The Competent Teacher
his or her own professional practice, in
“Competencies”
It is a description of one’s ability, a
measure of one’s performance. What are
the competencies that matter among
educators? And are these the same
qualities that will be valued in the
teachers of tomorrow?
A person’s competencies may be defined in
terms of one’s knowledge, skills and
behaviours.
Core Competencies
Some of the roles of a teacher: Nurturing
the whole child, providing quality learning,
working with others, and developing a
strong set of personal values.
List of core competencies that every trained
teacher should have. These competencies
were classified into three broad
performance dimensions: professional
practice,leadership and management,
and personal effectiveness.
 Professional practice
A competent teacher seizes every
opportunity to encourage learning,
believing that all students can learn.
And learning isn’t limited to the
classroom. To this end, the teacher
1. Knowledge of Students and Their Development
 Understands and appreciates diversity
 Forms constructive relationships with students
 Connects students' prior learning, life experiences and interests with learning goals
 Uses a variety of instructional strategies and resources to respond to students' diverse needs
 Facilitates learning experiences that promote autonomy, interaction and choice
 Engages students in problem solving, critical thinking and other activities that make subject
matter meaningful
takes every opportunity to improve on
order to provide quality learning.
 Leadership and management
A competent teacher is a leader who
wins the hearts and minds of the
students. Such a teacher sees the
value in developing and working with
others, including parents and
colleagues, and actively seeks out
opportunities for professional
collaboration within and beyond the
school.
 Personal effectiveness
A good teacher understands the
importance of developing oneself
before he or she is able to provide
support for others. As a professional,
this teacher maintains high standards
of personal and professional integrity
when carrying out all duties and
responsibilities.
 References
Darling-Hammond, L. (2006).
Constructing 21st-century teacher
education. Journal of Teacher
Education, 57(3), 300-314. doi:
10.1177/0022487105285962
 Low, E. L., Taylor, P. G., Joseph, J.,
& Atienza, J. C. (Eds.).
(2009). A teacher education model
for the 21st century. Singapore:
National Institute of Education,
Nanyang Technological University.
2. Creates an Effective Learning Environment

 Establishes a climate that promotes fairness and students

 Establishes a collaborative learning environment
 Creates a physical environment that engages all students
 Plans and implements classroom procedures and routines that support student learning
 Uses instructional time effectively

3. Understands Subject Matter

 Demonstrates knowledge of subject matter content and skills

 Interrelates ideas and information within and across subject matter areas
 Uses instructional strategies that are appropriate to the subject matter
 Uses materials, resources and technologies to provide meaningful learning

4. Plans and Designs Appropriate Learning Experiences

 Establishes goals for student learning

 Develops and sequences instructional activities for student learning
 Modifies instructional plans to meet the needs of all students
 Uses resources to meet the needs of student

5. Uses On-going Assessment to Monitor Student Learning

 Communicates learning goals to students

 Collects and uses multiple sources of information to assess learning
 Assists students in assessing their own learning
 Maintains up-to-date records a analyzes data
 Communicates with students and families about student progress

6. Develops Professional Practice

 Reflects on teaching practice to extend knowledge and skills

 Establishes goals for professional development
 Meets the responsibilities of a professional educator
 Works with families in supporting student learning
 Maintains positive relationships with other professionals
 Works with colleagues to improve professional practice

Adapted from UMN-SFPS Teacher Standards and Competencies

https://www.usd.edu/education/induction-and-mentoring/teacher-competencies
Standards for Teacher Competence in Educational Assessment of Students

Developed by the American Federation of Teachers National Council on Measurement

in Education National Education Association

The Scope of a Teacher's Professional Role and Responsibilities for Student Assessment
The scope of a teacher's professional role and responsibilities for student assessment may be
described in terms of the following activities. These activities imply that teachers need competence
in student assessment and sufficient time and resources to complete them in a professional
manner.

