ten professional standards for teachers


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1. Subject matter knowledge

 2. Human Growth & Development

3. Values and Ethics

 4. Instructional planning & strategies

5. Assessment

6. Learning environment

7. Effective communication

8. Collaboration and partnerships

 9. Continuous professional development & code of conduct

 10. Teaching of English as second/foreign language (ESL/EFL)

     These professional standards as described by Government of Pakistan (2009) are designed to define competencies, skills and attributes deemed to be essential for beginning teachers, accomplished master teachers, teacher educators and other educational specialists. It also guide the development of pre and in-service programs of teacher education and help in establishing policies, procedures and systems for accrediting teacher education programs and institutions offering them and assure public about the quality of their educators and educational output.

Each standard has three parts;

 a. Knowledge (content, what the teacher knows about his subject).

 b. Disposition (behavior, attitude, values).

 c. Performance and skills (what the teacher can do and should be able to do).


Standard-1: Subject Matter Knowledge

Teachers understand the central concepts, tools of inquiry, structures of the discipline, especially as they relate to the National curriculum, and design developmentally appropriate learning experiences making the subject matter accessible and meaning full to all students.


 Teachers know and understand:

  • How students construct knowledge, acquire skills and develop habits of mind and how to use instructional strategies that promote student learning.
  •  How student learning is influenced by individual experiences, talents and prior learning, as well as language, culture, family, and community values.
  • How to identify and teach to the developmental abilities of students, which may include learning differences,, cultural and socio-emotional differences, special physical or emotional challenges and gifted and talented exceptionalities.


Teachers value and are committed to:

  • The educability of all children and adolescents.
  • The belief that all children and adolescents bring talents and strengths to learning.
  • Appreciation for multiple ways of knowing.
  • The diverse talents of all students and to helping them develop self-confidence and subject matter competence.
  • The belief that all children and adolescents can learn at high levels and achieve success.


 Teachers apply:

  • Multiple paths to acquisition, comprehension and application of knowledge.
  • Subject specific instructional/ pedagogical strategies.
  • Learning theories to accommodate differences in student intelligence, perception, cognitive style and achievement levels.

Standard-2: Human Growth and Development

 Teachers understand how children and adolescents develop and learn in a variety of school, family and community contexts and provide opportunities that support their intellectual, social, emotional and physical development.


Teachers know and understand:

  • How learning takes place in their classrooms.
  • In depth knowledge of the subject matter and the relationship of that discipline to other content areas.
  • The evolving nature of the discipline or subject matter knowledge and the need for keeping abreast of new ideas and understanding of teaching the discipline.
  • The processes and skills that help students to develop knowledge, skills and dispositions of reflective thinking and enable students to solve problems in classroom and out of the class.
  •  Individual differences among students.
  • Diverse style of learning.
  •  Motivation strategies to achieve and excel.


Teacher value and are committed to:

  • Appreciating multiple perspectives of knowledge and how it is beneficial to the learner.
  • Relate knowledge to everyday life.
  • Treat all students equitably.
  •  Positive self-concept and achievement orientation of students.


Teachers engage in activities to:

  • Promote the development of critical and creative thinking, problem-solving and decision-making skills by engaging students in formulating and testing hypotheses according to the methods of inquiry and standards of evidence within the discipline.
  •  Make effective use of multiple representations and explanations of disciplinary concepts and link them to students’ prior learning.
  •  Evaluate teaching resources and curriculum materials for their completeness, accuracy and usefulness for representing particular ideas and concepts.
  •  Foster cooperation and collaboration for collective problem solving.
  •  Develop and demonstrate skills to use instructional technologies.
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Standard-3: Islamic Values and Ethics

Teacher understands the Islamic Ethical values and practices in the light of Quran / Sunna and other religious contexts.


Teachers know and understand:

  • How a person’s life can be shaped by practicing Islamic/Ethical values.
  • The negative impact of bias, prejudice, discrimination, social class, gender, race and language on the moral development of students and society.
  • Maaroof (Good) and Munkir (Evil).
  •  Equality, justice, brotherhood, balance, tolerance and peace.
  •  Essential principals of Islamic values in the foundational texts.


Teachers value and are committed to:

  • Respect for individual and cultural/religious differences, and appreciation of the basic worth of each individual and cultural/religious group.
  • Tolerance and celebration of diversity.
  • Disagree in an agreeable manner.
  •  Dialog as a means to conflict resolution.


 Teachers engage in activities to:

  • Create a learning community in which individuals and their opinions are respected.
  • Signify Islamic/Ethical values, and provide guidelines to clarify their use in internal and external discourses.
  •  Practice Islamic teachings in classroom and school to prevent the misunderstandings that can lead to the mischaracterization and even demonization of Islam and other faiths.
  •  Use knowledge of Islam taking into account issues of social class, gender, race, ethnicity, language, age and special needs.
  •  Create a safe and secure learning environment.

