing their statutory induction period; and those covered by the new performance appraisal arrangements (subject to the exception described inpara. 4 below). Part Two of th e Teachers’ Standards, which relates to professional and personal conduct, is used to assess cases of serious misconduct, regardless of the sector in which the teacher works.4. Since 1 April 2012, teachers with qualified teacher learning and skills (QTLS)status have been able to teach in schools as fully qualified teachers. This change was made to give schools greater access to experienced teachers of vocationalsubjects, as recommended in Professor Alison Wolf’s Review of VocationalEducation. Headteachers have the freedom to decide the standards against which they assess the performance of QTLS holders. They can assess QTLS holders’performance against the Teachers’ Standards, against any other set of standards relating to teacher performance issued by the Secretary of State, against anyother professional standards that are relevant to their performance, or against any combination of those three. Before, or as soon as practicable after the start ofeach appraisal period, QTLS teachers (like other teachers) must be informed ofthe standards against which their performance in that appraisal period will beassessed.1 The standards for qualified teacher status and the core professional standards are available from The National Archives.5. The standards define the minimum level of practice expected of trainees andteachers from the point of being awarded QTS. The standards set out in thisdocument constitute the ‘specified standards’ within the meaning given to thatphrase in Schedule 2 of The Education (School Teachers’ Qualifications)(England) Regulations 20032.6. The standards need to be applied as appropriate to the role and context withinwhich a trainee or teacher is practising. Providers of initial teacher training (ITT)should assess trainees against the standards in a way that is consistent with what could reasonably be expected of a trainee teacher prior to the award of QTS.Providers need to ensure that their programmes are designed and delivered insuch a way as to allow all trainees to meet these standards, as set out in theSecretary of State’s Initial Teacher Training (ITT) Criteria3.7. Similarly, headteachers (or appraise rs) should assess teachers’ performanceagainst the standards to a level that is consistent with what should reasonably be expected of a teacher in the relevant role and at the relevant stage of their career (whether they are a newly qualified teacher (NQT), a mid-career teacher, or amore experienced practitioner). The professional judgement of headteachers and appraisers is therefore central to appraisal against these standards.8. The standards replaced the previous core professional standards, and are used toassess an NQT’s performance at the end of their induction period in employment.The standards themselves do not specify any new or different elements to theexpectations placed on NQTs beyond those required for the award of QTS. Thedecision about whether an NQT has met the standards to a satisfactory level atthe end of their first year of full employment therefore needs to be made on thebasis of what should reasonably be expected of an NQT working in the relevantsetting and circumstances, within the framework set out by the standards. Thatjudgement should reflect the expectation that NQTs have effectively consolidated their training, and are demonstrating their ability to meet the standardsconsistently over a sustained period in their practice.9. Following the period of induction, the standards continue to define the level ofpractice at which all qualified teachers are expected to perform. Teachers’performance is assessed against the standards as part of the new appraisalarrangements in maintained schools.2Schedule 2 of The Education (School Teachers’ Qualifications) (England) Regulations 2003 is available from .3 The Initial Teacher Training (ITT) Criteria are available from .Presentation of the standards10. This document is presented in three parts, which together constitute the Teachers’Standards: the Preamble, Part One and Part Two.11. The Preamble summarises the values and behaviour that all teachers mustdemonstrate throughout their careers. Part One comprises the Standards forTeaching; Part Two comprises the Standards for Personal and ProfessionalConduct.12. In order to meet the standards, a trainee or teacher will need to demonstrate thattheir practice is consistent with the definition set out in the Preamble, and thatthey have met the standards in both Part One and Part Two of this document.13. The standards are presented as separate headings, numbered from 1 to 8 in PartOne, each of which is accompanied by a number of bulleted subheadings. Thebullets, which are an integral part of the standards, are designed to amplify thescope of each heading. The bulleted subheadings should not be interpreted asseparate standards in their own right, but should be used by those assessingtrainees and teachers to track progress against the standard, to determine areas where additional development might need to be observed, or to identify areaswhere a trainee or teacher is already demonstrating excellent practice relevant to that standard.Progression and professional development14. The standards have been designed to set out a basic framework within which allteachers should operate from the point of initial qualification. Appropriate self-evaluation, reflection and professional development activity is critical to improving teachers’ practice at all career stages. The standards set out clearly the key areas in which a teacher should be able to assess his or her own practice, and receive feedback from colleagues. As their careers progress, teachers will be expected to extend the depth and breadth of knowledge, skill and understanding that theydemonstrate in meeting the standards, as is judged to be appropriate to the rolethey are fulfilling and the context in which they are working.Date of introduction of the standards15. The revised standards came into effect on 1 September 2012, on which date theybecame the ‘specified standards’ as defined in Schedule 2 of The Education(School Teachers’ Qualifications) (England) Regulations 2003. The Regulationsrequire that in order to be recommended for the award of QTS, in most cases4 aperson must meet the specified standards that are in place at the time ofassessment. Providers of initial teacher training need to ensure that all traineeswho complete their training after 1 September 2012 are assessed against thestandards that are in place as at the time of assessment, in accordance with theRegulations.16. NQTs who qualified under the previous standards but started induction on or after1 September 2012, or had started but not completed induction by 1 September2012, need to be assessed against the Teachers’ Standards at the end of theirinduction.17. Existing teachers who have already passed induction will be expected to use theTeachers’ Standards instead of the previous core standards for appraisal,identifying professional development, and other related purposes.18. When considering new cases of serious misconduct received from 1 April 2012,the National College for