 Activities Occurring Prior to Instruction

o (a) Understanding students' cultural backgrounds, interests, skills, and
abilities as they apply across a range of learning domains and/or subject
areas;
o (b) understanding students' motivations and their interests in specific class
content;
o (c) clarifying and articulating the performance outcomes expected of
pupils; and
o (d) planning instruction for individuals or groups of students.
 Activities Occurring During Instruction
o (a) Monitoring pupil progress toward instructional goals;
o (b) identifying gains and difficulties pupils are experiencing in learning and
performing;
o (c) adjusting instruction;
o (d) giving contingent, specific, and credible praise and feedback;
o (e) motivating students to learn; and
o (f) judging the extent of pupil attainment of instructional outcomes.
 Activities Occurring After The Appropriate Instructional Segment (e.g. lesson,
class, semester, grade)
o (a) Describing the extent to which each pupil has attained both short- and
long-term instructional goals;
o (b) communicating strengths and weaknesses based on assessment
results to students, and parents or guardians;
o (c) recording and reporting assessment results for school-level analysis,
evaluation, and decision-making;
o (d) analyzing assessment information gathered before and during
instruction to understand each students' progress to date and to inform
future instructional planning;
o (e) evaluating the effectiveness of instruction; and
o (f) evaluating the effectiveness of the curriculum and materials in use.
 Activities Associated With a Teacher's Involvement in School Building and
School District Decision-Making
o (a) Serving on a school or district committee examining the school's and
district's strengths and weaknesses in the development of its students;
o (b) working on the development or selection of assessment methods for
school building or school district use;
 o (c) evaluating school district curriculum; and
o (d) other related activities.
 Activities Associated With a Teacher's Involvement in a Wider Community of
Educators
o (a) Serving on a state committee asked to develop learning goals and
associated assessment methods;
o (b) participating in reviews of the appropriateness of district, state, or
national student goals and associated assessment methods; and
o (c) interpreting the results of state and national student assessment
programs.

Taylor & Francis. (1990). Applied Measurement in Education. Retrieved from

https://buros.org/standards-teacher-competence-educational-assessment-students

TEACHERS TRAINING AND PROFESSIONAL COMPETENCIES

A.K. Kulshrestha & Kshama Pandey .Voice of Research. Vol. 1 Issue 4, March 2013 ISSN No. 2277-7733

Teachers who consider their job as a profession should not work with pecuniary motives, but with a
sense of dedication for the cause of education. The development of the professional competency of a teacher
is incomplete unless it follows certain professional ethics or code of conduct. Be an ideal teacher along with
the above mentioned professional competences, the teacher PROFESSIONAL COMPETENCIES Voice of
Research, Vol. 1 Issue 4, March 2013, ISSN No. 2277-7733 ...33... education should help the teacher to adopt
the following professional ethics of teaching. Related with students. Related with parents. Related with
college / other professional organization / union. Related with own profession, responsibility of systems and
management. Teacher is a maker of man. He is the builder of a nation. He is foundation of all education. He is
the light kindling other light. Hence it is the primary task of any nation that it should give highest importance
and highest effort in producing a good teacher mass. In order to do so, it should provide ample opportunities
to the teachers & teacher educators to be well equipped with the professional competences and adopting
the professional ethics. Again in addition to these two aspects, they should be motivate to attain study group,
study of professional, writings and conference for their professional development.

Teacher Competencies
https://www.winginstitute.org/quality-teachers-compentencies
Competencies are the skills and knowledge that enable a teacher to be successful. To maximize
student learning, teachers must have expertise in a wide-ranging array of competencies in an
especially complex environment where hundreds of critical decisions are required each day
(Jackson, 1990). Few jobs demand the integration of professional judgment and the proficient use of
evidence-based competencies as does teaching.
Conclusion
There is abundant research to support the notion that teachers play the critical role in improving
student achievement in schools. What teachers do in the classroom is crucial in this process. The
breadth of high-quality research accumulated over the past 40 years offers educators a clear picture
of how to maximize teacher competency in four critical categories: instructional delivery, classroom
management, formative assessment, and personal competencies. There is now ample evidence to
recommend these competencies as the core around which to build teacher preparation, teacher
hiring, teacher development, and teacher and school evaluations.

List of Core Competencies for Educators

by Stacy Zeiger; Updated June 28, 2018
Being a teacher at any level requires a significant amount of knowledge and skill. Paying attention to
the core competencies for educators helps to ensure that all teachers and others who work in
education are prepared to make school a positive experience for students and their families.
1. Interacting Well with Students

Educators must be able to positively interact with all students. This includes difficult students,
students who work below grade-level and students whose personalities just grate on a teacher.
Teachers must put aside their prejudices and feelings in order to treat all students with respect,
provide them with equal opportunities for learning and make them feel confident.