Standard-4: Instructional Planning and Strategies

Teachers understand instructional planning, design long- and short-term plans based upon knowledge of subject matter, students, community, curriculum goals, and employ a variety of developmentally appropriate strategies in order to promote critical thinking, problem solving and performance skills of all learners.

4-a Knowledge

Teachers know and understand:

  • To plan instructional strategies based on students’ needs, developmental progress and prior knowledge. 
  •  Availability of appropriate resources and materials for instructional planning.
  •  Techniques for developing/modifying instructional methods, materials and the environment to help all students learn.
  •  A variety of instructional approaches and the use of various technologies, to promote thinking and understanding.
  •  General methods of teaching and classroom management.
  •  Special methods of teaching different discipline of knowledge.


Teachers value and are committed to:

  • The development of students’ critical thinking, independent problem-solving and performance capabilities. Pedagogy of care, collaboration and cooperation.
  •  Team Work and cooperative learning.
  • Multiple ways to solve problems.


 Teachers engage in activities to:

  • Identify and design instruction appropriate to students’ stage of development, learning styles, strengths and needs.
  •  Plan instruction based on knowledge of classroom, school and community culture.
  •  Evaluate teaching resources and curriculum materials for their comprehensiveness, accuracy and usefulness for representing particular ideas and concepts.
  • Identify strategies to create learning experiences that make subject matter meaningful for students, address a variety of learning styles, encourage students to pursue their own interests and inquiries and help students connect their learning to personal goals.
  •  Plan and develop effective lessons by organizing instructional activities and materials, incorporating a wide range of community and technology resources, to promote achievement of lesson objectives.
  •  Use formal and informal methods of assessment, information about students, pedagogical knowledge, and research as sources for active reflection, evaluation and revision of practice.
  • Create interdisciplinary learning experiences that allow students to integrate knowledge, skills and methods of inquiry from several subject areas.

Standard-5: Assessment

 Teachers assess student learning using multiple assessment strategies and interpret results to evaluate and promote student achievement and to modify instruction in order to foster the continuous development of students.


 Teachers know and use

  • Different types of assessments (for example, criterion-referenced and norm-referenced instruments, traditional standardized and performance- based tests, observation systems and assessments of student work) for evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth and development.
  • The results of assessment to evaluate and improve teaching.
  • Measurement theory and assessment-related issues, such as validity, reliability, bias and scoring concerns.
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Teachers value and are committed to:

  • The belief that students’ learning outcomes are the basis for growth and the deficiencies are opportunities for learning.
  •  Fair, objective assessment and reporting to students and families.
  •  Become astute observers of student performance and provide constructive feedback.


Teachers engage in activities to:

  • Develop and use teacher made tests for continuous internal evaluation of student performance.
  • Analyze student performance using multiple sources of data, and to modify future plans and instructional techniques that promote desired student learning outcomes;
  •  Provide students with constructive feedback on their learning and encourage them to use data and self-assessment strategies to monitor their progress toward achieving personal goals.
  • Accurately document and report assessment data and ongoing student achievement to parents and professional staff.
  • Enhance their knowledge of learners and evaluate students’ progress and performance using a variety of formal and informal assessment techniques to modify teaching and learning strategies.
  •  Help students engage in objective self-assessment.
  •  Develop and use objective assessment tools to measure student progress.

Standard-6: Learning Environment

Teachers create a supportive, safe and respectful learning environment that encourages positive social interaction, active engagement in learning and self-motivation.


 Teachers know and understand:

  • The principles and strategies of effective classroom management that promote positive relationships, cooperation and purposeful learning activities in the classroom.
  • How the classroom environment influences learning and promotes positive behavior for all students.
  •  How classroom participation supports student commitment to learning.


Teachers value and are committed to:

  • The role of students in promoting each other’s learning and recognizes the importance of peer relationships in creating an ethical climate of learning.
  • Taking responsibility for establishing a constructive and engaging climate in the classroom and participate in maintaining such a climate in the school as a whole.
  • Use democratic values in the classroom.


Teachers engage in activities to:

  • Develop and share classroom management and discipline plan.
  • Maintain a learning community in which students assume responsibility for themselves and one another, participate in decision-making and work collaboratively and independently.
  •  Create a cooperative classroom climate for all students, by practicing effective listening and group facilitation skills.
  •  Create a positive classroom climate which is socially, emotionally and physically safe.
  • Establish and maintain appropriate standards of competitive behavior.
  •  Use instructional time effectively.
  • Prepare students for and monitor independent and group work that allows for full and varied participation of all individuals.