Teaching and Leadership (formerly the Teaching Agency), acting on behalf of the Secretary of State, must have regard to the personal andprofessional conduct aspects of the Teachers’ Standards document instead of the General Teaching Council for England’s (GTCE) Code of Conduct and Practice for Registered Teachers. The National College for Teaching and Leadership is stillable to refer to the GTCE’s Code of Conduct for any partially completed cases itreceived from the GTCE at the point of its abolition.4For some categories QTS can be awarded without undertaking ITT in England and meeting the QTSstandards. Those exempt from meeting the QTS standards are individuals who have already successfully completed ITT or are recognised as teachers in another UK country and EEA nationals who are recognised as teachers in another EEA member state. Qualified further education teachers who have qualified teacher learning and skills (QTLS) status may also be exempt from meeting the Teachers’ Standards.Note on terminology used/glossarySpecific terminology used in the standards should be interpreted as having the following meaning:∙‘Fundamental British values’ is taken from the definition of extremism as articulated in the new Prevent Strategy, which was launched in June 2011. Itincludes ‘democracy, the rule of law, individu al liberty and mutual respect andtolerance of different faiths and beliefs’.∙‘Parents’ is intended to include carers, guardians and other adults acting in loco parentis.∙‘Pupils’ is used throughout the standards, but should be taken to include references to children of all ages who are taught by qualified teachers, includingthose in the Early Years Foundation Stage, and those in post-16 education.∙‘School’ means whatever educational setting the standards are applied in. The standards are required to be used by teachers in maintained schools and non-maintained special schools. Use of the standards in academies and free schools depends on the specific establishment arrangements of those schools.Independent schools are not required to use the standards, but may do so if they wish.∙‘Special educational needs’, as defined by the Department for Education’s Special Educational Needs Code of Practice (2001), refers to children who have a learning difficulty. This means that they either: have a significantly greater difficulty in learning than the majority of children of the same age; or have a disability which prevents or hinders them from making use of educational facilities of a kindgenerally provided for children of the same age in schools within the area of thelocal education authority.∙‘Statutory frameworks’ includes all legal requirements, including but not limited to the requirement to promote equal opportunities and to provide reasonableadjustments for those with disabilities, as provided for in the Equality Act 2010.The term also covers the professional duties of teachers as set out in the statutory School Teachers’ Pay and Conditions Document.Teachers’ StandardsPreambleTeachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.Part One: TeachingA teacher must:1. Set high expectations which inspire, motivate and challenge pupils∙establish a safe and stimulating environment for pupils, rooted in mutual respect∙set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions∙demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.2. Promote good progress and outcomes by pupils∙be accountable for pupils’ attainment, progress and outcomes∙be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these∙guide pupils to reflect on the progress they have made and their emerging needs∙demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching∙encourage pupils to take a responsible and conscientious attitude to their own work and study.3. Demonstrate good subject and curriculum knowledge∙have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and addressmisunderstandings∙demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship∙demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English,whatever the teacher’s specialist subject∙if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics∙if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.4. Plan and teach well structured lessons∙impart knowledge and develop understanding through effective use of lesson time∙promote a love of learning and children’s intellectual curiosity∙set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired∙reflect systematically on the effectiveness of lessons and approaches to teaching∙contribute to the design and provision of an engaging curriculum within the relevant subject area(s).5. Adapt teaching to respond to the strengths and needs of all pupils∙know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively∙have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these∙demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’education at different stages of development∙have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as anadditional language; those with disabilities; and be able to use and evaluatedistinctive teaching approaches to engage and support them.6. Make accurate and productive use of assessment∙know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements∙make use of formative and summative assessment to secure pupils’ progress∙use relevant data to monitor progress, set targets, and plan subsequent lessons∙give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.7. Manage behaviour effectively to ensure a good and safe learningenvironment∙have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both inclassrooms and around the school, in accordance with the school’sbehaviour policy∙have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewardsconsistently and fairly∙manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them∙maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.8. Fulfil wider professional responsibilities∙make a positive contribution to the wider life and ethos of the school∙develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support∙deploy support staff effectively∙take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues∙communicate effectively with parents with regard to pupils’ achievements and well-being.Part Two: Personal and professional conductA teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.∙Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:∙treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’sprofessional position∙having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions∙showing tolerance of and respect for the rights of others∙not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those withdifferent faiths and beliefs∙ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.∙Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.∙Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.© Crown copyright 2011You may re-use this document/publication (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence v2.0. To view this licence, visit /doc/open-government-licence/version/2 or email: psi@.Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.Any enquiries regarding this publication should be sent to us at:/contactus.This document is available for download at /government/publications.Reference: DFE-00066-2011。

