English Teacher Professional Standards

英语教师专业标准

 

作者：Dr. Alysia Roehrig[1]   译者：黄树生博士[2]

 

 

Standard I: Knowledge of Students

标准I：了解学生

Teachers understand their students’ knowledge, skills, interests, and values. 教师了解其学生的知识、技能、兴趣、价值观。

(1) Understanding and appreciating the diverse ways students grow and develop. 理解且欣赏学生成长和发展的多元途径。

(2) Forming constructive relationships with students. 与学生建立建设性的关系。

(3) Observing students insightfully. 洞察性地观察学生。

　　

Standard II: Knowledge of Language and Language Development

标准II：了解语言和语言的发展

Teachers are models of language proficiency in English. Understand the process by which students acquire both their native and English languages. Know how to develop instructional strategies and to modify the curriculum as necessary to accommodate the needs of students. 教师是熟练运用英语的典范。理解学生通过何种途径习得母语和英语的过程。知道如何开发教学策略以调整课程，以满足学生的需要。

(1) Understanding first and second language acquisition. 理解第一语言和第二语言的习得机理。

(2) Understanding language and literacy development. 理解语言和读写能力的发展。

　　

Standard III: Knowledge of Culture and Diversity

标准III：了解文化及其多元性

Teachers are knowledgeable about and sensitive to the dynamics of culture in general and to their students’ cultures in particular, which enables them to understand their students and structure a successful academic experience for them. 教师总体上知晓文化动态并保持敏感性，尤其是对于所教学生的文化面貌，促进他们理解学生并建构成功的学习经历。

(1) Understanding culture and valuing diversity. 理解文化并尊重其多元性。

(2) Culture and schooling. 文化和学校教育。

　　

Standard IV: Knowledge of Subject Matter

标准IV：了解学科内容

Teachers draw on a comprehensive command of subject matter of English of instruction to establish goals, design curricula and instruction, and facilitate student learning. They do so in a manner that builds on students’ linguistic and cultural diversity. 教师根据对教学英语内容的综合性理解，制订教学目标、设计课程和教学，促进学生学习。他们的行动方式是建立在学生语言和文化多元性之上的。

 (1) Understanding subject matter and content-specific pedagogy 理解学科主题和专项内容教学法

(2) Combining subject-matter knowledge with knowledge about language concept acquisition to make sound curricular decisions. 将学科主题知识和语言概念习得的知识结合起来，制定完善的课程决策。

　　

Standard V: Meaningful Learning 标准V：有意义学习

Teachers use a variety of approaches that allow students to confront, explore, and understand important and challenging concepts, topics, and issues in meaningful ways. 教师采取各种方法使学生用有意义的方式接触、探究和理解重要的、富有挑战性概念、话题和问题。

(1) Selecting worthwhile topics for study. 选择值得学习的话题。

(2) Building student capacity to learn, apply knowledge, and act independently. 构建学生学习、应用知识和独立实践的能力。

(3) Viewing students as resources. 将学生视作资源。

(4) Working successfully with children with exceptional needs. 成功地和特殊需要儿童一起学习。

　　

Standard VI: Multiple Paths to Knowledge

标准VI：学习知识的多元路径

Teachers provide multiple paths to help students develop language proficiency. 教师提供多元途径，帮助学生语言发展至熟练。

(1) Developing instructional strategies to promote language development. 开发各种教学策略，以促进语言发展。

(2) Integrating language and content. 整合语言和教学内容。

(3) Appropriate language choice and use. 合适的语言选择与运用。

(4) Creating instructional tasks that respond to both the commonalities and differences among learners. 创造同时兼顾普通学习者与学习差异的教学任务。

(5) Providing students with multiple perspective.　为学生提供多种发展愿景。

(6) Creating a language and literacy-rich environment. 创造一种语言和尽情读写的环境。

(7) Using time efficiently and adjusting plans as circumstances dictate. 有效地利用时间，调整教案作为情节指令。

 

Standard VII: Instructional Resources 标准VII：教学资源

Teachers select, adapt, create, and use rich and varied resources. 教师选择、调整、创造和使用丰富多彩的资源。

(1) Developing a diverse resource base。开发多元资源库。

(2) Promoting language and literacy development。促进语言和读写发展。

(3) Creating a culturally responsive curriculum。创造具有文化内涵的课程。

(4) Utilizing community resources。使用社区资源。

 

Standard VIII: Learning Environment

标准VIII：学习环境

Teachers establish a caring, inclusive, safe, and linguistically and culturally rich community of learning where students take intellectual risks and work both independently and collaboratively. 教师创设一个关爱的、和融的、安全的、浓厚语言环境且文化内涵富润的学习社区，满足学生独立地和合作性地进行智力冒险的需要。

(1) Creating a positive classroom environment. 创设积极的课堂环境。

(2) Addressing disciplinary problems effectively. 有效地处理纪律问题。

(3) Encouraging the development of sound social and ethical values. 鼓励健全社会和伦理价值观的发展。

 

Standard IX: Assessment 标准IX：评价

Teachers employ a variety of assessment methods to obtain useful information about student learning and development and to assist students in reflecting on their own progress. 教师使用各种评价方法，获取有关学生学习和发展的有用信息，促进学生反思自己的进步。

(1) Employing a variety of assessment methodologies. 使用各种评价技术。

(2) Assessing for a variety of purposes. 为不同的目的而评价。

(3) Helping students become adept at self-assessment. 帮助学生擅于自我评价。

(4) Providing substantive feedback to students. 给学生提供真实的反馈。

(5) Language proficiency assessment. 语言熟练程度评价。

(6) Using assessment to guide practice. 运用评价引领实践。

(7) Assessment for special purposes. 为特殊目的而评价。

(8) Providing substantive communication to parents. 提供真实的信息给学生父母。

 

Standard X: Reflective Practice

标准X：反思实践

Teachers regularly analyze, evaluate, and strengthen the effectiveness and quality of their practice. 教师定期分析、评估和强化其实践的有效性和质量。

(1) Evaluating results and seeking input systematically from a variety of sources. 由各种资源评估结果，寻求系统输入途径。

(2) Reflecting on one’s own point of view. 反思个人的观点。

(3) Professional growth and development. 专业成长与发展。

 

Standard XI: Linkages with Families

标准XI：与家庭联系

Teachers create linkages with families that enhance the educational experience of their students. 教师与家庭建立联系，增进其学生的教育经历。

(1) Communication with families. 与家庭沟通。

(2) Capitalizing on parents’ and guardians’ insights. 利用家长和监护人的观察力。

(3) Cultivating families’ interest in supporting their children’s education. 培育家庭支持孩童教育的兴趣。

 

Standard XII: Professional Leadership

标准XII：专业引领

Teachers contribute to the growth and development of their colleagues, their school, and the advancement of knowledge in their field. 教师致力于同事、学校的成长与发展以及本领域知识的提升。

(1) Collaborating with colleagues.与同事合作。

(2) Advocating for students. 激励学生。

(3) Contributing to the advancement of the profession. 致力于专业提升。

(4) Involving themselves in curricular decisions. 参与课程决策。

 

 

二零零九年十一月一日