[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-642163-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-642163-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","cambridge-teacher-standards","Cambridge Teacher Standards","","Cambridge Teacher Standards define key characteristics and practices of effective teachers for delivering Cambridge programmes. The primary purpose is to set a benchmark of teacher quality grounded in contemporary international research into effective teaching. The standards help teachers evaluate their classroom practice, guide continuing professional development, and plan priorities for professional growth. 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What teachers know and do makes the difference in improving student learning outcomes – their knowledge, pedagogical practicesand relationships with students.  \nIn support of this, we have developed the Cambridge Teacher Standards to define key characteristics and practices of effective teachers.  \n[1](1 www.cambridgeinternational.org/teacher-and-leader-standards)[ www.cambridgeinternational.org/teacher-and-leader-standards](1 www.cambridgeinternational.org/teacher-and-leader-standards)  \nContents  \nPurposes and audiences for the Cambridge Teacher Standards .................................. 2  \nThe Cambridge Teacher Standards in context .................................................................. 3  \nThe structure and organisation of the Cambridge Teacher Standards ........................ 3  \n1. Teacher values and attributes ....................................................................................... 4  \n2. Classroom culture and environment ............................................................................ 4  \n3. Teaching skills and practices .......................................................................................... 5  \n4. Innovation and improvement in teaching and learning ............................................. 5  \n5. Community engagement ................................................................................................ 6  \nCambridge Teacher Standards continued  \nPurposes of the Cambridge Teacher Standards  \nThe primary purpose of the Cambridge Teacher Standards is to define the range  \nof teacher characteristics and practices needed to deliver Cambridge programmes effectively. They derive from and are consistent with contemporary international research into effective teaching.  \nTeachers who use the standards to evaluate their own practice and guide their continuing professional development should be in a strong position to achieve the desired student outcomes from Cambridge programmes.  \nThe standards provide a benchmark of what we consider to be teacher quality.  \nThey can be used by teachers to confirm successful teaching practice and help determine areas and priorities for their own professional development. This might include participating in an appropriate Cambridge Professional Development Qualification (PDQ) programme. Teachers aspiring to develop their career prospects will find the standards a helpful guide to the scope of the teaching role and aspects they want to develop.  \n[2](2 www.cambridgeinternational.org/teacher-and-leader-standards)[ www.cambridgeinternational.org/teacher-and-leader-standards](2 www.cambridgeinternational.org/teacher-and-leader-standards)   \nCambridge Teacher Standards continued  \nThe Cambridge Teacher Standards in context  \nWe have developed the Cambridge Teacher Standards alongside:  \n• the Cambridge Standards for Schools, which help schools carry out self-evaluations • the Cambridge School Leader Standards, which define the range of characteristics and practices school leaders need to provide Cambridge programmes effectively.  \nOur statements about the attributes of Cambridge learners and teachers are also relevant. All these documents are intended to help schools provide high-quality Cambridge programmes, and are complementary to and consistent with each other. We recognise that school teaching is dependent on context. Cambridge schools are found in 160 countries, in a range of different political, social, cultural, economic and educational-historical settings. This variety means that detailed recommendations will not be relevant or helpful. Effective teachers will learn from educational research and their own expe","cbCaivwSelznG7I3","https://ap.wps.com/l/cbCaivwSelznG7I3","pdf",304012,"English","# Purposes and audiences for the Cambridge Teacher Standards\n# The Cambridge Teacher Standards in context\n# The structure and organisation of the Cambridge Teacher Standards\n## Teacher values and attributes\n## Classroom culture and environment\n## Teaching skills and practices\n## Innovation and improvement in teaching and learning\n## Community engagement","[{\"question\":\"What is the primary purpose of the Cambridge Teacher Standards?\",\"answer\":\"To define the range of teacher characteristics and practices needed to deliver Cambridge programmes effectively and support desired student outcomes.\"},{\"question\":\"How do the standards support teachers’ professional development?\",\"answer\":\"Teachers can use them to evaluate their own practice, confirm successful teaching, and identify areas and priorities for continuing professional development, including PDQ programmes.\"},{\"question\":\"How are the Cambridge Teacher Standards structured?\",\"answer\":\"They are organized into five teacher domains, each containing detailed and concrete standard statements describing what teachers should know, be able to do, or demonstrate.\"}]","Cambridge Teacher Standards | PDF",1792721504,15]