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Brunei Teacher Standards

Teacher Performance
Appraisal Version 2.0
Performance Descriptors for Teaching Competencies,
Students’ Achievements & Students’ learning

Department of Schools Inspectorate

SECTION A: STUDENTS’ ACHIEVEMENTS
Note: Take into consideration students’ age, stage and ability in making the evaluation

Unsatisfactory Satisfactory Good Very Good Excellent

Focus Area Guiding Questions
1 2 3 4 5

To what extent are None or few students Some students Majority students Majority students are Majority students are
A1 students able to demonstrate demonstrate demonstrate highly capable at highly capable, with some
Subject recall information, knowledge of subject knowledge of subject knowledge of subject observing and recalling
beyond their level range,
Knowledge facts and figures, matter by matter by matter by information such as
concepts and demonstrating ability demonstrating ability demonstrating ability dates, events, places at observing and recalling
terminology? to observe and recall to observe and recall to observe and recall and major ideas. information such as
information such as information such as information such as Students show mastery dates, events, places and
dates, events, places dates, events, places dates, events, places of the subject by major ideas, showing
and major ideas. and major ideas. and major ideas. showing, telling, listing, mastery of the subject by
labeling, collecting, showing, telling, listing,
describing, tabulating,
labeling, collecting,
identifying, defining,
examining, etc. describing, tabulating,
identifying, defining,
examining, etc.

A2 To what extent are None or few students Some students Majority students Majority students are Majority students are
Subject students able to demonstrate ability to demonstrate ability to demonstrate ability to highly capable at highly capable, with some
Understanding demonstrate understand understand understand understanding beyond their level range,
understanding of the knowledge and knowledge and knowledge and knowledge and meaning at understanding
subject? meaning by either meaning by either meaning by either by demonstrating strong knowledge and meaning
translating knowledge translating knowledge translating knowledge ability to translate by demonstrating strong
into new context, into new context, into new context, knowledge into new ability to translate
interpreting facts, interpreting facts, interpreting facts, context, interpret facts, knowledge into new
making comparisons, making comparisons, making comparisons, make comparisons, context, interpret facts,
contrasting, contrasting, contrasting, contrast, sequence, and make comparisons,
sequencing, grouping, sequencing, grouping, sequencing, grouping, group predicting and contrast, sequence,
predicting and predicting and predicting and inferring causes and group, predicting and
inferring causes and inferring causes and inferring causes and consequences. inferring causes and
consequences. consequences. consequences. consequences.
 Unsatisfactory Satisfactory Good Very Good Excellent
Focus Area Guiding Questions
1 2 3 4 5

A3 To what extent are None or few students Some students Majority students Majority students are Majority students are
Subject students demonstrate the demonstrate the demonstrate the able to apply what they capable, with some
Application demonstrating their ability to apply subject ability to apply subject ability to apply subject have learned in beyond their level range,
ability to apply what information, ideas, information, ideas, information, ideas, increasingly complex in applying what they
they have learned? methods, and skills, methods, skills, methods, skills, ways. They are highly have learned in highly
concepts/theories in concepts or theories concepts or theories capable at applying complex ways. They are
different contexts or in different contexts or in different contexts or subject information, highly capable, with some
for problem-solving. for problem-solving. for problem-solving. ideas, methods, skills, beyond expected level of
concepts or theories in competency, in applying
different contexts or for subject information,
problem-solving. ideas, methods, skills,
concepts or theories in
different contexts or for
problem-solving.

A4 To what extent are None or few students Some students are Majority students are Majority students are Majority students are
Analysis students competent are competent at competent at competent at highly competent at highly competent, with
and at analysing and analysing (compare, analysing (compare, analysing (compare, analysing (compare, some beyond their level
Evaluation evaluating? contrast, differentiate, contrast, differentiate, contrast, differentiate, contrast, differentiate, range, at analysing
distinguish, etc) and distinguish, etc) and distinguish, etc) and distinguish, etc) and (compare, contrast,
evaluating (assess, evaluating (assess, evaluating (assess, evaluating (assess, differentiate, distinguish,
measure, justify, measure, justify, measure, justify, measure, justify, review, etc) and evaluating
review, etc). review, etc). review, etc). etc). (assess, measure, justify,
review, etc).

