Professionalism in Education Journey: Exploring Teacher Standards in the UAE, from Professional Teacher and Professional Academic Advisor to Teacher of the Deaf

Education is a vital foundation in building society and developing the academic and social skills of the rising generations. In the UAE, the education system is characterized by progress and innovation, where teachers adhere to high standards to achieve optimal performance. The path of educational professionalism varies, starting from professional teachers and professional academic advisors, passing through science and mathematics teachers, and reaching teachers of the deaf who provide their services with great professionalism.

Professional teacher is the pillar of education

The professional teacher is the driving force behind the educational process, embodying the spirit of dedication and inspiration. He is committed to updating his knowledge and teaching techniques to meet the changing needs of students. The UAE supports the development of professional teachers through training programs and workshops that enhance their skills and introduce them to the latest educational innovations.

The most important UAE standards for the Vocational Teacher (TVET) are:

Standard 1: Professional and Ethical Conduct

Vocational education teachers demonstrate a commitment to the heritage and cultural values ​​of the United Arab Emirates. Personal and professional ethics, which are:

• Integrity, respect, justice and commitment.
• They collaborate and communicate professionally with stakeholders to promote and support learning.
• Compliance with legislative and regulatory requirements.
• Aligning planning and teaching with the educational vision and aspirations of the United Arab Emirates.
• Implement school policies and procedures that protect the physical, emotional, and psychological safety of learners.

Standard 2: Professional Systems and Compliance Competence

TVET practitioners understand and adhere to TVET standards and relevant legislation. The TVET standards include:

• They develop knowledge of key stakeholders in the system, Skills Advisory Councils (SACs), TVET regulatory authorities and licensing bodies.
• TVET practitioners source and use current accredited qualifications, training products and resources.
• As part of the TVET process, TVET practitioners ensure that work practices comply with organisational policies and procedures and maintain accurate and up-to-date records.
• Keep up to date with information and best practice relating to vocational education and training within an educational context from the National Qualifications Authority (NQA) and other relevant awarding bodies.
• Contribute to the development of regulatory policies for vocational education and training and appropriate terminology to be used to communicate effectively within the sector and to industry stakeholders.

Standard 3: Professional knowledge in teaching

The vocational and technical teacher develops a deep and informed knowledge and understanding of theory and practice. They:

• Maintain and update knowledge of their subject and/or professional area and knowledge of educational research to develop evidence-based practice.
• They apply theoretical understanding to effective practice in teaching, learning and assessment drawing on research and other evidence.
• TVET practitioners evaluate their practices with others and assess their impact on learning.
• TVET practitioners also manage and promote positive learner behaviour.
• As part of being a TVET professional, they understand their educational and professional role and responsibilities.

Standard 4: Professional Teaching Practice

TVET practitioners develop expertise and skills to ensure the best outcomes for learners.

• They demonstrate awareness of basic educational theories and their applicability to the learning needs of individuals and groups.
• They also design resources and deliver effective educational programs for diverse groups that create authentic learning experiences within inclusive environments.
• During facilitation, they use strategies and skills to ensure learner engagement and learning outcomes.
• TVET practitioners also motivate and inspire learners to enhance achievement, develop their skills and enable progress.
• They also contribute to programme evaluation, seeking regular feedback to assess their performance and plan improvements.

Standard 5: Evaluation of Competence

The professional and technical teacher demonstrates an understanding of assessment principles and rules of evidence.

• Contributes to the development of assessment tools, in line with the learner’s needs within a specific context.
• The TVET practitioner uses a range of methods to ensure the validity and reliability of assessment decisions and participates in assessment validation processes.
• Assess learners' prior knowledge, learning needs, post-secondary goals, and career readiness.
• Collect and review information regarding learners' knowledge of content; prior learning experiences; and learning needs from textbooks, questionnaires, and learner interviews.
• Promote learners' ongoing learning to achieve post-secondary education and career goals by providing access to advisors, counselors, or planning tools.

Criterion 6: Industrial Collaboration and Professional Growth

The professional educator liaises with institutions to ensure that teaching and assessment reflect current industry practice and participates in institutional networks to enhance their own knowledge and skills.