2. Creating a Learning Environment

Creating a safe learning environment that is conducive to learning is essential. Educators must set
high expectations for student performance and behavior. All rules must be enforced consistently and
fairly. Students should not have to worry about being bullied in the classroom and should feel
comfortable when speaking up.

3. Good at Lesson Plan Design

All educators must be capable of designing lesson plans to meet student needs and cover the
standards. This requires knowing how to choose and create instructional materials to accommodate
students at different levels. It also requires creating a scope and sequence that provides students
with enough time to master the standards.

4. Able to Use Varied Teaching Strategies

Best practices and other appropriate teaching strategies allow competent educators to effectively
teach the curriculum. Competent educators may lecture, but they also incorporate a variety of
strategies, including non-traditional teaching strategies, to help students with multiple learning styles
learn and stay engaged. Educators also attend regular professional development sessions to learn
new strategies and the latest best practices.

5. Able to Assess
Educators must design or select and administer effective assessments. An assessment must
accurately measure what has been taught and what students have learned. Competent educators
combine informal and formal assessment techniques to monitor student performance. They also
incorporate technology, portfolios and other creative methods to assess students.

6. Able to Identify Student Needs

Being able to identify and address student needs is a crucial component of an educator's job. This is

done by partly using formal and informal assessments to help guide instruction. However, it also
involves getting to know students beyond an instructional level, learning about their interests,
recognizing changes in mood and making sure students are mentally and emotionally focused on
learning.

7. Good at Communication

Communicating effectively with parents and other stakeholders in a child's education is a key
component of an educator's job. A quality educator provides regular updates on a child's progress
and immediately addresses any concerns that may arise. The educator also knows how to calmly
discuss issues with difficult parents and how to come to decisions that have the best interests of the
child in mind.

8. Able to Collaborate

Educators must be able to collaborate with other teachers and school staff. Teachers can learn from

one another and grow into better teachers through collaboration. They can also collaborate to make
the school a safe, effective learning environment for all students and to improve the overall image of
the school and the instruction that takes place there.

9. Maintaining a Professional Appearance

Being an educator requires maintaining a professional appearance at all times. This includes
dressing appropriately and acting professionally. Educators often serve as role models for students.
Actions such as using foul language, gossiping about teachers and students or dressing
inappropriately can cause students to lose respect for an educator.

10. Demonstrating a Commitment to the Profession

Educators must make a commitment to education and professional development. Subject matter

knowledge fades, teaching strategies change and new research is always modifying the way
students learn and teacher's teach. By furthering their education and taking part in professional
development sessions, educators can continue to improve the quality of the education they provide.

Effects of teachers' professional competence on students' academic achievements at secondary school level

Author: Kishwar Naz 2016

Quality education is base for the development of any nation .For quality education the competent teachers are
necessary. Every country has designed its own standards to measure proficiency of teachers .Pakistan has also
presented its standards for teachers. The study was an effort to see the “Effects of Teachers Professional
Competence on Students Academic Achievements at Secondary School level in Muzzafarabad District” in the
light of National Professional standards for Teachers(2009).Objectives of study included to identify
professional competencies of teachers in public Secondary Schools of Muzaffarabad district, find out the
relationship between teachers professional competence and students achievement at secondary schools,
compare difference between achievements of female and male students at secondary schools, identify the
discrepancies in professional competence of teachers affecting the achievement of students, and to suggest the
measures for the improvement of professional competence in teachers. The hypotheses of the study were H1,
“There is a significant relationship between teachers’ professional competence scores and students’
achievement scores at Public secondary schools”.H2, “There is a significant difference between professional
competence scores of male and female teachers at public secondary schools”.H3, “There is a significant
difference between the achievement scores of male and female students at public secondary schools”. The
study was delimited to public sector secondary schools, achievements of students of 10th class during session
2014.The study was descriptive in nature and was conducted by survey method. Data were collected for
research with the help of questionnaire that was validated by experts and Cronbach Alpha‘s method.
Population of the study was 400 female teachers and 456 male teachers. Sample of the study was 424 teachers
(200) female and (224) male teachers. Sample was selected by using simple random sampling technique. For
concluding results of study, percentage, mean score, Pearson r and t-Test was used. It was found out that male
and female teachers were competent. There was significant difference between male teachers’ professional
competence scores and female teachers’ professional competence scores. It was found out that there was
difference between male students’ achievements scores and female students’ achievements scores. It was
recommended that teachers might be trained according to professional standards. IT facilities, libraries, books,
helping material, etc. might be provided to teachers.

