51 Tandatangan : Signature : Tarikh : Date : Nama Penilai : Moderator's Name : No. Kad Pintar Penilai : Moderator's IC No. : Tarikh : Date : OBSERVATION 1 Tarikh : Date : To be filled by Moderators if the Data is Moderated OBSERVATION 2 Nama Penilai : Moderator's Name : No. Kad Pintar Penilai : Moderator's IC No. : Tarikh : Date : Jawatan : Designation : Tandatangan : Signature : Jawatan : Designation : To be filled by Evaluators Jawatan : Designation : Tandatangan : Signature : To be filled by Teacher Evaluated Nama Guru : Teacher's Name : No. Kad Pintar Guru : Teacher's IC No. : Jawatan : Designation : Tandatangan : Signature : Jawatan : Designation : Tandatangan : Signature : Nama Penilai : Evaluator's Name : No. Kad Pintar Penilai : Evaluator's IC No. : Nama Penilai : Evaluator's Name : No. Kad Pintar Penilai : Evaluator's IC No. : To be filled by Evaluators Observation 1 To be filled by Teacher Evaluated Nama Guru : Teacher's Name : Tarikh : Date : No. Kad Pintar Guru : Teacher's IC No. : Jawatan : Designation : Tandatangan : Signature : Tarikh : Date : Observation 2
5PREFACE Alhamdulillah, with the abundant blessings from Allah Subhanahu Wa Ta’ala, wTeacher Performance Appraisal (BTS-TPA) handbook containing detailed and cTo support the policy directions in the Education Strategy, Brunei Vision 2035Brunei Teachers’ Standards (BTS) which was officially launched in August 2014which simultaneously ensure better learning outcomes for students and benefit Ndevelopment and advancement. The former BTS-TPA system has been largely developed from the original BTSdocuments. In 2019, the Department of Schools Inspectorate has reviewed theand procedures. This BTS-TPA 2.0 system is the basis of quality learning and that are described in the BTS-TPA 2.0 framework. The main purpose of this system is to assist School Management Teams (SMTsystematically by using the BTS-TPA 2.0 form supported with other relevant docare performance statements (rubric descriptors) for each of the focus areas andThe BTS-TPA 2.0 system, not only aims to measure and manage teaching perfodevelopment and career progression. Subsequently, this will have a further, direthe employment of different lesson delivery methods and strategies which adapDepartment of Schools Inspectorate Ministry of Education Negara Brunei Darussalam October 2020 (2.0 Edition) COPYRIGHT OF DEPARTMENT OF SCHOOLS INSPECTORATE, MINISTRY OF EDUCATION, NAll rights reserved. No part of this publication may be reproduced, stored in a retrieval system or trarecording or otherwise without prior permission of the publisher. First Print (Revised 2.0 Edition) Oc
2 we have been able to publish this 2.0 edition of the Brunei Teachers’ Standardsconcise explanations about the Teacher Performance Appraisal (TPA). , the Ministry of Education (MoE) has moved a step further by introducing the 4. The aim of the teaching standards is to improve teacher’s professional growth Negara Brunei Darussalam in terms of its economic, scientific and technological S framework and research on other international teacher performance appraisal e system for improvement in terms of the instruments as well as the processes teaching, referring to the teaching standards and teachers’ core competencies T), School Inspectors and other MoE officials to evaluate teachers’ performance cumentations, e.g. Teacher Record File (TRF) and students’ written work. There d clear procedures to determine the overall teacher’s performance grade. ormance, it is also a fair approach in reforming the current system of professional ect influence on achieving better outcomes for students. Moreover, it inculcates pts to varying needs and circumstances. NEGARA BRUNEI DARUSSALAM 2020 ansmitted or copied in any form or by any means, such as electronics, mechanical, photocopying, ctober 2020.