• Maintains professional competence relevant to their subject area and to industry changes.
• Contextualizes program content and adapts teaching practices to fit the specific needs of the institution.
• The TVET practitioner considers what works best in teaching and learning to meet the diverse needs of learners by evaluating and challenging their practices, values ​​and beliefs.
• It also values ​​and promotes social and cultural diversity, equal opportunity and inclusion and builds positive and collaborative relationships with colleagues and students.
• Collaborate with others to plan and implement improvements to your teaching and learning practices.

The professional academic advisor is the students' compass towards success.

The academic advisor provides comprehensive support to students, including academic counseling and career guidance. The development of academic advisors is vital to shaping students’ futures and guiding them towards areas that are appropriate to their abilities and interests.

The standards for educational and professional counselors in the United Arab Emirates have been developed, reviewed and validated to ensure that professionals, at various career stages, are able to demonstrate professional competence that is consistent with the aspirations of the UAE vision. The most important standards for a professional teacher are the following:

Criterion 1: Relationship with Client Advisor

Outstanding school counselors are committed to a counseling process referred to as the counselor-client relationship which emphasizes the creation of a strong, emotional, trusting relationship between the guidance counselor and the client/student, whose role is to:

• Foster and maintain a collaborative consulting relationship with the client.
• Exercise the ability to develop and maintain a consultative relationship with the client/students, throughout the consulting process.
• Provide responsive services through the effective use of individual and group counselling, consultation and referral skills.
• Demonstrate effective system support through management of the school counseling program and other school educational and vocational programs.
• Cooperate and agree with school principals on the guidance department management system and implement the program’s work plans.

Criterion 2: Professional knowledge

Outstanding school counselors demonstrate a comprehensive understanding of established and emerging counseling theories. They possess a comprehensive knowledge of the techniques and processes that form the basis for effective school counseling with diverse populations and in relation to the needs of the school populations involved. The following are the standards of a professional teacher :

• Demonstrate knowledge of the overall educational and vocational system.
• Participate in planning and managing tasks to support learning and learner development.
• Knowledge of developmental and social psychology .
• Knowledge of basic theories of lifelong learning and human development.
• Exploring the developmental period with particular emphasis on development in the early years and adolescence.
• Identify the dimensions of human diversity and their potential impacts on the development of children and adolescents.

Standard 3: Professional practice in the field of education, vocational and counselling

Outstanding school counselors apply a deep and broad understanding of the learner's academic, professional, and personal-social competencies. They help individuals select courses, develop educational plans, overcome learning difficulties, and prepare for postsecondary education, training, or entry into the workforce. They also foster attitudes, beliefs, and competencies that facilitate mastery of professional development tasks.

The professional teacher standards are as follows:

• Develop knowledge and understanding of counselling within an educational context.
• Apply the knowledge and skills necessary to create and facilitate individual and group counselling.
• Planning, developing and organizing the annual comprehensive school educational and vocational guidance program.
• Implementing a guidance and counselling programme that enhances the comprehensive development of learners.

Standard 4: Ethical Conduct and Practice

The Code of Ethical Practice for School Counselors, Professionals, and Guidance serves as a guide to ethical practices for all school counselors, school counseling program supervisors/directors, and school counselor educators regardless of level, region, and population served within the school.

The standards of teachers in the UAE for the professional, educational, vocational and advisory aspects are as follows:

• Applying ethical requirements when delivering a comprehensive school guidance program.
• Respect and promote the values ​​of the United Arab Emirates.
• Respect and promote the heritage and culture of the United Arab Emirates, including Islamic values ​​and laws.
• Promote and implement the national educational vision and guidance in the school guidance program.
• Promoting multicultural awareness and global citizenship.
• Explain perspectives on ethical and legal issues in schools specifically related to school counseling.