英国的教师教育标准

英国的教师教育标准（摘自《比较教育研究》2011年第8期）英国于2007年9月开始实施《教师专业标准》，该标准是对各种水平的教师的专业品性、知识和技能的基本要求，为教师的专业发展提供了基本参考依据。

《教师专业标准》按照工资级别将教师划分为由低到高的五个等级，即合格教师(Qualified Teacher Status，简称Q)、普通教师(teachers On the main scale，简称C)、资深教师(Post Threshold Teachers，简称P)、优秀教师(Excellent Teachers，简称E)和高级教师(Advanced Skills Teachers，简称A)，并且规定了每个级别教师所应具备的素质，包括专业品性、专业知识和专业技能三个方面。

在教师专业标准的五个等级中，合格教师专业标准是最基础的，因为任何想要当教师的人首先都要通过接受教师教育获得“合格教师资格”。

其他的标准都是建立在合格教师专业标准的基础上的，教师只有通过考核被确认达到下一个标准的要求，才能晋升到下一个等级。

合格教师专业标准在教师专业标准中具有基础性地位，现以此为例介绍教师专业标准的主要内容。

1．专业品性(professional attributes)专业品性是一个合格教师所应具备的专业理想、情操和性向等特质，主要侧重于教师的非智力因素方面。

专业品性方面的要求包括：其一是能够与儿童和青少年建立平等、相互尊重、信任、支持和建设性的人际关系，要对儿童和青少年有较高的期望，努力使他们充分发展自己的潜能；要以身作则，不但对儿童保持高期望，自己也要表现出积极的价值观、态度和行为。