5ACKNOWLEDGEMENT A sincere appreciation to all inspectors and colleagues for their total commitmenStandards-Teacher Performance Appraisal 2.0 (BTS-TPA 2.0) handbook. Director Department of Schools Inspectorate The following are the names of the inspectors and contributors to the BTS-TPA1. Dayang Hajah Rosney binti Haji Zainal 2. Awang Mohamad Riaz bin Haji Mohd Amin 3. Awang Abdul Azim bin Hamdani 4. Awang Ahmad Fadzillah bin Haji Hanafiah 5. Awang Chin Shao Meng 6. Awang Harrisman Ashady bin Haji Ali 7. Awang Hazarry bin Haji Ali Ahmad 8. Awang Haji Mohamad Rasidi bin Haji Sulaiman 9. Awang Haji Mohammad Hamdillah bin Haji Metali 10. Awang Khairol-Azri bin Haji Muhammad Kassim 11. Awang Khairul Ikhwan bin Mohd Salleh 12. Dr. Awang Mohammad Sofian bin Haji Radzuan 13. Awang Muhammad Husaini bin Haji Mat Yassin 14. Awang Soffian bin Haji Sharbini 15. Awang See Sin Tiong 16. Awang Zulhezan bin Haji Abdullah 17. Dayang Aidah binti Haji Jalin
3 t and enduring efforts in the revision of this comprehensive the Brunei Teachers’ A 2.0 handbook redevelopment. 18. Dayang Hajah Hana Salwa binti Haji Awang Taha 19. Dayang Hajah Saimon binti Haji Lahid 20. Dayang Hajah Suraini binti Haji Shahir 21. Dayang Hajah Zahrah binti Abdullah 22. Dayang Koh Guat Gee 23. Dayang Noraini binti Haji Emran 24. Dayang Norazlinah binti Haji Hambali 25. Dayang Norbaini binti Haji Abdullah 26. Dayang Norhalizawati binti Haji Awang Matdaud 27. Dayang Norsidah binti Haji Masri 28. Dayang Nur Qistina binti Haji Nasir 29. Dayang Siti Azizah binti Haji Sharbawi 30. Dayang Tan Hui Kwang 31. Dayangku Fa'aezah Nordzaryah binti Pengiran Tajudin 32. Dayangku Hajah Hadijah binti Pengiran Haji Kamaluddin 33. Dayangku Salamah binti Pengiran Haji Ahmad 34. Pengiran Hajah Aminah binti Pengiran Haji Abas
5TABLE OF CONTENTS UNIT 1: BRUNEI TEACHERS’ STANDARDS-TEACHER PERFO1.2 1.1 Introduction 1.3 1.2 Rationale UNIT 2: BRUNEI TEACHERS’ STANDARDS-TEACHER PERFOCORE TEACHER COMPETENCIES UNIT 3: BRUNEI TEACHERS’ STANDARDS-TEACHER PERFOEVALUATION INSTRUMENTS 3.1 Section A : Students’ Achievements 3.2 Section B : Students’ Learning 3.3 Section C : Teaching 3.4 Quantifying Terms for BTS-TPA 2.0 Rubric Descri3.5 BTS-TPA 2.0 Rubric Descriptors UNIT 4: BRUNEI TEACHERS’ STANDARDS-TEACHER PERFOPROCEDURE 4.1 Lesson Observations A. Phase 1: Pre-Lesson Observations B. Phase 2: During Lesson Observations C. Phase 3: Post-Lesson Observations 4.2 Professional Dialogues A. Pre-Observation Professional Dialogues B. Post-Observation Professional Dialogues 4.3 Procedure For Awarding Of Overall Teachers’ Per
4 PAGE NUMBER ORMANCE APPRAISAL 2.0 (BTS-TPA 2.0) 57 57 ORMANCE APPRAISAL 2.0 (BTS-TPA 2.0) AND 58 ORMANCE APPRAISAL 2.0 (BTS-TPA 2.0) 61 62 63 ptors 64 65 ORMANCE APPRAISAL 2.0 (BTS-TPA 2.0) 85 86 86 87 88 rformance Grades 88
5UNIT 5: SCHOOL MODERATION SYSTEM 5.1 Purpose of School Moderation System 5.2 Implementation of School Moderation System 5.3 Guidelines for Implementation of School ModeratiA. Procedures B. Moderation Discussion 5.4 School-Based Moderators’ Skills 5.5 Terms of Reference of A School-Based ModeratorUNIT 6: GUIDELINES IN THE APPLICATION OF THE BRUNEI TPERFORMANCE APPRAISAL 2.0 (BTS-TPA 2.0) SYST6.1 School Management Teams (SMT) 6.2 School Inspectors 6.3 Other Officers Within the Ministry of Education APPENDICES
5 89 89 ion System 91 91 93 r 94 TEACHERS’ STANDARDS-TEACHER TEM 95 96 96 48
51 BRUNEI TEACHERS’ STANDARDS-TEACHER P1.1 Introduction The BTS-TPA 2.0 system consists of a specific set of guidelines and insaligned and linked to the two domains, six standards and 17 competenciinstrument has clear performance statements (rubric descriptors) for eacemphasised that evaluators should refer to the rubric descriptors and emBTS-TPA 2.0 system consists of the following elements: 1. BTS-TPA 2.0 Framework and Core Teacher Competencies. 2. BTS-TPA 2.0 evaluation instruments and procedures 3. Teacher professional development plan 4. School Moderation System. 1.2 Rationale The main objective of the BTS-TPA 2.0 system is to improve the quality oto measure the skills and standards of teaching to ensure optimum learnof national education. This system also supports the Ministry of Educatiowidely recognised for the accomplishment of its educated and highly skiltarget of at least 90% teachers to achieve a BTS-TPA 2.0 grade 3 and abmechanism amongst stakeholders within the education institutions to supSMT’s skills in evaluation and providing post-observation professional professional developments will also be given due consideration at schoosystem which allows for consistent and fair evaluations of teaching and le
6 PERFORMANCE APPRAISAL 2.0 (BTS-TPA 2.0) struments developed from the BTS-TPA 2.0 framework. The main instrument is es which are the key components in conducting the teachers’ evaluations. The ch of the focus areas to determine the overall teachers’ performance grade. It is mploy “best fit” in their evaluation. of teaching and learning based on the BTS-TPA 2.0 framework. It is set in place ing outcomes for students, which in turn will have a direct impact on the quality n’s Strategic Plans and the Brunei’s Vision 2035 to become a developed nation lled people. By ensuring the provisions of quality education, the MoE has set a bove by the year 2035. The BTS-TPA 2.0 system acts as a performance-driven pport all teachers and School Management Team (SMT) all across the country. dialogues after conducting lesson observations in order to support teachers’ ols, clusters or national levels. It also incorporates a school-based moderation earning quality.