Standard 5: Professional Identity, Advocacy and Growth

School counselors adhere to ethical practices and participate in professional growth and development. Encourage community growth through collaboration among community partners and develop plans to address the economic, social, educational, and employment goals of the community. Standards of professional teacher performance may be reflected in professional advocacy and identity, such as:

• Demonstrate the ability to be a system change agent.
• Demonstrate the personal traits of being an advocate, collaborator, and system change agent.
• Applying organizational theory to facilitate advocacy, collaboration, and systemic change.
• Encourage collaboration among community partners to assess and impact community growth.
• Engage in ongoing professional growth and development in the field of school counseling.
• Evaluating the impact of professional development activities on learners' educational, professional and emotional well-being.

Deaf Teachers Challenges and Inspiration

Teachers of the deaf in the UAE face unique challenges in providing education to their students, requiring a deep understanding of sign language and tailored teaching techniques. The UAE is adopting advanced training strategies to support teachers of the deaf and ensure an inclusive and appropriate learning environment.

The standards for teachers of the deaf and hard of hearing in the United Arab Emirates have been developed and revised as follows:

Standard 1: Professional and Ethical Conduct

Demonstrate commitment to the UAE’s heritage and cultural values. The most important criteria for teachers in the UAE for the deaf and professional teachers are as follows:

• Demonstrate personal and professional ethics of integrity, respect, fairness and commitment.
• Collaborate and communicate professionally with stakeholders to enhance and support learning .
• Compliance with legislative and regulatory requirements.
• Ensure the physical, emotional and psychological safety of learners.
• Promote learners' achievements and interests.
• Establish and maintain positive professional relationships with learners, colleagues, parents and the wider community.

Criterion 2: Professional knowledge

Understanding learning and development in relation to the diversity of learner characteristics and needs. Understanding and implementing the curriculum for the area/responsibility of the most important standards for teachers in the Emirates for the deaf and hard of hearing and the professional teacher. There are more than one standard, including:

• Identify educational research, learning theories, educational approaches, cultural values, and relevant policies and apply knowledge in practice.
• Understanding the relationship between the practices and perspectives of Deaf culture in the UAE and other cultures.
• Understand current assistive devices used with Deaf culture in the UAE and other cultures.
• Knowledge of audiological screening, diagnosis and referral procedures.
• Awareness of the causes, diagnosis and treatments associated with hearing loss.
• Professional knowledge in the use of functional listening techniques.

Standard 3: Professional Practice

Professional Practice Teachers in the UAE Work to create safe, supportive and stimulating learning environments for learners. Plan and implement effective, learner-centred instruction that responds to the characteristics and needs of individual learners. This is one of the standards for the professional teacher of the deaf and hard of hearing, and there is more:

• Integrating appropriate resources and making innovative use of technology.
• Use differentiated assessment to inform teaching, assess progress, and provide feedback on learner learning.
• Create a high quality, safe, supportive and stimulating learning environment for learners.
• Plan and implement lessons with clear, measurable objectives that respond to the diverse needs of learners.
• Implement strategies to improve learners' personal development and academic progress.
• Implementing UAE and international legislation and policies covering deaf and hard of hearing children, adolescents and learners.

Criterion 4: Professional Growth

One of the most important professional standards for teachers in the UAE is to take responsibility for professional growth by reflecting on performance, identifying development needs, planning and participating in professional development, and evaluating the impact on teaching and learning. The following are the professional performance standards for teachers of the deaf in professional growth:

• Reflection and self-evaluation in relation to school and relevant national and international professional standards .
• Identify your professional strengths, growth opportunities and professional practice.
• Develop an individual professional development plan that aligns with school and national priorities.
• Engage in professional growth activities consistent with the professional development plan.
• Demonstrate awareness that digital technologies are an essential component of teaching and learning.
• Evaluating the impact of professional development activities on teaching practices.

In conclusion, the journey of professionalism in education in the UAE emerges as a dynamic and diverse path that ensures the provision of high-quality education that meets the needs of students and contributes to the development of a knowledge-based society by advancing vocational education and the professional teacher. The role of the Madrasa.com platform in assisting in this educational advancement is highlighted through training courses to help teachers pass the educational professions license exams in all subjects at the hands of an elite group of highly qualified trainers.