Page 5 - Teachers Leaders Standards

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Teachers for the self-assessment of their professional skills.
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Acknowledging the mandatory skills that teachers need to possess within the fields presented within the standards, they can
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analyze their own theoretical and practical training level and to assess their professional performance. Each competence domain
is equally important and exists closely interconnected with the others.
Based on self-assessment the teacher can design their own professional development strategy and search for any formal or
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informal methods of improving their skills. Reflecting on one’s own practice and results represent a major element in one’s
professional training. The standards created for teachers-leaders come to support the teachers engaged in such reflection and
adjustment actions.
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Managers of educational institutions (elementary schools, high schools, i.e.) for the individual evaluation
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of the teachers and of the institution.

Within the process of evaluating the teachers, standards constitute an important element. Possessing the standards and the
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markers, the educational manager can gather information using various methods and instruments of data collecting, in order to
assess a teacher according to the bailiwick. Based on this assessment, the manager is able to determine the areas that need to
be improved for that particular teacher. Once the entire institution has gone through the evaluation process, the manager
together with the teachers can create institutional strategies for their professional development in which they could suggest
various training methods (mentorship and/or coaching activities, exchange of experience, methodical activities within
methodical committees, training courses on leadership. i.e.) having as target the improvement of those skills that were not at
the highest level of expectation.
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Methodologist for didactic inspections and professional development support.
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Standards can be used for the development of observation instruments for practices promoted by teachers-leaders and the
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ascertainment of the correspondence between such instruments and the other education documents;
Standards can be a support for teachers in improving their capacity to self-analyze their own practices according to educational
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standards. Based on this analysis, the Methodologist can help teachers-leaders to elaborate a personal strategy of sustained
training;
Service providers of initial and sustained training programs for teachers-leaders.
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 By taking note of this standards, service providers will be able to: design a diversified range of sustained training programs,
adapted to the various training needs of the teachers-leaders in the system, programs centered on the mandatory skills required
by the professional standards and empower teachers to use professional standards as instruments for improvement of the quality
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of their own theoretical and practical training level.
Education policy-makers and policy-making
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Based on these standards, evaluation instruments can be created in order to assess the level of professional competence of
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teachers in the contemplated areas. Thus, an analysis of the professional status can be made for all teachers, resulting in the
determination of the aspects which, on national level, need to be improved where educational and management practices are
concerned and, implicitly, the initial and sustained training programs, in order to provide the optimal training level for all the
teachers. Also, these professional standards may constitute themselves as criteria for the human resources area in the
recruitment and selection process.