其二是具有法律和政策素质，能够意识到教师所承担的专业责任以及与工作有关的法律、法规、政策和惯例，并为执行法律和政策承担责任。

其三是能够与他人交流和合作，能够与儿童、青少年、同事、家长和监护人有效交流，能够认识到并尊重同事、家长和监护人为促进儿童和青少年的发展和福利做出的贡献，能够努力与他人进行合作以提高学生成就的水平。

教师专业标准国际比较

一、《英国教师专业标准》出台背景20世纪80年代，英国经济下滑，国际地位受到挑战，1988年英国颁布实施了20世纪最激进的一次教育改革——《1988年教育改革法》。

20世纪80年代，遍及世界范围的“教师专业化运动”。

20世纪90年代，英国基础教育危机，为提高教育质量，他们把教师专业发展放在了突出位置。

在工党看来，“对英国的未来而言，教师也许是唯一的最重要的职业”。

二、英国教师专业标准的形成阶段1. 酝酿期：20世纪80年代——90年代中期1989年首次确立了合格教师资格标准。

评述：考核标准过低，标准体系不严密、不完整等问题，不能很好的促进英国教师职业的专业化。

但一些机构的成立，如师资培训署和教育标准局，及在市场理论下实行的教师教育政策为以后教师专业标准的制定奠定了基础。

2. 形成期：20世纪90年代中期——20世纪末1998年年底，英国教育科学与就业部发布《教师：变迁中迎接挑战》（Teachers：meeting the challenge of change）的教育绿皮书。

1998年英国师资教育署颁布了《英国中小学教研组长的专业标准》（National Subject Leader Standards），提出了英国中小学教研组长的五个专业标准，旨在有效地促进教师和校长的专业成长。

评述：体系基本形成，制定了大量的标准，对教师由“能力”要求向具体的“标准”要求转变。

3. 完善期：21世纪初——至今英国教师标准局和英国师资培训署在2002年6月共同颁布了《英国合格教师专业标准与教师职前培训要求》，旨在提高教师的专业标准，提升教育质量。

2007年英国师资培训署颁布现行《英国教师专业标准框架》。

评述：形成完备体系。

三、现行英国教师专业标准简介（一）框架1.五个层级教师专业标准共分5个级别：合格教师（Qualified teacher）、核心教师(Core teacher)、熟练教师( post-threshhold teacher)、优秀教师（Excellent teacher）、高级技能教师（Advancedskills teacher）。

1. 英语教师专业素质能力及其发展(1)

