marco del buen desempeño docente en ingles
TRANSCRIPT
GOOD PERFORMANCE UNDER THE TEACHER
• Good Performance criteria Teaching is a first step in the process of construction and implementation of public policies to strengthen the profession.
• It is a guide for the design and implementation of policies and actions of training, assessment and teacher development.
The Framework for Good Teaching Performance has among its specific purposes:
• Establish a common language between teachers and citizens,refer to the teaching.• Promote reflection of teachers about their own educational practice,building a shared vision of education.• Promote social and professional revaluation of teachers.• Guide and give coherence to the design and implementation of training policies.
Fundamentales1 student learningRegular Basic Education
graph 1
Access to the written language from a communicative perspective and intercultural, demonstrating skills in reading, writing and speaking in Castilian and in their mother tongue whenever possible.
They make effective use of scientific and mathematical knowledge to face several challenges, real or plausible contexts from their own cultural perspective.
They use, innovate, generate knowledge and produce technologyin different contexts to address challenges
Act demonstrating safety and care of itself, assessing their personal, social and cultural identity, in different scenarios and unusual circumstances.
Develop diverse artistic languages, showing capability assessment, creation and expression in each of they.
They relate harmoniously with nature and promotesustainable resource management
They act with entrepreneurship, using various management knowledge and technologies that allowinserted into the productive world.
They act in social life with full awareness of rights and duties, and with active responsibility for the common good.
The main demand transits of teaching are:
Transit uncritical assimilation of knowledge to principle of active student participation in the knowledge production.
Transit an undervalued and biased perception of that He plays the role of apprentice, to a recognition and assessment of both its potential and its diversity and its autonomy.
Transit reduced and classroom space as sobrepautadoLearning privileged space, more spaceenvironment, culture and the various local processes asvalid opportunities for capacity building.
Transit teaching oral transmission reduced to afocused on capacity building in the context ofconstant interaction and communication.
Transit beliefs, habits and rules that constrain action of teachers and educational institutions, rules and agreements that promote and facilitate new dynamics teaching and learning.
1. Focus onlearning.
2. Focus onlearner
3. Focus onopportunities
learning.
4. Focus onpedagogy
5. Regulationsinstitutional
Teaching and school we want? The frame is Good Teaching Performance. Structured domains, competencies and performance.
DOMAINSet of skills that make up a specific area ofacting director. They are interdependent because eachIt influences the development of others as part of a whole.
DOMAINSet of skills that make up a specific area ofacting director. They are interdependent because eachIt influences the development of others as part of a whole.
COMPETITIONKnow-how in context, which involves commitment, willingness to perform tasks or responsibilities to comply with quality, rationale, management of certain conceptual and moral understanding of the nature and the social consequences of their decisions.
COMPETITIONKnow-how in context, which involves commitment, willingness to perform tasks or responsibilities to comply with quality, rationale, management of certain conceptual and moral understanding of the nature and the social consequences of their decisions.
ACTIONObservable action undertaken by management and evidence the domain of competition.
ACTIONObservable action undertaken by management and evidence the domain of competition.
graph 2Shared and specific dimensions of the teaching profession
colle
giate reflexive
relational Ethics
pedagogical dimension
political dimension
cultural dimension
graph 3Dimension pedagogical teaching
pedagogical dimension
a knowled
ge a practical
A sense
pedagogy education
Ethics education
GOOD TEACHER PERFORMANCE FRAMEWORKIt is based on a vision for the country teaching. In that sense, he has built a structure that makes it possible to express the concept of avoiding Marco reduce one of checklist. Below this vision of teaching and the elements of the Framework. This structure is organized in a hierarchy of three categories: four (4) domains comprising nine (9) competencies that in turn contain forty (40) performances
PURPOSE: Establish common language. Encourage teachers to reflect on their practice,
take ownership of the performances that characterize the profession and build in communities of practice, a shared vision of education.