52 BRUNEI TEACHERS’ STANDARDS-TEACHER PCORE TEACHER COMPETENCIES The Brunei Teachers’ Standards-Teacher Performance Appraisal 2.0 (BTS-Tcompetencies. These are used as a reference to implement the Brunei Teacheroutlined in Table 1 and Diagram 1. DOMAIN 1: PROFESSIONAL KNOWLEDGE & SKILLS Standard 1: Engage Students in Intellectually Challenging Learning Standard 2: Base Learning on Well-designed Contents & Methods Standard 3: Suit Work to Students’ Individual Needs Standard 4: Use Assessment & Reporting Effectively STANDARD 1 STANDARD 2 STANDARD 3 • Ability to Determine Student’s Capabilities (C1.1) • Ability to Set High Expectations (C1.2) • Ability to Promote Learning Through a Questioning and Reflective Attitude (C1.3a, b, c & d) • Teacher Subject Knowledge (C2.1) • Lesson Planning (C2.2) • Classroom Management (C2.3a, b & c) • Use of Learning Resources (C2.4) • Challenge Students in Accordance to Individual Needs (C3.1) • Develop Students’ Conceptual Understanding & Skills in Accordance to Individual Needs (C3.2) Table 1: Brunei Teachers’ Standards-Teacher Performance A
7 PERFORMANCE APPRAISAL 2.0 (BTS-TPA 2.0) & TPA 2.0) Framework has two domains, six standards and 17 core teacher rs’ Standards-Teacher Performance Appraisal 2.0 (BTS-TPA 2.0) evaluation as DOMAIN 2: PROFESSIONAL ENGAGEMENT Standard 5: Adopt & Refine Professional Practice Standard 6: Demonstrate High Standards of Personal & Professional Conduct STANDARD 4 STANDARD 5 STANDARD 6 • Establish & Share Lesson Objectives (C4.1a & b) • Ability to Plan Assessment (C4.2) • Ability to Use Assessment to Promote Learning (C4.3) • Develop Professional Practice (C5.1) • Adopt Professional Practice (C5.2) • High Ethical & Moral Standards (C6.1) • High Standard of Attendance & Punctuality (C6.2) • Well Informed on Official Policies, Regulations & Other Requirements (C6.3) Appraisal 2.0 (BTS-TPA 2.0) and Teacher Core Competencies
5Diagram 1: Brunei Teachers’ Standards-Teacher Performance
8 Appraisal 2.0 (BTS-TPA 2.0) and Core Teacher Competencies
53 BRUNEI TEACHERS’ STANDARDS-TEACHER PEVALUATION INSTRUMENTS BTS-TPA 2.0 evaluation form is an instrument to evaluate the teachers’ compethe MoE use the form to record their evaluations and award of grades on the qthe form according to the 3 sections are outlined in Diagram 2. SECTIONS A STUDENTS’ ACHIEVEMENTS 1 Subject Knowle2 Subject Underst3 Subject Applica4 Analysis and Ev5 Creativity in LeaB STUDENTS’ LEARNING 1 Communication2 Organisation 3 Engagement 4 Application of S5 Independence /6 ICT Skills 7 Collaboration 8 Use of Resourc9 Ability to ComplC TEACHING 1 Engage Studen2 Base Learning o3 Suit Work to Stu4 Use Assessmen5 Adopt and Refin6 Demonstrate HiDiagram 2: Focus Areas in the Brunei Teachers’ Standards-TeacThe focus areas are evaluated using a five scale bandings, i.e. Grade 1 (UnsaGrade 5 (Excellent), referring to the BTS-TPA 2.0 rubric descriptors. The gradoverall grade.