2. Professional Quality/Competence of English Teachers and its Growth/Development英语教师的专业素养及其形成与发展一、W hat makes a good language teacher? 优秀或合格英语教师的标准维度有哪些？PhenomenonSome people with an excellent command of a foreign language may not be able to teach the language well while others with a general command of the language can teach it very effectively. What do you think might account for this?Work in groups. Reflect on your own learning experiences from early school years to the university. Have you had an excellent English teacher? Try to identify as many qualities as possible of your best English teacher(s). Note down all the qualities that you think are important for a good English teacher.It is clear that whether someone can become a good foreign language teacher does not solely depend on his/her command of the language. There are a variety of elements that contribute to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion, professional qualities and personal styles (Parrot, 1993，cited in Wang Qiang, 2006:7).Ethic devotion, professional qualities and personal styles jointly contribute to the making of a good English teacher.TaskAll the adjectives in the box below could be used to characterize these three aspects.1. Work in groups of 4 and decide which adjectives describe ethic devotion, which describe personal styles and which describe professional qualities. Please write your answers on a separate piece of paper.2. Add any adjectives to the list which describe further qualities that you feel are missing.3. These adjectives are intended to describe positive qualities or styles. Do you feel that any of them could have a negative side as well? If yes, in what way? For example, an authoritative teacher may make the students feel assured, but may also make the student less free to disagree with him/her.From the above activities we can see that a good English teacher should have ethic devotion,certain desirable personal styles, and more importantly, he or she should have necessary professional qualities. These three aspects constitute the professional competence of a good English teacher.A person who has a good command of English is not necessarily a good teacher because he has only one of the elements of professional competence.It is assumed that all responsible English teachers have ethic devotion, and they are supposed to make their personal styles compatible with their work.英语教师的基本素质（田式国，英语教学理论与实践北京：高等教育出版社，2001：215）What makes a good teacher? --- Qualities of good teachersCommon sense and studies show that the quality of teachers is one of the most critical components of students' achievement. In most cases we even dare to say that teachers are the single biggest influence on how well students learn. So it's no surprise the discussion about enhancing and reforming education always zero in on the quality of teaching in the classroom.In many countries, teacher training has become an established network in the field of education. Take U.S. as a cornerstone of education reform, the historic No Child Left Behind Act that President Bush signed into law in January 2002, requires that by the end of the 2005-2006 school year there be a highly qualified teacher in every classroom.Palmer (1999:27)Good teaching isn't about technique. I've asked students around the country to describe their good teachers to me. Some of them describe people who lecture all the time, some of them describe people who do little other than facilitate group process, and others describe everything in between. But all of them describe people who have some sort of connective capacity, who connect themselves to their students, their students to each other, and everyone to the subject being studied.Hassett (2000) believes that good teachershave a sense of purpose;have expectations of success for all students;tolerate ambiguity;demonstrate a willingness to adapt and change to meet student needs;are comfortable with not knowing;reflect on their work;learn from a variety of models;enjoy their work and their students.Hu (2005)studies four dimensions for developing qualities of English teachers in Chinese secondary schools:(a) the knowledge base for teaching;(b) pedagogical effectiveness in fostering knowledge acquisition and intellectual qualifies that support continuing professional development;(c) professional development in the community of practice;(d) the coherence of professional development work.(Hu, Guangwei. (2005). Professional Development of Secondary EFL Teachers: Lessons From China. Retrieved online 3 Apr. 2006 at http://www, blackwell-synergy, com/.)From his personal experience and observation, Beidler (1997) offers 10 suggestions on good teachers:1) Good teachers really want to be good teachers.2) Good teachers take risks.3) Good teachers have a positive attitude.4) Good teachers never have enough time: they are busy with their work.5) Good teachers think of teaching as a form of parenting.6) Good teachers try to give their students confidence.7) Good teachers try to keep students--and themselves—off balance.8) Good teachers try to motivate students by working within their incentive system.9) Good teachers do not trust student evaluations.Good teachers do tend to get very good evaluations, but they focus on the one or two erratic evaluations that say something negative about them. They ask themselves what they did wrong for those one or two students.10) Good teachers listen to their students.Good teachingBrain (1998) summarizes four "core qualities" that make good teaching.KnowledgeSound field knowledge and broad knowledge system are what students consistently and clearly target as the number one quality of good teaching. You must be an expert in your field if you are going to be a good teacher. This is a prerequisite.CommunicationThe second core quality that makes good teaching is the