Promote social and professional revaluation of teachers
Guide and give coherence to the design and implementation of training policies, evaluation, professional recognition and improvement of teachers' working conditions
graph 4The four domains Framework Good
Teaching Performance
I-preparationfor himlearningthe students
II-teachingThe learningof thestudents
III-Participation inmanagementschool articulatedcommunity
IV-Developmentprofessionalismand identityteaching
graph 5Components competition
ResourcesA diverse set of skills,
values, knowledge, skills.
suitabilityWith care mandatessocial responsability.
effectivenessIt allows you to move forward and achieveER.
mobilizedThe subject is able to update
contextAlways so relevant tocontext and situation.
endOriented to one or more
purposesgeneral or specific order.
competition
Know and understand the characteristics of all students and their contexts, the disciplinary content teaching, teaching approaches and processes, with the aim of promoting high-level capabilities and comprehensive training.
competition IIcompetition II
competition Icompetition I
Plan teaching collegially ensuring consistency between learning you want to achieve in their students, the educational process, the use of available resources and evaluation, curricular programming in constant review.
competition IIIcompetition III
Creates a climate conducive to learning, democratic coexistence and the experience of diversity in all its forms, in order to form critical and intercultural citizens.
Competition IVCompetition IV
The teaching leads to mastery of disciplinary content and the use of appropriate strategies and resources so that all students learn and critically reflective regard to the solution of problems related to their experiences, interests and cultural contexts.
competition Vcompetition V
Constantly evaluating learning according to expected corporate goals, to make decisions and provide feedback to their students and the educational community, taking into account individual differences and cultural contexts.
competition VIcompetition VI
Actively involved with democratic, critical and collaborative attitude in school management, contributing to the construction and continuous improvement ProjectInstitutional Educational and so it can produce quality learning.
competition VIIcompetition VII
It establishes relationships of respect, collaboration and shared responsibility with families, communities and other state institutions and civil society; leverages its knowledge and resources in educational processes and realize results.
competition VIIIcompetition VIII
Reflects on his practice and institutional experience and continuous learning processes develops individually and collectively.
competition IXcompetition IX
His practice from an ethic of respect for the fundamental rights of individuals, demonstrating honesty, fairness, responsibility and commitmentits social function.23
In the definition of performance we identified three conditions: action observable in correspondence responsibility and achievement of certain results
graph 6Elements Performance
performance responsibility results
behaviorobservable, which canbe described and / or measured
Reference togeneral featuresProfession
Reference to thedetermining achievementsgeneral and specificcommittedthe acting
Competencias del Docente
All teachers.Identify precisely the learning that students should achieve according
to grade and cycle.Assess student progress and
analyze information from assessments and student work to
identify the most common mistakes and learning difficulties.Identify which strategies are or
are not working, and how to improve their teaching of key
areas..Improve your time management
in the classroom.Optimize the use of materials and
resources available in the classroom (self-learning books,
corners, classroom library
+ Teachers EIB• INITIAL:• Improve the use of languages in
bilingual areas (originally, and 5 years, Castilian as 2nd language to orality) and diversification to the cultural context
• PRIMARY:• Improve the use of languages in
bilingual areas (original and Castilian as a second language for oral comprehension and written production) and diversification to the cultural context
The directors• Operational planning for
learning• Ensuring Educational
Support• Generating a climate of
coexistence• Definition of strategies
that link the family and community
TEACHING AND SCHOOL WE WANT
DEMOCRATIC SCHOOLS
To lead QUALITY OF EDUCATION
To promote critical and creative thinkingLIVING TOGETHER TO PROMOTE
INCLUSIVE
COMPONENTS OF A COMPETITION
ResourcesThe subject is able to update.
suitabilityWith care mandatessocial responsability.
contextOriented to one or more purposesgeneral or specific order.
mobilizedAlways so relevant tocontext and situation.
endIt allows you to move forward and achieveER.
EFFECTIVENESSIt allows you to move forward and achieveER.