9 PERFORMANCE APPRAISAL 2.0 (BTS-TPA 2.0) etencies through lesson observations. SMT, school inspectors and officers from quality of students’ achievement, learning and teaching. The focus areas within dge tanding tion valuation arning n Subject Skills / Initiative ces lete Work ts in Intellectually Challenging Learning on Well Designed Content and Methods udents’ Individual Needs nt and Reporting Effectively ne Professional Practice gh Standards of Personal and Professional Conduct cher Performance Appraisal 2.0 (BTS-TPA 2.0) Evaluation Form atisfactory), Grade 2 (Satisfactory), Grade 3 (Good), Grade 4 (Very Good) and des acquired from all three sections A, B and C are used to generate the final
63.1 Section A: Students’ Achievements This section refers to the six students’ cognitive skills according to BloomDiagram 3: Focus Areas According
0 ms’ Taxonomy. These are outlined in Diagram 3. to Blooms’ Taxonomy In Section A
63.2 Section B: Students’ Learning This section refers to the skills and elements of the 21st Century studentsTo accommodate this, BTS-TPA 2.0 has embedded a system that will pwhich are relevant to the needs of a competitive, robust and dynamic ecothe needs of the relevant stakeholders. In this section, students’ learning are evaluated based on the 9 focus areaFOCUS AREA B1 Communication Demonstrate communication skiB2 Organisation Demonstrate readiness to learn;B3 Engagement Demonstrate positive attitude, enB4 Application of subject skills Apply good subject skills which pB5 Independence/Initiative Complete work independently anB6 ICT skills Apply digital global connectivity, manage, integrate and create infB7 Collaboration Collaborate by having shared reB8 Use of Resources Utilise resources provided by teaB9 Ability to Complete Work Able to produce good work withiTable 2: Focus Areas and
1 s’ learning to cater to the development and comply with a dynamic global needs. prepare our students with a multitude of knowledge, skills, values and attitudes nomy. Apart from that, this system acts as a responsive mechanism to feed into as as outlined in Table 2. DESCRIPTIONS lls; articulating thoughts and ideas clearly through speaking and / or writing equipped with good mindset and learning materials ngaged and focused promote critical thinking as well as creativity in learning nd asking for help when necessary technology and communication tools or networks appropriately to access, formation sponsibility, making rational decisions and working interdependently acher to promote creativity n intended timeframe and amount Descriptions in Section B
63.3 Section C: Teaching This section refers to the 17 core teacher competencies incorporated withCOMPETENCY 1 Determine students’ capabilities (C.1.1). 2 Set high expectations (C1.2). 3 Promote learning through a questioning and reflective attitude (C1.4 Teacher subject knowledge (C2.1). 5 Lesson planning (C2.2). 6 Classroom management (C2.3a – C2.3c). 7 Use of learning resources (C2.4). 8 Challenge students in accordance to individual needs (C3.1). 9 Develop students’ conceptual understanding and skills in accordan10 Establish and share learning objectives (C.4.1a – C4.1b). 11 Ability to plan assessment (C4.2). 12 Ability to use assessment to promote learning (C4.3). 13 Develop professional practice (C5.1). 14 Adopt professional practice (C5.2). 15 High ethical and moral standards (C6.1). 16 High standard of attendance and punctuality (C6.2). 17 Well informed regarding official policies, regulations and other requTable 3: Core Teacher Competencies
2 hin the six standards are outlined in Table 3. STANDARD 1 Engage students in intellectually challenging learning 3a – C1.3d). 2 Base learning on well-designed content and methods 3 Suit work to students’ individual needs nce to individual needs (C.3.2). 4 Use assessment and reporting effectively 5 Adopt and refine professional practice 6 Demonstrate high standards of personal and professional conduct uirements (C6.3). s According to Standards in Section C
63.4 Quantifying Terms for Brunei Teachers’ Standards-TDescriptors Quantifying terms are used in the BTS-TPA 2.0 evaluation system, aperformance of the learning and teaching process. The quantifying termsTerms EAll Nearly all Majority Some Few Little None Table 4: Quantifying Terms and Estimated Quantity
3 Teacher Performance Appraisal 2.0 (BTS-TPA 2.0) Rubric as stated in the rubric descriptors, to describe the level of achievement and s used and their estimated quantity in percentage are outlined in Table 4. Estimated Quantity in Percentage (%) 100 90- 99 55 – 89 45 – 54 25 – 44 1 – 24 0 y in Percentage for BTS-TPA 2.0 Rubric Descriptors
63.5 Brunei Teachers’ Standards-Teacher Performance AppSection A: Students’ Achievements Note: Take into consideration students’ age, stage and ability in making the evaFocus Area Guiding Questions Unsatisfactory 1 Satisfactory2 A1 Subject Knowledge To what extent are students able to recall information, facts and figures, concepts and terminology? None or few students demonstrate knowledge of subject matter by demonstrating ability to observe and recall information such as dates, events, places and major ideas. Some students demonstrate knowledge of submatter by demonstrating abto observe and reinformation such dates, events, plaand major ideas.
4 raisal 2.0 (BTS-TPA 2.0) Rubric Descriptors aluation. y Good 3 Very Good 4 Excellent 5 bject bility ecall as aces Majority students demonstrate knowledge of subject matter by demonstrating ability to observe and recall information such as dates, events, places and major ideas. Majority students are highly capable at observing and recalling information such as dates, events, places and major ideas. Students show mastery of the subject by showing, telling, listing, labelling, collecting, describing, tabulating, identifying, defining, examining, etc. Majority students are highly capable, with some beyond their level range, at observing and recalling information such as dates, events, places and major ideas, showing mastery of the subject by showing, telling, listing, labelling, collecting, describing, tabulating, identifying, defining, examining, etc.
