- DEVELOP AND MAINTAIN PROFESSIONAL RELATIONSHIPS
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- Hold positive values and attitudes and adhere to the teachers’ code of conduct in their professional role, including dress and deportment.
- Have high expectations of children and young people, including a commitment to ensuring that they have the opportunity to achieve their full educational potential.
- Exhibit positive and respectful behaviour with regard to relationships and on-going appropriate communication with all stakeholders including: students, colleagues, school leaders, parents/guardians, Ministry of Education and Department of Education Services staff.
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- BE RESPECTFUL OF DIFFERENCES
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- Develop an understanding of and respect for the Caymanian culture.
- Show respect and tolerance for differences in race, ethnicity, language, gender, culture and religion.
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- MAKE A POSITIVE CONTRIBUTION TO THE GENERAL LIFE OF THE SCHOOL
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- Undertake professional responsibilities within reason, (such as assigned daily duties) which contribute to the normal effective functioning of the school.
- Implement school policies and procedures consistently and as outlined in the relevant documentation.
- Collaborate effectively with colleagues, within the school and the wider education system e.g. Ministry of Education, Department of Education Services and Education Standards and Assessment Unit.
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- TAKE PART IN CONTINUING PROFESSIONAL DEVELOPMENT
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- Reflect on their performance and be committed to improving their practice through Professional Development.
- Reflect on their practice and critically examine the impact on the achievement and pastoral care of students.
- Act upon advice and feedback and be open to coaching and mentoring.
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- HAVE APPOPRIATE KNOWLEDGE AND UNDERSTANDING OF THEIR SUBJECTS/CURRICULUM AREAS AND RELATED PEDAGOGY
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- Know and understand the relevant curricula and frameworks (statutory and non-statutory).
- Know how to use skills in literacy, numeracy and information and communication technology to support their teaching and wider professional activities.
- Ensure that information and ideas conveyed are clear and accurate.
- Ensure that lessons are pitched at the appropriate level for individuals and groups of students.
- Include high quality questioning and discussion techniques in their classroom practice to provide opportunities for students to apply, analyse, synthesize and evaluate information.
- Ensure that expectations of what students can achieve are high, but within their reach.
- Know how to make effective differentiated provision including for those with English as an Additional Language and Special Educational Needs.
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- ESTABLISH A POSITIVE LEARNING ENVIRONMENT
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- Establish a purposeful and safe learning environment which complies with national policies and guidance on the protection and well-being of children and young people, so that all students feel secure and sufficiently confident to make an active contribution to learning and school life.
- Identify and use opportunities to personalise and extend learning through out-of-school contexts and where possible, make links with in-school learning.
- Be enthusiastic and encouraging in their teaching.
- Speak to and treat all students fairly and with respect.
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- PLAN FOR ACHIEVEMENT
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- Plan to meet the needs of all students.
- Plan for progression across the age and ability range, informed by secure subject and curriculum knowledge.
- Have clear and appropriate learning objectives for each lesson and share these with students.
- Plan opportunities for students to develop literacy, numeracy, information and communication technology and thinking and learning skills, appropriate to their phase and context.
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- ASSESS, MONITOR AND GIVE FEEDBACK
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- Make effective use of an appropriate range of observations, assessment, monitoring and recording strategies in line with the school’s assessment policy.
- Use evidence collected from the above strategies as a basis for setting challenging learning objectives and for monitoring students’ progress and levels of attainment.
- Provide students, colleagues, parents and guardians with timely, accurate and constructive feedback on students’ attainment, progress and areas for development.
- Know how to write reports for parents/guardians that clearly describe students’ strengths and weaknesses and what they need to do to improve.
- Support and guide students so they can reflect on their learning and identify progress made, so that positive targets for improvement can be set.
- Use assessment as part of teaching to diagnose students’ needs, set realistic and challenging targets for improvement and plan future teaching so that it meets the needs of all students.
- Know the assessment requirements for the subjects they teach, including those relating to external examinations.
- Consistently implement the school’s assessment policy.
- Understand the importance of formative assessment (Assessment for Learning) as well as summative assessment.
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- MANAGE BEHAVIOUR EFFECTIVELY AND CONSISTENTLY
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- Manage students’ behaviour constructively by establishing and maintaining a clear and positive framework for discipline, in line with the school’s behaviour policy and the national behaviour policy.
- Use a range of behaviour management techniques and strategies, adapting them as necessary to promote students’ self-control and independence.
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- MAKE EFFECTIVE USE OF TIME AND OTHER RESOURCES
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- Establish routines so as to minimise wastage of time.
- Organise lessons so that a high proportion of time is spent on students’ learning.
- Match teaching style and classroom organisation to the learning objectives being addressed.
- Make effective use of teaching assistants, where available, by ensuring that they have specific and understood roles.
- Ensure that all resources for lessons are ready and easily accessible.
- Use technology appropriately to engage students and to enhance and reinforce learning.
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- EDUCATION LAW AND OTHER RELEVANT LEGISLATION
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- Have, within reason, an understanding of the current education law and other relevant legislation.
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