118/04/2023

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.

Elements Performance

ACTIONObservable behavior

can be described and / or measured.

RESPONSIBILITYReferring to the

general functions of the profession

RESULTSReference to theDetermining achievements-