REGISTER: 11 November 2021 @12pm New York / 5pm London / 8pm Dubai
REGISTER: 12 November 2021 @8pm New York / 13 November 2021 @8am Kuala Lumpur
As with all professions, standards of practice have been established to ensure children are getting the very best we know about effective teaching. The Standards of Practice for International Teachers incorporate these universal professional standards and extend them to include additional aspects of practice that are essential in the international school setting. These have been, and will continue to be, vetted by the international educational agencies below, and will be revised and refined as more input and perspectives are shared. The evidence you provide to support how you are reaching each standard forms the central part of the new TIE resume.
We invite you to look through the standard sets below.
Partners & Collaborators on the Standards of Practice for International Schools
Teachers themselves are finding it far more growth-inducing to reflect on the concrete evidence of their advancement toward meeting each standard, and to focus on those that tend to have the most impact on learning.
At the root of the teaching profession, we need to have clearly articulated standards, rooted in behaviors and dispositions that cause significant student learning, for which we are all accountable. Without such standards, our teaching profession will continue to flap in the constantly changing international jet-streams.
Discussions in department or grade level meetings about what achievement of the standards looks like, sounds like and feels like, can be a great source of celebration and a catalyst for growth.
Standards for teachers are crucial for self-directed professional growth systems. When teachers have clear expectations, self-assessment, goal setting, and progress self-monitoring are more effective. Ultimately, the students reap the benefits when teachers are engaged in and direct their own growth.
The use of standards in an educator's professional growth plan provides a critical framework to align an educator's practice with a school's mission, and values. This guides educators further professional development and alignment with school's learning principles.
Moving to standards for references and resumes just makes sense. When we moved to standards for our students years ago, we learned that standards helped us understand more clearly student strengths, challenges and next steps. The same is true for teachers and leaders!
By embracing standards for all stakeholders, we affirm that we are all on a learning journey set by a clear set of expectations. Teacher standards allow for our teachers and teams to individually and collectively answer "where they are going", "where they are at any time on that trajectory", and "how they are going to get there." Clear targets allow everyone to achieve. They hold all accountable to the expectations of both the art and science of teaching while also providing a pathway to professional success.
If we want to foster teacher growth, spark inquiry into problems of practice and promote self-reflection, we need to provide teachers with clear professional standards to guide their thinking. Teaching standards help facilitate dialogue about the relationship between teaching, student learning and continuous improvement.
I like to view standards as the big picture road map - the scope of the standards highlights the breadth and complexity of the role and the key areas in which we must focus and attend to. At AISH it is the way we describe, view, and even evaluate the role of a head of school.
The international teacher consistently demonstrates an exceptional ability to:
The international teacher leader should:
•Leads and interacts with all members of the school community in ways which demonstrate a knowledge of and sensitivity to the culture of transition and mobility characteristic of international schools.
•Models the skills and attitudes of global citizenship, antiracism,intercultural sensitivity and proactivity.
The international counselor supports and maximizes student learning by:
(School Psychologist, Head of Technology, Curriculum Director, Director of Finance, Human resources, etc.)
Explain and provide evidence where applicable for how you: