In the UAE, teachers play a vital role in developing society and shaping promising generations through effective professional performance in the fields of education. One of the most important of these fields is the social specialization, where their performance is highlighted in building positive relationships with students and the community. Teaching the gifted also plays a role in meeting the needs of students with special skills. In early childhood education, effective professional performance requires providing the best care and education for children, and the article discusses the performance of teachers in these specializations in more detail.
Teachers in the UAE
The role of teachers in the UAE is a fundamental pillar for achieving educational and social development. Enhancing their professional performance in the specializations of social work, teaching the gifted, and early childhood education contributes significantly to building a bright future for future generations in this prosperous nation.
Professional performance in social work specializations
The role of teachers in social work disciplines requires a deep understanding of social and cultural challenges.
The UAE Social Worker Standards have been developed to be in line with the UAE Vision 2021. The UAE Teacher Performance Standards for Social Workers state the following:
Standard 1: Knowledge and practice of values and ethics
Social workers demonstrate that social work values are an integral part of their practice, that they uphold their ethical responsibilities, and act appropriately when faced with ethical problems, issues, and dilemmas. Social workers demonstrate active promotion and support of the social work profession, and act with integrity. The most important of these standards are:
- 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.
- Demonstrate, promote and implement national vision and guidance in social work programmes.
- Demonstrate awareness of the ethical and legal standards of social work as they apply to professional service, training and research.
- Demonstrate all aspects of ethical and appropriate behaviour requirements in the provision of social work services.
- Representing the social work profession with integrity and professionalism.
Standard 2: Culturally responsive and inclusive practice
Social workers have sufficient understanding and knowledge of cultural diversity in order to work in an inclusive and culturally sensitive manner within the education sector. Teachers in the UAE must be social workers.
- Show appreciation for their own cultural identities and the identities of others.
- Social workers use a wide range of skills and techniques that demonstrate an understanding and respect for the importance of culture in practice, policy, and research.
- Social workers must possess and continue to develop specialized knowledge and understanding that includes the history, traditions, values, family systems, race, ethnicity, tribal groups, religion, spirituality, social class, and mental or physical abilities of diverse students, families, and cultural groups in society.
- Working with respect and inclusion of cultural difference and diversity within the education sector.
- Integrating social justice concepts as part of social work service delivery within the education sector.
Standard 4: Professional knowledge and accountability
Social workers possess and acquire the knowledge necessary for effective practice. Social workers must continually:
- Equip themselves with a body of knowledge and evidence based on academic literature, empirical research, the Ministry of Education and national legislation relevant to their field of activity in order to practice the profession safely and professionally within an educational context.
- Maintaining up-to-date evidence-based knowledge of social work practice.
- Recognize the role of research and evaluation in obtaining and generating new knowledge for practice within educational settings.
- Understand and articulate the application of theories, knowledge bases, and resources to guide practice.
Standard 5: Professional Practice in Social Work
Teachers in the UAE Social workers work and support individuals, students, students' families, carers, groups and communities during difficult times and ensure that vulnerable clients, including children and adults, are protected from harm.
- Their role is to help improve outcomes in the lives of students and their families.
- They maintain professional relationships and act as mentors and advocates.
- Sometimes they need to use their professional judgment to make difficult decisions.
- They also operate within the framework of relevant legislation and procedures.
- Social workers conduct interviews and assessments, maintain accurate records, prepare reports, liaise and make referrals to other agencies, participate in multidisciplinary teams, and provide professional training and supervision.
- Involving students and their families in social work practice.
Standard 6: Professional Development and Growth
Social workers recognize the importance of continually increasing their knowledge and skills and are committed to and actively participate in the process of continuing education. Social workers demonstrate their commitment to lifelong learning through continuing professional development and supervision. Through their social work, they develop self-awareness which becomes the basis for professional development and is supported by professional supervision and organizational management.
Teachers' performance in the UAE in teaching gifted students
Teaching gifted students in the UAE requires exceptional vision from teachers to discover different talents. They must provide a learning environment that stimulates challenge and creativity. Despite the challenges, supporting teachers and providing training opportunities contributes to enhancing their professional performance , as these standards demonstrate:
Standard 1: Professional and Ethical Conduct
Teachers of gifted and talented students perform professional roles and responsibilities and understand the legal and ethical issues relevant to the education of these students.