ability to communicate their knowledge and expertise to students.It is a common misconception that knowledge of a subject is all that's required to be a good teacher; that the students should be willing and able to extract the meat from what you say regardless of how it is delivered.Good teaching helps make a subject crystal clear to the students. A bad one makes it impenetrable, confusing and disorganized. Good teaching bespeaks the effort needed to find innovative and creative ways to make complicated ideas understandable to their students,and to fit new ideas into the context available to the student. There is a saying, "Give me a fish and I eat for a day; teach me to fish and I eat for a lifetime." This is the philosophy of good teaching.InterestGood teaching makes the material relevant to learners and maintains their interest. Good teaching shows students how the material will apply to their lives and their careers. Good teaching makes students want to learn the material by making it interesting.RespectA good teacher always possesses these three core qualities: knowledge, the ability to convey to students an understanding of that knowledge, and the ability to make the material interesting and relevant to students. Complementing these three is a fourth quality:good teaching consists of a deep-seated concern and respect from the teacher for the students in the classroom二、H ow can one become a good language teacher? 英语教师成长与发展模式A question that many teachers often ask is: I like my job, and I love the students, but how can I become a good English teacher? Our answer is that they need professional competence.The most important and most difficult part of the making of a good language teacher is the development of professional competence, which is the state or quality of being adequately qualified for the profession, and armed with a specific range of skills, strategies, knowledge, and ability.A language teacher's professional competence is much more difficult than a driver' s skill to handle a car, and is more complicated than a student's competence of speaking a foreign language. It involves more factors and longer learning time, and may never be finished. Some people think teaching is a craft; that is, a novice teacher can learn the profession by imitating the experts' techniques, just like an apprentice. Others hold the view that teaching is an applied science, based on scientific knowledge and experimentation. By making a compromise between these two views, Wallace (1991) uses a 'reflective model' to demonstrate the development of professional competence. The following model is an adapted version to illustrate the process of becoming a professionally competent teacher.Language development Others’experienceReceivedknowledgeOwnexperiencePractice ReflectionProfessionalcompetenceStage 1Stage 2Goal外语教师专业发展示意图（参看：王蔷，2006：9）From the above model, we can see the development of professional competence for a language teacher involves Stage 1, Stage 2, and Goal. The first stage is language development. All English teachers are supposed to have a sound command of English. As language is the subject matter for language teachers and also because language is always changing, language development can never come to an end. The second stage is the most crucial stage and it is more complicated because it involves three sub-stages: learning, practice, and reflection. The learning stage is actually the purposeful preparation that a language teacher normally receives before he/she starts the practice of teaching. This preparation can include:1. learning from others' experiences (empirical knowledge gained through reading and observations)2. learning the received knowledge (language learning theories, educational psychology, language teaching methodology, etc.)3. learning from one's own experiences as a learnerBoth experiential knowledge (others' and one's own) and received knowledge are useful when a teacher goes to practice. This is the combination of 'craft' and 'applied science' knowledge. The learning stage is followed by practice. The term 'practice' can be used in two senses. In one sense, it is a short period of time assigned to do teaching practice as part of one's pre-service education, usually under the supervision of instructors. This practice is also called pseudo practice. The other sense of 'practice' is the real classroom teaching that a teacher undertakes after he/she finishes formal education.Teachers benefit from practice if they keep on reflecting on what they have been doing (Stanely, 1999). It should be noted that teachers reflect on their work not only after they finish a certain period of practice, but also while they are doing the practice.When the would-be teachers (trainees) are doing pseudo practice, they are often trying out ideas that they have learned in a methodology class. Therefore, they are likely to reflect on how well a certain idea or technique works and often their instructors may require them to do so. The pseudo practice is beneficial only if the student teachers take reflections seriously. The most difficult thing is to keep on reflecting on one's work when one moves on to real classroom teaching.Ideally, a teacher should be able to attain his/her professional competence after some period of practice and reflection as shown in Figure 1.1. However, professional competence as an ultimate goal does not seem to have an end. With the ever-deepening of our understanding of teaching and learning, and with the ever changing needs of the society, of education, of students, and of the teaching requirements, one must keep on learning, practicing and reflecting. Actually professional competence is 'a moving target or horizon, towards which professionals travel all their professional life but which is never finally attained.' (Wallace, 1991:58).。