6Focus Area Guiding Questions Unsatisfactory 1 Satisfactory2 A2 Subject Understanding To what extent are students able to demonstrate understanding of the subject? None or few students demonstrate ability to understand knowledge and meaning by either translating knowledge into new context, interpreting facts, making comparisons, contrasting, sequencing, grouping, predicting and inferring causes and consequences. Some students demonstrate abiliunderstand knowledge and meaning by eithetranslating knowledge into necontext, interpretifacts, making comparisons, contrasting, sequencing, grouping, predictiand inferring causand consequenceA3 Subject Application To what extent are students demonstrating their ability to apply what they have learned? None or few students demonstrate the ability to apply subject information, ideas, methods, and skills, concepts/theories in different contexts or for problem-solving. Some students demonstrate the ability to apply subject informatioideas, methods, skills, concepts otheories in differecontexts or for problem-solving.
5 y Good 3 Very Good 4 Excellent 5 ty to r ew ing ing ses es. Majority students demonstrate ability to understand knowledge and meaning by either translating knowledge into new context, interpreting facts, making comparisons, contrasting, sequencing, grouping, predicting and inferring causes and consequences. Majority students are highly capable at understanding knowledge and meaning by demonstrating strong ability to translate knowledge into new context, interpret facts, make comparisons, contrast, sequence, group predicting and inferring causes and consequences. Majority students are highly capable, with some beyond their level range, at understanding knowledge and meaning by demonstrating strong ability to translate knowledge into new context, interpret facts, and make comparisons, contrast, sequence, group, predicting and inferring causes and consequences. on, r ent Majority students demonstrate the ability to apply subject information, ideas, methods, skills, concepts or theories in different contexts or for problem-solving. Majority students are able to apply what they have learned in increasingly complex ways. They are highly capable at applying subject information, ideas, methods, skills, concepts or theories in different contexts or for problem-solving. Majority students are capable, with some beyond their level range, in applying what they have learned in highly complex ways. They are highly capable, with some beyond expected level of competency, in applying subject information, ideas, methods, skills, concepts or theories in different contexts or for problem-solving.
6Focus Area Guiding Questions Unsatisfactory 1 Satisfactory2 A4 Analysis and Evaluation To what extent are students competent at analysing and evaluating? None or few students are competent at analysing (compare, contrast, differentiate, distinguish, etc) and evaluating (assess, measure, justify, review, etc). Some students acompetent at analysing (compacontrast, differentiate, distinguish, etc) aevaluating (assesmeasure, justify, review, etc). A5 Creativity in Learning To what extent are students creative at building on the learning developed through the other aspects (A1-A4), and independently innovate? None or few students are competent at putting together ideas or elements to develop new views and learning outcomes. Some students acompetent at putttogether ideas or elements to devenew views and learning outcome
6 y Good 3 Very Good 4 Excellent 5 re are, and ss, Majority students are competent at analysing (compare, contrast, differentiate, distinguish, etc) and evaluating (assess, measure, justify, review, etc). Majority students are highly competent at analysing (compare, contrast, differentiate, distinguish, etc) and evaluating (assess, measure, justify, review, etc). Majority students are highly competent, with some beyond their level range, at analysing (compare, contrast, differentiate, distinguish, etc) and evaluating (assess, measure, justify, review, etc). re ting lop es. Majority students are competent at putting together ideas or elements to develop new views and learning outcomes. Majority students are highly competent at putting together ideas or elements to develop new views and learning outcomes. Majority students are highly competent, with some beyond their level range, at putting together ideas or elements to develop new views and learning outcomes.
6Section B: Students’ Learning Note: Take into consideration students’ age, stage and ability in making the evaFocus Area Guiding Questions Unsatisfactory 1 Satisfactory2 B1 Communication To what extent do students demonstrate communication skills which comply with the learning expectations? None or few students demonstrate good communication skills according to learning expectations by articulating thoughts and ideas clearly and effectively through speaking and/or writing. Some students demonstrate goocommunication saccording to leaexpectations by articulating thouand ideas clearlyand effectively through speakinand/or writing. B2 Organisation To what extent do students demonstrate good levels of readiness to learn? None or few students demonstrate readiness to learn with the right mindset and adequate learning materials (notes in order, written work organised, ready with pens and textbooks, etc). Some students demonstrate readiness to leaequipped with thright mindset anadequate learninmaterials (notesorder, written woorganised, readywith pens and textbooks, etc).