Conclusions
In the light of findings the following conclusions were made:

1. It was concluded that teachers were competent in almost every skill of instructional planning.
Most of the teachers in secondary schools have known the objectives of their subject. Teachers
planned lessons by using students’ previous results information, their strengths and weaknesses.
They planned extra classes for slow learners and students centered activities. They shared ideas
with colleagues, keep in mind students’ interest and resources availability during lesson
planning.
2. It was revealed that teachers were competent in profession competency of knowledge about
subject matter. They had command over content; relate knowledge with students’ pervious
knowledge by giving solid examples related to current issues and practical life. Teachers were
competent in answering questions of students, explaining content in different ways and
enhancing their subject knowledge.
3. It was concluded that teachers were competent in professional competence of human growth
and development. Teachers considered students’ individual needs during teaching provide
varieties of learning activities, allocate extra time for weak students and challenging tasks for
brilliant students. They motivate students to participate in class, express their ideas, promote
individual and team work. Teachers were competent in using different techniques in classroom
for student better comprehension.
4. It was revealed that teachers were competent in professional competence of learning
environment. Teachers considered proper seating arrangement, environment of mutual respect
and care for effective teaching learning process. Teachers were in easy access of students,
cooperate with students and parents, and implement discipline for better learning environment.
They used A.V aids, verbal and non verbal communication for creating conducive environment
for effective learning.
5. It was concluded that teachers were competent in professional competence of instructional
strategies. Teachers were competent in using various methods /techniques according to content
nature, proper questioning technique, discussion method, grouping technique and information
technology for better comprehension of concepts. Teachers considered competent in using oral
test to develop communication skills of students, motivational techniques to motivate students
for learning and share students learning problems.
6. It was revealed that teachers were competent in professional competence of assessment.
Teachers were expert in evaluating students’ learning through continuous internal assessment by
using formal and informal methods of assessment. Teachers discussed students learning
achievements to their parents, guide to do their self assessment provide positive feedback to
students on their performance, helping students in discovering, correcting their errors and
developing their self confidence. Teachers monitored learners understanding and re-teach the
concept if students feel difficulty in comprehension and modify their instruction according to
assessment feedback.

In the light of analysis of teachers competence scores that were 60 percent to 80 percent in
various skills, which indicated that teachers were competent in various professional competence
skills. It was revealed that there was significant difference between professional competence
scores of male and female teachers and between achievements scores of male and female
students. It was concluded that most of the male and female teachers were competent in almost
every skill described under professional competence of teachers. The data of competence scores
of teachers were analyzed with reference to achievements scores of students by using
Pearson r to see its relationship with each other. Table 4.7 revealed that the correlation
coefficient between professional competence scores of teachers and achievement scores of
students according to calculated value (.487) was significant. It was higher than table of r value
(0.194) at .05 level of significance. Hence H1 “there is significant relationship between students
achievements and professional competence of teachers” was accepted. It meant that teachers
competence effect on performance of students at secondary school students in Muzaffarabad
district.
Summary
Teacher has a pivotal role to play in a nation development. It is the teacher who constructs the
pillars of nation building in the form of students’ development. It is the responsibility of
teacher’s to train individuals different aspects of personality. For this purpose, teachers need
training according to professional standards against which their performance can be measured.
For effective teaching learning process the competent teacher is considered as a key. The present
study was held to find out the “Effects of Teachers Professional Competence on Students
Academic Achievement at Secondary Schools in Muzaffarabad District”. In this research
professional competencies of teachers were measured against Pakistan Teachers’ Professional
Standards (2009, p.9). Five categories of competencies were selected to measure competence of
teachers which were as follow:

i. Instructional planning and strategies

ii. Subject matter knowledge
iii. Human growth and development
iv. Learning environment
v. Assessment