英格兰中小学教师专业标准_内容_特征与意义

第20卷第3期2008年5月教师教育研究Teacher Educati on Research Vol 120,No 13M ay 1,2008【国外教师教育】英格兰中小学教师专业标准:内容、特征与意义许立新(南京师范大学教师教育学院,江苏南京　210097)[摘要]新近出台的《英格兰中小学教师专业标准》框架在教师专业特质、专业知识与理解、教学技能三大领域提出了明确而详细的要求。

它涵盖中小学教师的每一专业发展阶段,具有渐进性的特征。

同时,它也具有包容性的特征,体现了专业技能熟练模式、反思性实践模式的教师专业发展模式的要求。

《标准》集中体现了教师专业素养的内核,对于我国教师专业标准的制订和深化我国教师教育改革具有重要的启示意义。

[关键词]教师专业标准;教师专业发展模式;渐进性;包容性[中图分类号]G 5691561 [文献标识码]A [文章编号]167225905(2008)0320072205Professi ona l Standards for Teachers i n Engl and:Con ten t,Fea tures and S i gn i f i canceXU L i 2xin(School of Teacher Education,N anjing N or m al U niversity,N anjing,J iangsu,210097,China )Abstract:The framework of p r ofessi onal standards for teachers newly set out in England covers three secti ons,i .e .p r o 2fessi onal attributes,p r ofessi onal knowledge as well as understanding and p r ofessi onal skills .It defines the characteristicsof teachers at each career stage .It als o sy mbolizes the comp rehensive require ments of the t w o p r ofessi onal devel opment ap 2p r oaches,i .e .the p r ofessi onal skill -p r oficiency app r oach and the reflective p ractice app r oach .Theref ore,the fra me 2work exemp lifies the features of p r ogressiveness and inclusiveness .The standards identify the essence of teacher p r ofessi on 2al compositi ons,thereby having invaluable i m p licati ons t o the making of Chinese teacher p r ofessi onal standards as well as the furthering of Chinese teacher educati on ref or m.Key W ords:p r ofessi onal standards for teachers;p r ofessi onal devel opment app r oaches;p r ogressiveness;inclusiveness[收稿日期]2007-11-25[作者简介]许立新(1970-),男,安徽寿县人,南京师范大学讲师,教育学博士,主要研究方向为英国教师教育、英国教育政策与英国学校课程史。

高中英语教师学科专业素养二级标准(试行)

高中英语教师学科专业素养二级标准（试行）模块二高中英语学科知识与技能一、语音知识1、掌握26个字母的正确读音。

2、掌握读音规则。

3、掌握重音的判断。

4、掌握语调。

5、掌握英、美语音的差异。

二、词法知识1、掌握名词、代词、数词、介词、连词、形容词、副词、冠词，情态动词，助动词的用法。

2、掌握动词的时态、语态、语气的用法。

3、掌握非谓语动词的用法。

4、掌握基本构词法。

三、句法知识1、掌握句子的种类。

（1）陈述句（2）疑问句（3）祈使句（4）感叹句2、掌握基本举句型。

（1）简单句（2）并列句（3）复合句3、掌握省略与倒装。

四、词汇知识1、掌握英语课程标准词汇表中的3500个单词。

2、掌握高中英语教材词汇表中的所有单词。

3、掌握高中英语教材中出现的所有短语、词组及固定搭配。

五、基本技能1、能听懂有关熟悉话题的讨论和谈话并记住要点。

2、能经过准备就一般话题作3分钟的演讲。

3、理解教材上的阅读材料中的不同的观点和态度，并能对其进行补充和更新。

4、能根据所读文章进行心转述或写出摘要。

5、具有较强的学科解题能力, 能够笔答难度相当于课程标准中八级的英语试题。

模块三高中英语学科教学设计一、教学设计概述1、掌握教学设计的含义。

2、理解教学设计的意义。

二、教学设计的基本特征1、掌握教学设计的基本特征的含义。

2、掌握教学设计的五个基本特征。

（1）直到性（2）系统性（3）操作性（4）预演性（5）创造性三、教学设计的依据（1）掌握相关教学理论。

（2）了解学生特点。

（3）了解教学实际需要。

（4）能够凭借教学经验。

四、教学设计的程序与模式1、掌握教学设计的基本程序。

（1）分析学习者的需要（2）确定学习目标（3）学者教学内容（4）组织实施教学（5）构建评估过程2、掌握教学设计的一般模式。

（1）授受教学模式（2）情景教学模式（3）发现教学模式（4）导学教学模式（5）口语教学模式（6）阅读教学模式（7）写作教学模式五、教学设计的方法1、了解学生的需求和特征。