7 aluation. y Good 3 Very Good 4 Excellent 5 od skills rning ghts y g Majority students demonstrate good communication skills according to learning expectations by articulating thoughts and ideas clearly and effectively through speaking and/or writing. Majority students demonstrate strong communication skills according to learning expectations by articulating thoughts and ideas clearly and effectively through speaking and/or writing. Majority students demonstrate strong communication skills, with some exceeding learning expectations, by articulating thoughts and ideas clearly and effectively through speaking and/or writing. rn he d ng s in ork y Majority students demonstrate readiness to learn equipped with a good mindset and learning materials according to their needs (notes in order, written work organised, ready with pens and textbooks, etc). Majority students demonstrate readiness to learn with ease, equipped with a very good mindset and learning materials according to their needs (notes in order, written work organised, ready with pens and textbooks, etc). Majority students demonstrate readiness to learn with ease, with some beyond their level range of readiness. They are equipped with a very good mindset and complete with up-todate learning materials (notes in order, written work organised, ready with pens and textbooks, etc).
6Focus Area Guiding Questions Unsatisfactory 1 Satisfactory2 B3 Engagement How are students’ attitude, involvements and concentration in their learning? None or few students demonstrate positive attitude, are actively engaged and focused in their learning. Some students demonstrate posattitude, are actiengaged and focused in their learning. B4 Application of Subject Skills To what extent do students apply subject skills e.g. numeracy, practical, analytical, life skills which comply with the learning expectations? None or few students apply good subject skills according to the learning expectations. Some students apply good subjskills according the learning expectations. B5 Independence / Initiative To what extent do students learn independently? None or few students complete work independently, asking for help when necessary. Some students complete work independently, asking for help wnecessary.
8 y Good 3 Very Good 4 Excellent 5 sitive ively Majority students demonstrate positive attitude, are actively engaged and focused in their learning. Majority students demonstrate very good attitude, motivated, are actively engaged and focused in their learning. Majority students demonstrate very good attitudes, highly motivated, are actively engaged and focused in their learning, with some students inspiring and motivating others to learn. ect to Majority students apply good subject skills according to the learning expectations. Majority students apply very good subject skills according to the learning expectations. Majority students apply very good subject skills with some showing exceptional skills at high order processes such as analysing, evaluating and creating. when Majority students complete work independently, asking for help when necessary. Majority students independently complete work on time or earlier with occasional request for clarification. Majority students independently complete work on time or earlier with occasional requests for clarification, with some demonstrating excellent initiatives by seeking feedback for improvement.
6Focus Area Guiding Questions Unsatisfactory 1 Satisfactory2 B6 ICT Skills To what extent can students apply their knowledge and ICT skills in order to meet the learning expectations? None or few students can apply digital technology, communication tools or networks appropriately to access, manage, integrate and create information. Some students capply digital technology, communication tor networks appropriately to access, manageintegrate and creinformation. B7 Collaboration To what extent are students learning collaboratively during group work? None or few students collaborate by having shared responsibility, making rational decisions and working interdependently. Some students collaborate by having shared responsibility, making rational decisions about work and workininterdependentlyB8 Use of Resources How do students utilise resources in their learning? None or few students utilise the resources provided by their teacher well. Some students utilise the resouprovided by theiteacher well.
9 y Good 3 Very Good 4 Excellent 5 can tools e, eate Majority students can apply digital technology, communication tools or networks appropriately to access, manage, integrate and create information. Majority students are highly skilled at using digital technology, communication tools or networks appropriately to access, manage, integrate and create information. Majority students are highly skilled at using digital technology, communication tools or networks appropriately to access, manage, integrate and create information, with some exceeding the learning expectations. their ng y. Majority students collaborate by having shared responsibility, making rational decisions about their work and working interdependently. Majority students collaborate by having shared responsibility, making rational decisions effectively by producing quality work. Majority students collaborate by having shared responsibility, making rational decisions effectively with some beyond their expected level. They negotiate in producing quality work. rces r Majority students utilise the resources provided by their teacher well. Majority students effectively utilise the resources provided by their teacher. Majority students effectively utilise the resources provided by their teacher, with some innovatively utilising the resources provided in creative and innovative ways.
7Focus Area Guiding Questions Unsatisfactory 1 Satisfactory2 B9 Ability to Complete Work To what extent are the students progressing in their learning, based on the amount, type and quality of work given? None or few students are able to produce good work within the intended amount and timeframe. Some students aable to produce good work withinintended timefraand amount.
0 y Good 3 Very Good 4 Excellent 5 are n the ame Majority students are able to produce good work within the intended timeframe and amount. Majority students are able to produce very good work within the intended timeframe and amount. Majority students are able to produce excellent work within the intended timeframe, amount and quality, with some employing diverse methods with creative, innovative ideas to produce high quality work that exceeds the learning expectations.