A5 To what extent are None or few students Some students are Majority students are Majority students are Majority students are
Creativity students creative at are competent at competent at putting competent at putting highly competent at highly competent, with
in building on the putting together ideas together ideas or together ideas or putting together ideas or some beyond their level
learning learning developed or elements to elements to develop elements to develop elements to develop new range, at putting together
through the other develop new views new views and new views and views and learning ideas or elements to
aspects (A1-A4), and learning learning outcomes. learning outcomes. outcomes. develop new views and
and independently outcomes. learning outcomes.
innovate?
SECTION B: STUDENTS’ LEARNING
Note: Take into consideration students’ age, stage and ability in making the evaluation

Unsatisfactory Satisfactory Good Very Good Excellent

Focus Area Guiding Questions
1 2 3 4 5

B1 To what extent do None or few students Some students Majority students Majority students Majority students
Communication students demonstrate good demonstrate good demonstrate good demonstrate strong demonstrate strong
demonstrate communication skills communication skills communication skills communication skills communication skills,
communication according to learning according to learning according to learning according to learning with some exceeding
skills which comply expectations by expectations by expectations by expectations by learning expectations, by
with the learning articulating thoughts articulating thoughts articulating thoughts articulating thoughts and articulating thoughts and
expectations? and ideas clearly and and ideas clearly and and ideas clearly and ideas clearly and ideas clearly and
effectively through effectively through effectively through effectively through effectively through
speaking and/or speaking and/or speaking and/or speaking and/or writing. speaking and/or writing.
writing. writing. writing.

B2 To what extent do None or few students Some students Majority students Majority students Majority students
Organisation students demonstrate demonstrate demonstrate demonstrate readiness to demonstrate readiness to
demonstrate good readiness to learn readiness to learn readiness to learn learn with ease, learn with ease, with
levels of readiness with the right mindset equipped with the equipped with a good equipped with a very some beyond their level
to learn? and adequate right mindset and mindset and learning good mindset and range of readiness. They
learning materials adequate learning materials according to learning materials are equipped with a very
(notes in order, materials (notes in their needs (notes in according to their needs good mindset and
written work order, written work order, written work (notes in order, written complete with up-to-date
organised, ready with organised, ready with organised, ready with work organised, ready learning materials (notes
pens and textbooks, pens and textbooks, pens and textbooks, with pens and textbooks, in order, written work
etc). etc). etc). etc). organised, ready with
pens and textbooks, etc).
 Unsatisfactory Satisfactory Good Very Good Excellent
Focus Area Guiding Questions
1 2 3 4 5

B3 How are students’ None or few students Some students Majority students Majority students Majority students
Engagement attitude, demonstrate positive demonstrate positive demonstrate positive demonstrate very good demonstrate very good
involvements and attitude, are actively attitude, are actively attitude, are actively attitude, motivated, are attitudes, highly
concentration in engaged and focused engaged and focused engaged and focused actively engaged and motivated, are actively
their learning? in their learning. in their learning. in their learning. focused in their learning. engaged and focused in
their learning, with some
students inspiring and
motivating others to
learn.

B4 To what extent do None or few students Some students apply Majority students Majority students apply Majority students apply
Application students apply apply good subject good subject skills apply good subject very good subject skills very good subject skills
of subject skills e.g. skills according to the according to the skills according to the according to the learning with some showing
Subject numeracy, practical, learning expectations. learning expectations. learning expectations. expectations. exceptional skills at high
Skills analytical, life skills order processes such as
which comply with analysing, evaluating and
the learning creating.
expectations?

B5 To what extent do None or few students Some students Majority students Majority students Majority students
Independence/ students learn complete work complete work complete work independently complete independently complete
Initiative independently? independently, asking independently, asking independently, asking work on time or earlier work on time or earlier
for help when for help when for help when with occasional request with occasional requests
necessary. necessary. necessary. for clarification. for clarification, with
some demonstrating
. excellent initiatives by
seeking feedback for
improvement.
 Unsatisfactory Satisfactory Good Very Good Excellent
Focus Area Guiding Questions
1 2 3 4 5

B6 To what extent can None or few students Some students can Majority students can Majority students are Majority students are
ICT Skills students apply their can apply digital apply digital apply digital highly skilled at using highly skilled at using
knowledge and ICT technology, technology, technology, digital technology, digital technology,
skills in order to communication tools communication tools communication tools communication tools or communication tools or
meet or networks or networks or networks networks appropriately to networks appropriately to
the learning appropriately to appropriately to appropriately to access, manage, access, manage,
expectations? access, manage, access, manage, access, manage, integrate and create integrate and create
integrate and create integrate and create integrate and create information. information, with some
information. information. information. exceeding the learning
expectations.

B7 To what extent are None or few students Some students Majority students Majority students Majority students
Collaboration students learning collaborate by having collaborate by having collaborate by having collaborate by having collaborate by having
collaboratively
shared responsibility, shared responsibility, shared responsibility, shared responsibility, shared responsibility,
during group work?
making rational making rational making rational making rational decisions making rational decisions
decisions and working decisions about their decisions about their effectively by producing effectively with some
interdependently. work and working work and working quality work. beyond their expected
interdependently. interdependently. level. They negotiate in
producing quality work.

B8 How do students None or few students Some students utilise Majority students Majority students Majority students
Use of utilise resources in utilise the resources the resources utilise the resources effectively utilise the effectively utilise the
Resources their learning? provided by their provided by their provided by their resources provided by resources provided by
teacher well. teacher well. teacher well. their teacher. their teacher, with some
innovatively utilising the
resources provided in
creative and innovative
ways.
 Unsatisfactory Satisfactory Good Very Good Excellent
Focus Area Guiding Questions
1 2 3 4 5

B9 To what extent are None or few students Some students are Majority students are Majority students are Majority students are able
Ability to the students are able to produce able to produce good able to produce good able to produce very to produce excellent work
Complete Work progressing in their good work within the work within the work within the good work within the within the intended
learning, based on intended amount and intended timeframe intended timeframe intended timeframe and timeframe, amount and
the amount, type timeframe. and amount. and amount. amount. quality, with some
and quality of work employing diverse
given? methods with creative,
. innovative ideas to
produce high quality work
that exceeds the learning
expectations.

SECTION C: TEACHING
BTS STANDARD 1: ENGAGE STUDENTS IN INTELLECTUALLY CHALLENGING LEARNING

Unsatisfactory Satisfactory Good Very Good Excellent

Focus Area Guiding Questions
1 2 3 4 5

C1.1 To what extent do Teachers identify Teachers identify and Teachers identify and Teachers identify and Teachers enrich
Determine teachers utilise students’ existing utilise students’ existing utilise students’ utilise students’ existing students’ existing
Students’ students’ existing knowledge, skills, knowledge, skills, existing knowledge, knowledge, skills, knowledge, skills,
Capabilities knowledge, skills, linguistic competence, linguistic competence, skills, linguistic linguistic competence, linguistic competence,
linguistic interests and needs interests and needs into competence, interests interests and needs by interests and needs
competence, into the learning the learning process. and needs using some using a range of throughout the
interests and needs process. strategies to connect strategies to learning process to
into the learning new information into successfully connect generate the
process to improve the learning process. new information and elaboration and
their attainment and construct new interrogation of the
progress? understanding into the learnt concept.
learning process.
 Unsatisfactory Satisfactory Good Very Good Excellent
Focus Area Guiding Questions
1 2 3 4 5

C1.2 Do teachers set Teachers do not set Teachers set some Teachers set Teachers set Teachers set
Set High high expectations challenging goals and challenging goals and challenging goals and challenging goals to challenging goals for
Expectations on students’ give students minimal encourage students to be cater for different cater for different individual students
learning outcomes? encouragements to aware of learning goals, abilities where abilities where students where students are
work productively and as an initial stage students are motivated are highly motivated self-regulators and
accept responsibility towards students’ taking towards achieving towards achieving independent learners
for their own learning. responsibility for their learning goals. learning goals and take in achieving success.
own learning. responsibility for their
own learning.

C1.3a
Promote Teaching content Teachers encourage Although teachers Teachers discourage Teachers target Teachers target
Learning dialogically: how do chorusing by asking occasionally encourage chorusing. They use a questions effectively questions effectively
through a teachers question mostly untargeted chorusing, they range of strategies, using the full range of using the full range of
Questioning and students? questions for students increasingly target such as asking strategies: asking strategies. Their
Reflective in the class to shout questions using one students to volunteer students to volunteer choice of strategy is
Attitude out answers. strategy, such as answers or asking answers; asking specific based on the purpose
encouraging students to specific questions of questions of targeted of the question they
volunteer answers targeted students. students; using mini- are asking and
individually. whiteboards, etc. students’ prior
achievements.

Teaching content Teachers Teachers ask closed and Teachers ask a range Teachers ask testing Teachers use
C1.3b dialogically: what predominantly ask open testing questions of questions, including and focusing questions statements and ask a
Promote questions do closed testing as well as focusing testing, focusing and but predominantly range of
Learning teachers ask? questions. They often questions. They genuine enquiry genuine-enquiry predominantly
through a ask ineffective infrequently ask questions. Their questions. Their genuine-enquiry
Questioning and questions, such as ineffective questions. questions encourage questions encourage questions that
Reflective leading, rhetorical or Students’ answers are students to give students to discuss their encourage students to
Attitude guess-what’s-in my- sometimes short answers that are more ideas. exemplify, compare,
mind questions. utterances and than short utterances. conjecture and
Answers are mostly sometimes sentences. generalise.
short utterances.
 Unsatisfactory Satisfactory Good Very Good Excellent
Focus Area Guiding Questions
1 2 3 4 5

C1.3c Teaching content Teachers only Teachers always Teachers nearly Teachers use the full Teachers respond to
Promote dialogically: how do acknowledge correct acknowledge students’ always follow up range of strategies to students’ answers
Learning teachers respond to or incorrect answers answers. They students’ answers to respond to students’ reflectively. They
through a students’ answers? (e.g. they respond occasionally follow up encourage them to answers: comparing; choose their
Questioning and using ‘yes’ or ‘no’). incorrect and correct explain their ideas or reasoning; adding to; responses based on
Reflective They sometimes answers, asking students to compare different revoicing; rephrasing. students’ answers in
Attitude ignore incorrect to explain their answers. answers. Their responses order to identify and
answers. Students’ facilitate discussion address
answers are not between students misconceptions,
followed up or challenge thinking and
probed. deepen
understanding.

C1.3d Teaching content Teachers don’t Teachers notice students Teachers encourage Teachers use a range of Teachers intertwine
Promote dialogically: how do ensure that all who are not participating all students to engage strategies to ensure that discussion in pairs,
Learning teachers engage
students participate actively in whole class in whole class work, all students participate small groups and the
through a the whole class?
Questioning and actively in whole class work. They target anticipating which actively. They provide whole class
Reflective work. Some students questions and provide students may be opportunities for seamlessly. They
Attitude dominate whilst support to encourage disengaged. They use students to discuss their build on what they
others remain quiet or disengaged students to ‘wait-time’ effectively ideas in pairs or small hear during paired and
join in chorusing by participate. to provide students groups during whole small group
repeating what other with time to think. class work. discussion to facilitate
students are shouting productive whole class
out. discussion.
BTS STANDARD 2: BASE LEARNING ON WELL DESIGNED CONTENT AND METHODS

Unsatisfactory Satisfactory Good Very Good Excellent

Focus Area Guiding Questions
1 2 3 4 5

C2.1 To what extent do Teachers’ Teachers have Teachers have good Teachers have in-depth Teachers successfully
Teacher Subject teachers’ show explanations lack adequate subject subject content subject content knowledge integrate meaningful
Knowledge good command of clarity and/or contain content knowledge knowledge and use and use this effectively to content knowledge
subject content errors, showing e.g. to address and this to capture capture and stimulate within and across
knowledge? obvious gaps in rectify students’ students’ interest. The students’ interest. The subjects to deepen
teachers’ subject misconceptions. teachers are updated teachers have sound students’ knowledge,
content knowledge. on the trends and understanding of the trends understanding and
issues on the subject and issues within and skills.
areas. across subjects.

