Teacher Training and Assessment

Pre-Service Teachers

• Must be assessed against the Teachers' Standards by the end of their training period.
• Should be provided with extended and guided periods of teaching in classrooms during school practicum components.
• Opportunities should be given to apply their practice to the Teachers' Standards over a given period of time.
• Must be assessed fairly and realistically against the Standards, considering what can be reasonably expected of teachers still learning to teach.
• Creative and innovative skills should be assessed in the specific context and circumstances they are in and for the level of learners they are to teach.

In-Service Teachers

• Must be assessed against the Standards in accordance with what is expected of them.
• Realistic and fair assessment should be conducted for in-service teachers, including those on induction and other un-licensed teachers.

Professional Values and Attitudes

• The teacher critically and collectively reflects to improve teaching and learning.
• The teacher improves personal and professional development through lifelong learning and Continuous Professional Development.
• The teacher demonstrates effective growing leadership qualities in the classroom and wider school.
• The teacher is guided by legal and ethical teacher codes of conduct in their development as a professional teacher.
• The teacher engages positively with colleagues, learners, parents, School Management Committees, Parent-Teacher Associations, and the wider public as part of a community of practice.
• The teacher develops a positive teacher identity and acts as a good role model for students.
• The teacher sees their role as a potential agent of change in the school, community, and country.

Professional Knowledge

• The teacher demonstrates familiarity with the education system and key policies guiding it.
• The teacher has comprehensive knowledge of the official school curriculum, including learning outcomes.
• The teacher has secure content knowledge, pedagogical knowledge, and pedagogical content knowledge for the school and grade they teach in.
• At pre-primary and primary levels, the teacher knows the curriculum for the years appropriate to multigrade classes.
• The teacher understands how children develop and learn in diverse contexts and applies this in their teaching.
• The teacher takes account of and respects learners' cultural, linguistic, socio-economic, and educational backgrounds in planning and teaching.

Professional Practice

• The teacher plans and delivers varied and challenging lessons, showing a clear grasp of the intended outcomes of their teaching.
• The teacher has long-term (weekly, termly) objectives of what and how learners should learn.
• Lesson objectives are clear to learners at the beginning of lessons, and their progress towards these is monitored.
• Lesson structures and tasks vary, targeting females and males equally, and are pitched just beyond what learners already know to stretch and inspire.

This quiz assesses the understanding of pre-service teachers on the Teachers' Standards, including assessment, practice, and fair evaluation. It covers the importance of guided teaching periods, applying practice to standards, and realistic evaluation.