Standard-7: Effective Communication

 Teachers use knowledge of effective verbal, nonverbal and written communication techniques and tools of information processing to foster the use of inquiry, collaboration and supportive interactions with students and parents.


 Teachers know and understand:

  • The importance of oral and written communication in the teaching and learning process.
  • Positive feedback and reinforcement practices.


Teachers value and are committed to:

  • Appreciating the cultural dimension of communication, responding appropriately and seeking to foster culturally sensitive communication by and among all students in the class.
  •  Being a thoughtful and responsive listener.
  • Fostering diversity of opinions among students and celebrating it in the classroom.


 Teachers engage in activities to:

  • Communicate clearly in Local Language/Urdu/ English using appropriate oral and written expressions.
  •  Model effective communication strategies and questioning techniques in conveying ideas and stimulating critical thinking.
  •  Communicate in a variety of ways that demonstrate a sensitivity to cultural, linguistic, gender and social differences.
  •  Foster accurate reporting and sharing of facts, opinions and beliefs.
  • Design and use student report cards

Standard-8: Collaboration and Partnerships

 Teachers build relationships with parents, guardians, families and professional organizations in the community to support student learning.

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Teachers know and understand:

  • The importance of effective school/home interactions that contributes to highquality teaching and learning.
  •  The role of the school within the community and how to utilize partnerships to contribute to student learning and development.


Teachers value and are committed to:

  • Recognizing the role of parents, guardians and other family members as a child’s teacher.
  • Being concerned about all aspects of the student’s well-being and working with parents/families to provide opportunities for student success.
  •  Being willing to work with parents/families and other professionals to improve the overall learning environment for students.
  •  Facilitate intellectual, physical and ethical development of students through cooperative learning and interaction with community institutions.


Teachers engage in activities to:

  • Identify and utilize family and community resources to foster student learning and provide opportunities for parents to share skills and talents that enrich learning experiences.
  •  Establish respectful and productive relationships and to develop cooperative partnerships with diverse families, educators and others in the community in support of student learning and wellbeing.
  •  Institute parent/family involvement practices that support meaningful communication, parenting skills to strengthen the teaching and learning environment of the school.
  •  Cultivate Knowledge of the surrounding community to enrich lessons and projects of study.
  •  Link schools with business, industry and community agencies.

 Standard-9:Continuous Professional Development and Code of Conduct

 Teachers participate as active, responsible members of the professional community, engage in reflective practices, pursuing opportunities to grow professionally and establish collegial relationships to enhance the teaching and learning process. They subscribe to a professional code of conduct.

 9-a Knowledge

Teachers know and understand:

  • The demands of a professional code of conduct.
  • How educational research and other methods of inquiry can be used as a means for continuous learning, self-assessment and development.
  •  How to be inventive and innovative about teaching practice.
  •  How to develop and maintain a personal professional portfolio.

9-b Dispositions

Teachers value and are committed to:

  • Refining practices that address the needs of all students and the school/community.
  • Professional reflection, assessment and learning as an ongoing process.
  •  Collaborate with colleagues.
  • Share successful professional experiences with others.
  •  Demonstrate professional ethics.


Teachers engage in activities to:

  • Use reflective practice and the Professional Development Standards to set goals for their professional development plans.
  • Learn through professional education organizations.
  • Make the entire school a productive learning climate through participation in collegial activities.
  •  Seek advice of others and draw on action research to improve teaching practice.
  •  Uphold ethical behaviors in teaching, learning and assessment.

Standard-10: Teaching of English as Second/Foreign Language (ESL/EFL)

Teachers understand pedagogy of English as Second/Foreign language and effectively communicate in English language.

 10-a Knowledge

 Teachers know and understand

  • Status of English Language in Pakistan.
  • Aims of teaching English as a subject at the national level.
  • Aims of using English as medium of instruction in Pakistan.
  • Constraints of teaching English as Second/foreign language and strategies to enhance “learning in English” and “learning of English as language”.
  • Syntax(rules) and structure of English Language.
  • English Teaching methods and steps of learning process.
  • Specific learning difficulties i.e. second Language Impairment (SLI).

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10-b Dispositions

Teachers are committed to

 • Address all specific needs related to ESL/EFL.

10-c Performances and Skills

For complete project material - call us with 07068634102/09019310829

Teachers engage in activities to:

 • Use of simple English language along with supportive use of Urdu (national language) for effective teaching and learning purposes.

  • Identify, analyze and address Specific Learning Difficulties in English language.
  • Gradually enable students to communicate in English through a natural sequence of language acquisition i.e. listening, reading, writing and speaking.
  • Provide classroom opportunities for choral reading, descriptive writing and spoken English.
  • Apply ESL/EFL learning theories, rules and pedagogy.

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