TEACHING QUALITY STANDARD APPLICABLE TO THE PROVISION OF BASIC EDUCATION IN ALBERTA
MINISTERIAL ORDER (#016/97)
Teaching Quality Standard
Quality teaching occurs when the teacher’s ongoing analysis of the context, and the teacher’s decisions about which pedagogical knowledge and ability to apply result in optimum learning by students.
All teachers are expected to meet the Teaching Quality Standard throughout their careers. However, teaching practices will vary because each teaching situation is different and in constant change. Reasoned judgment must be used to determine whether the Teaching Quality Standard is being met in a given context.
Descriptors of Knowledge, Skills and Attributes Related to Permanent Certification
Teachers who hold a Permanent Professional Certificate must demonstrate, in their practice, professional repertoires that are expanded beyond the Interim KSAs.
The following descriptors comprise a repertoire of selected knowledge, skills and attributes from which teachers who hold a Permanent Professional Certificate should be able to draw, as situations warrant, in order to meet the Teaching Quality Standard. Teachers, staffs, supervisors and evaluators should use the descriptors to guide professional development, supervision, evaluation and remediation strategies in order that teachers can meet the Teaching Quality Standard consistently throughout their careers.
education.alberta.ca/media/1626523/english-tqs-card-2013_3.pdf
Domain 1: Planning and preparation
1.Teachers’ application of pedagogical knowledge, skills and attributes is based in their ongoing analysis of contextual variables. Teachers’ analysis of contextual variables underlies their reasoned judgments and decisions about which specific pedagogical skills and abilities to apply in order that students can achieve optimum learning.
2.Teachers understand the legislated, moral and ethical frameworks within which they work.
3.Teachers understand the subject disciplines they teach. Teachers understand the knowledge, concepts, methodologies and assumptions of the subject disciplines they teach. Teachers understand that students typically bring preconceptions and understandings to a subject. They know strategies and materials that are of assistance in furthering students’ understanding.
4. Teachers know there are many approaches to teaching and learning. Teachers appreciate individual differences and believe all students can learn, albeit in different rates and in different ways.
5. Teachers engage in a range of planning activities. Teachers plans are founded in their understanding of contextual variables and are a record of their decisions on what teaching and learning strategies to apply.
Domain 2: Classroom Environment
6. Teachers create and maintain environments that are conducive to student learning.
Domain 3: Instruction
7. Teachers translate curriculum content and objectives into meaningful learning activities.
8. Teachers apply a variety of technologies to meet students’ learning needs.
9. Teachers gather and use information about students’ learning needs and progress
Domain 4: Professional Responsibilities
10. Teachers establish and maintain partnerships among school, home and community and within their own schools.
11. Teachers are career-long learners.