7Section C: Teaching Note: Take into consideration students’ age, stage and ability in making the evaStandard 1: Engage Students in Intellectually Challenging Learning Focus Area Guiding Questions Unsatisfactory 1 Satisfactory2 C1.1 Determine Students’ Capabilities To what extent do teachers utilise students’ existing knowledge, skills, linguistic competence, interests and needs into the learning process to improve their attainment and progress? Teachers identify students’ existing knowledge, skills, linguistic competence, interests and needs into the learning process. Teachers identifand utilise studeexisting knowledskills, linguistic competence, interests and neinto the learningprocess. C1.2 Set High Expectations Do teachers set high expectations on students’ learning outcomes? Teachers do not set challenging goals and give students minimal encouragements to work productively and accept responsibility for their own learning. Teachers set sochallenging goaand encourage students to be aof learning goalsan initial stage towards studenttaking responsibfor their own learning.
1 aluation. y Good 3 Very Good 4 Excellent 5 fy ents’ dge, eeds Teachers identify and utilise students’ existing knowledge, skills, linguistic competence, interests and needs using some strategies to connect new information into the learning process. Teachers identify and utilise students’ existing knowledge, skills, linguistic competence, interests and needs by using a range of strategies to successfully connect new information and construct new understanding into the learning process. Teachers enrich students’ existing knowledge, skills, linguistic competence, interests and needs throughout the learning process to generate the elaboration and interrogation of the learnt concept. ome ls aware s, as s’ bility Teachers set challenging goals and cater for different abilities where students are motivated towards achieving learning goals. Teachers set challenging goals to cater for different abilities where students are highly motivated towards achieving learning goals and take responsibility for their own learning. Teachers set challenging goals for individual students where students are self-regulators and independent learners in achieving success.
7Focus Area Guiding Questions Unsatisfactory 1 Satisfactory2 C1.3a Promote Learning through a Questioning and Reflective Attitude Teaching content dialogically: how do teachers question students? Teachers encourage chorusing by asking mostly untargeted questions for students in the class to shout out answers. Although teacheoccasionally encourage chorusing, they increasingly targquestions using strategy, such aencouraging students to voluanswers individuC1.3b Promote Learning through a Questioning and Reflective Attitude Teaching content dialogically: what questions do teachers ask? Teachers predominantly ask closed testing questions. They often ask ineffective questions, such as leading, rhetorical or guess-what’s-in mymind questions. Answers are mostly short utterances. Teachers ask cloand open testingquestions as wefocusing questioThey infrequentlask ineffective questions. Studeanswers are sometimes shorutterances and sometimes sentences.
2 y Good 3 Very Good 4 Excellent 5 ers get one s nteer ually. Teachers discourage chorusing. They use a range of strategies, such as asking students to volunteer answers or asking specific questions of targeted students. Teachers target questions effectively using the full range of strategies: asking students to volunteer answers; asking specific questions of targeted students; using mini whiteboards, etc. Teachers target questions effectively using the full range of strategies. Their choice of strategy is based on the purpose of the question they are asking and students’ prior achievements. osed g ell as ons. ly ents’ rt Teachers ask a range of questions, including testing, focusing and genuine enquiry questions. Their questions encourage students to give answers that are more than short utterances. Teachers ask testing and focusing questions but predominantly genuine-enquiry questions. Their questions encourage students to discuss their ideas. Teachers use statements and ask a range of predominantly genuine-enquiry questions that encourage students to exemplify, compare, conjecture and generalise.
7Focus Area Guiding Questions Unsatisfactory 1 Satisfactory2 C1.3c Promote Learning through a Questioning and Reflective Attitude Teaching content dialogically: how do teachers respond to students’ answers? Teachers only acknowledge correct or incorrect answers (e.g. they respond using ‘yes’ or ‘no’). They sometimes ignore incorrect answers. Students’ answers are not followed up or probed. Teachers alwaysacknowledge students’ answeThey occasionafollow up incorreand correct answasking students explain their answers. C1.3d Promote Learning through a Questioning and Reflective Attitude Teaching content dialogically: how do teachers engage the whole class? Teachers don’t ensure that all students participate actively in whole class work. Some students dominate whilst others remain quiet or join in chorusing by repeating what other students are shouting out. Teachers noticestudents who arparticipating actin whole class wThey target questions and provide support encourage disengaged studto participate.
3 y Good 3 Very Good 4 Excellent 5 s ers. lly ect wers, to Teachers nearly always follow up students’ answers to encourage them to explain their ideas or to compare different answers. Teachers use the full range of strategies to respond to students’ answers: comparing; reasoning; adding to; revoicing; rephrasing. Their responses facilitate discussion between students, Teachers respond to students’ answers reflectively. They choose their responses based on students’ answers in order to identify and address misconceptions, challenge thinking and deepen understanding. e re not ively work. to dents Teachers encourage all students to engage in whole class work, anticipating which students may be disengaged. They use ‘wait-time’ effectively to provide students with time to think. Teachers use a range of strategies to ensure that all students participate actively. They provide opportunities for students to discuss their ideas in pairs or small groups during whole class work. Teachers intertwine discussion in pairs, small groups and the whole class seamlessly. They build on what they hear during paired and small group discussion to facilitate productive whole class discussion.