- Talented and outstanding teachers demonstrate a commitment to the UAE’s heritage and cultural values; personal and professional ethics, which are integrity, respect, fairness and commitment.
- Gifted and talented teachers collaborate and communicate professionally with colleagues to enhance and support learning.
- Teachers create an environment in which fair treatment, equity, and respect for diversity are designed, taught, and practiced by all, and take steps to ensure access to quality learning opportunities for all students.
- Support, build and maintain sensitive and responsive relationships with each learner.
Standard 2: Professional knowledge in teaching the gifted and talented
Talented teachers in the UAE understand how the philosophical, historical and legal foundations of their field help develop effective practice. They draw on this knowledge to organize and design appropriate practices and to ensure that students’ rights are protected and respected. They use their knowledge of human development and learning and their skills as careful observers of students to help develop students’ knowledge, abilities, skills, interests, aspirations and values, by:
- Developing knowledge in the field of gifted education.
- Demonstrate basic knowledge of the historical, legal, and conceptual foundations of gifted education.
- Developing knowledge in identifying the educational needs of learners .
- Identify the physical, social and intellectual development and characteristics of gifted and talented learners.
Standard 3: Professional Practice in Teaching the Gifted and Talented
Gifted and talented teachers in the UAE create learning environments that encourage students to express their gifts and talents.
- They collect multiple types of assessment information so that all students have equal access to the identification process.
- Teachers apply valid and reliable assessment practices to reduce bias and select and use appropriate assessment tools to identify, diagnose, and evaluate students from diverse backgrounds.
- They also differentiate their curricula and instruction using data from pre- and post-assessments, performance-based assessments, product-based assessments, and other assessments that measure student growth.
- Employing multiple and continuous assessment to enrich progress in cognitive, social, emotional, and psychosocial domains and abilities.
- Develop purposeful and challenging learning activities that address the unique characteristics and needs of learners and advance their cognitive, emotional and psychosocial development.
- Building a continuum of K-12 lessons and coordinating between gifted, general, and special educators and relevant professional educators, including out-of-school learning specialists and advocates.
Standard 4: Participate in professional development, growth and collaboration
Teachers in the UAE frequently assess their own professional learning needs against standards, develop and monitor their own professional learning plans, systematically engage in training and learning to meet identified needs, and align outcomes with teacher performance and student curriculum standards. Gifted and talented teachers are effective teachers of the gifted through the implementation of professional learning programs in gifted education.
- Teachers are trained to recognize giftedness and differentiate appropriately across curricula, especially in inclusive classes.
- Teachers in professional learning also participate in daily teaching practice, guided purposefully by teacher needs, and driven by the teacher's conscious and reflective approach to learning.
- Gifted students spend a lot of their time in general education classrooms, so general education teachers receive education and training that enables them to recognize the characteristics of giftedness in diverse populations, and to understand the referral and identification process in a school or district.
- Identify your professional strengths, growth opportunities and professional practice.
- Measuring the impact of professional development on learner achievement.
- Evaluating the impact of professional development activities on teaching practices.
Criterion 5: Management, Governance and Leadership
Talented teachers in the UAE provide leadership to set goals, set and meet high professional expectations, advocate for effective policies and evidence-based practices, and create positive work environments.
- Talented teachers support effective leadership and management that contribute to providing good environments for children to learn and develop.
- They engage in administrative tasks that involve well-documented policies and procedures, well-kept records, clear directives, and organizational governance of a shared vision, goals, and values.
- Talented teachers contribute to creating a culture in which school environments work for learners and function as a learning community based on best practices.
Teacher Performance in the UAE Early Childhood Education
Early childhood education plays a crucial role in building a strong foundation for holistic development. Educators in this field must provide positive learning experiences and promote social interaction. The UAE Early Childhood Educator Standards have been developed, reviewed and validated to ensure that professionals, at different career stages, are able to achieve a high level of professionalism within an educational context.
Standard 1: Professional and Ethical Conduct
Early childhood educators demonstrate a commitment to the UAE’s heritage and cultural values; personal and professional ethics, which are integrity, respect, fairness and commitment.
- They foster relationships with responsive, respectful students and foster children's sense of security and belonging. These types of relationships free early childhood students to explore the environment and participate in play and learning.
- Early childhood educators collaborate and communicate professionally with stakeholders to promote and support learning.
- Early childhood educators facilitate daily experiences that support and enhance each student's physical, language, emotional, cognitive, social, and creative development and behavior using appropriate techniques and tools.
- Identify all stages and areas of child development and children's behaviors.
Standard 3: Professional Practice in Early Childhood Education
Early childhood educators in the UAE promote and support children's holistic learning and development.
- Early childhood educators implement educational curricula and develop programs that meet the developmental needs of students within their settings.
- They work to build trusting relationships with students and create learning and development portfolios to document each student's progress.
- They also work collaboratively with the families of the students in their care.
- Applying appropriate educational methods and programs.
- Develop and implement appropriate educational curricula and programmes for kindergartens (KG1 to KG2).
- Develop meaningful relationships and connections with early childhood students.
Standard 4: Professional practice in student safety, health, hygiene and nutrition
UAE Early Childhood Educators develop and maintain settings and environments that reduce risks, protect students from harm, and promote the health, well-being and safety of all students.
- They support students' rights to a quality education in an environment that provides for their physical and psychological well-being and supports each student's increasing competence, confidence and independence.
- They complete a variety of health and safety procedures and adhere to quality standards and current laws and regulations related to health and safety.
Standard Five: Professional Practice in Guiding Student Behavior
Early childhood educators help guide student behavior in a positive way by modeling appropriate pro-social behaviors and applying a variety of strategies.
- They work together to ensure a team approach is adopted, where each student's strengths and interests are harnessed.
- Demonstrate mutual support and respect. As such, a positive guidance approach allows the student to foster and develop healthy self-esteem, self-control, social awareness, and responsibility.
- Develop appropriate language and communication skills for each student.
- Teaching and developing problem-solving skills in early childhood students.
- Teaching and developing conflict resolution techniques for early childhood students.
Standard 6: Collaboration with families and communities
UAE Early Childhood Educators facilitate and maintain collaborative relationships with each student’s family to promote student development in all settings. These relationships are sensitive to family composition, language, and culture. To support optimal student learning and development
- Early childhood educators build relationships with families based on mutual trust and respect.
- Involving families in their children's educational development, and encouraging families to fully participate in their children's learning programs.
- They also develop community partnerships based on active communication, consultation and collaboration.
- Supporting early childhood inclusion, transitional development and learning.
Standard 7: Personal and Professional Development
Early childhood educators are responsible for professional growth by reflecting on performance, identifying development needs, planning and participating in professional development, and evaluating the impact on teaching and learning.
- They engage in learning opportunities to improve knowledge and skills on a personal and professional level.
- They test their professional knowledge and experience in real-world contexts to develop their approach to teaching and learning through continuous reflection on practice.
- They demonstrate the ability to identify their own learning needs and plan for themselves through engaging in independent learning and ongoing professional development training.
- They identify and engage in knowledge exchange opportunities with colleagues and others.
- Develop an individual professional development plan that aligns with school and national priorities.
- Evaluating the impact of professional development activities on student achievement.
Standard 8: Management, Governance and Leadership
Early childhood educators in the UAE support effective leadership and management that contributes to providing good environments for students to learn and develop.
- They engage in administrative tasks that involve well-documented policies and procedures, well-maintained records, clear directives, and organizational governance of a shared vision, goals, and values.
- Early childhood educators contribute to creating a culture in which early childhood school environments function and operate as a learning community, synonymous with international best practice.
- Understand roles and responsibilities within the school-based early childhood education system.
- Promote effective leadership, positive organizational culture and professional learning community.
- Support the development of early childhood education professionals.
School.com courses to prepare for passing the educational professions tests
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- Online courses provide flexibility in choosing the appropriate date and place to receive the courses.
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So, teachers in the UAE, do not hesitate to take advantage of Madrasa.com courses for further progress and effective professional development.
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