7Standard 2: Base Learning on Well Designed Content and Methods Focus Area Guiding Questions Unsatisfactory 1 Satisfactory2 C2.1 Teacher Subject Knowledge To what extent do teachers’ show good command of subject content knowledge? Teachers’ explanations lack clarity and/or contain errors, showing obvious gaps in teachers’ subject content knowledge. Teachers have adequate subjeccontent knowlede.g. to address arectify students’ misconceptions.C2.2 Lesson Planning How do teachers plan for progress in learning? *NOTE: Based on evidence in lesson planning Lessons are not planned carefully and exist in isolation. Teachers mostly just work through the textbook. The learning objectives for lessons are not clear. There are obvious gaps in teachers’ subject knowledge*. Individual lessonare planned andtasks that studewill work on are clearly identifiedLearning objectiare identified bunot always clearTeachers demonstrate adequate subjecknowledge*.
4 y Good 3 Very Good 4 Excellent 5 ct dge and . Teachers have good subject content knowledge and use this to capture students’ interest. The teachers are updated on the trends and issues on the subject areas. Teachers have in-depth subject content knowledge and use this effectively to capture and stimulate students’ interest. The teachers have sound understanding of the trends and issues within and across subjects. Teachers successfully integrate meaningful content knowledge within and across subjects to deepen students’ knowledge, understanding and skills. ns d the nts d. ves t are r. ct Lessons are planned as part of a sequence. Learning objectives are clear and provide appropriate challenge for the students. The different episodes in a lesson support clear progression in learning. Teachers demonstrate good subject knowledge*. Teachers use the first lesson in a sequence to find out what students already know and then build on this. Learning objectives are welldefined. Teachers identify expected learning outcomes that focus on developing skills, knowledge* and conceptual understanding. Lessons are part of a coherent sequence that progressively develops learning. Learning objectives and expected outcomes are well-defined. Teachers address vocabulary, common mistakes and misconceptions. Teachers demonstrate excellent pedagogical content knowledge*.
7Focus Area Guiding Questions Unsatisfactory 1 Satisfactory2 C2.3a Classroom management How do teachers manage students in learning activities? Teachers’ directions are unclear, student’s behaviour are not managed properly, causing time to be wasted. Many students are disengaged in the learning activities. Teachers’ directare clearly understood by sstudents. Teachauthority is exercised appropriately. Sostudents are on and engaged in learning activitieC2.3b Classroom management How do teachers structure and use time in lessons? Lessons are unstructured. They start slowly and the pace of learning remains slow. Time is wasted, either by unnecessary repetition or by teachers spending too long on administrative tasks. Many students spend time in lessons not engaged. Lessons begin wa short starter activity that engamost students. Tmain parts of lessons are structured into episodes that include whole clteaching and individual or grotasks. Teachersbring lessons to clear end.
5 y Good 3 Very Good 4 Excellent 5 tions some ers’ ome task es. Teachers’ directions are clearly understood by majority of the students. Appropriate authority are systematically exercised, praises are merited, and rewards well chosen to reinforce the desired outcomes. Majority students are on task and engaged in learning activities. Teachers’ directions are clearly understood by nearly all students. Students are well informed of teachers’ expectations of behaviour. Nearly all students are on task and engaged in all learning activities. Teachers successfully instil a culture where the expectations of behaviour are well established. Nearly all students independently proactive in all learning activities. with ages The ass up a Lessons begin promptly with a short starter activity. The main parts of lessons are structured into timed episodes that involve a variety of activity. Teachers use final plenaries to encourage students to summarise key ideas and reflect on their learning. Lessons begin with a short starter activity that engage all students. Episodes of interactive whole-class teaching are balanced with a variety of interesting and engaging individual and/or group tasks. Final plenaries are interactive and help to consolidate learning. Teachers use a variety of short, interactive starters that engage all students immediately. Main parts of lessons are episodic and use time effectively. Teachers use final plenaries to assess and extend learning, discuss and address common mistakes and misconceptions.
7Focus Area Guiding Questions Unsatisfactory 1 Satisfactory2 C2.3c Classroom management Designing effective learning tasks: how do teachers organise and group students? Teachers usually teach students as a whole class, sometimes for long periods of time. Students then work individually to practise and consolidate what they have been taught. There are limited opportunities for students to work in pairs or in small groups. Teachers sometrequire studentswork on learningtasks in pairs ansmall groups as as a whole classindividually. C2.4 Learning Resources Designing effective learning tasks: how do teachers use textbooks and other resources? Teachers rely solely on the textbook as the source of learning tasks. Completing textbook exercises is the main activity in lessons. Teachers sometimes ask students to copy from the textbook. Textbook use is not complemented by the use of other resources. Teachers sometuse other resourin addition to thetextbook, includipractical materiaand ICT, to: - complement thlearning tasks intextbook; - provide supporparticularly for loattaining studen