C2.2 How do teachers Lessons are not Individual lessons are Lessons are planned Teachers use the first Lessons are part of a
Lesson plan for progress in planned carefully and planned and the tasks as part of a sequence. lesson in a sequence to coherent sequence that
Planning learning? exist in isolation. that students will work Learning objectives find out what students progressively develops
Teachers mostly just on are clearly are clear and provide already know and then learning. Learning
work through the identified. Learning appropriate challenge build on this. Learning objectives and
*NOTE: Based on textbook. The objectives are for the students. The objectives are well-defined. expected outcomes are
evidence in lesson learning objectives for identified but are not different episodes in a Teachers identify expected well-defined. Teachers
planning lessons are not clear. always clear. lesson support clear learning outcomes that address vocabulary,
There are obvious Teachers progression in focus on developing skills, common mistakes and
gaps in teachers’ demonstrate learning. Teachers knowledge* and conceptual misconceptions.
subject knowledge*. adequate subject demonstrate good understanding Teachers demonstrate
knowledge.* subject knowledge.* excellent pedagogical
content knowledge.*
 Unsatisfactory Satisfactory Good Very Good Excellent
Focus Area Guiding Questions
1 2 3 4 5

C2.3a How do teachers Teachers’ directions Teachers’ directions Teachers’ directions Teachers’ directions are Teachers successfully
Classroom manage students in are unclear, student’s are clearly are clearly understood clearly understood by instill a culture where
management learning activities? behaviour are not understood by some by majority of the nearly all students. the expectations of
managed properly, students. Teachers’ students. Appropriate Students are well informed behaviour are well
causing time to be authority is exercised authority are of teachers’ expectations of established.
wasted. appropriately. systematically behaviour. Nearly all students
Many students are Some students are on exercised, praises are Nearly all students are on independently proactive
disengaged in the task and engaged in merited, and rewards task and engaged in all in all learning activities.
learning activities. learning activities. well chosen to learning activities.
reinforce the desired
outcomes.
Majority students are
on task and engaged
in learning activities.

C2.3b How do teachers Lessons are Lessons begin with a Lessons begin Lessons begin with a short Teachers use a variety
Classroom structure and use unstructured. They short starter activity promptly with a short starter activity that engage of short, interactive
management time in lessons? start slowly and the that engages most starter activity. The all students. Episodes of starters that engage all
pace of learning students. The main main parts of lessons interactive whole-class students immediately.
remains slow. Time is parts of lessons are are structured into teaching are balanced with Main parts of lessons
wasted, either by structured into timed episodes that a variety of interesting and are episodic and use
unnecessary episodes that include involve a variety of engaging individual and/or time effectively.
repetition or by whole class teaching activity. Teachers use group tasks. Final plenaries Teachers use final
teachers spending too and individual or final plenaries to are interactive and help to plenaries to assess and
long on administrative group tasks. encourage students to consolidate learning. extend learning,
tasks. Many students Teachers bring summarise key ideas discuss and address
spend time in lessons lessons to a clear and reflect on their common mistakes and
not engaged. end. learning. misconceptions.
 Unsatisfactory Satisfactory Good Very Good Excellent
Focus Area Guiding Questions
1 2 3 4 5

C2.3c Designing effective Teachers usually Teachers sometimes Teachers use a Teachers provide Teachers use flexible
Classroom learning tasks: how teach students as a require students to balance of whole opportunities for students approaches to organise
management do teachers whole class, work on learning class, small group, to talk in pairs or small and group students
organise and group sometimes for long tasks in pairs and paired and individual groups during whole class based on learning
students? periods of time. small groups as well work in lessons. They work. They organise and objectives and tasks,
Students then work as a whole class and sometimes organise group students based on and student needs.
individually to practise individually. students so that they the learning objectives, the They routinely use
and consolidate what can provide targeted nature of the learning tasks collaborative learning
they have been support to specific and student needs. They tasks that require all
taught. There are groups of students, sometimes use students to contribute
limited opportunities such as lower- collaborative tasks. using a range of
for students to work in attainers. strategies (e.g.
pairs or in small snowball, jigsaw,
groups. envoy, and fishbowl).

C2.4 Designing effective Teachers rely solely Teachers sometimes Teachers routinely Teachers choose carefully Teachers design and
Learning learning tasks: how on the textbook as the use other resources adapt the textbook which resources, including use a rich variety of
Resources do teachers use source of learning in addition to the tasks or sometimes the textbook, to use based stimulus materials,
textbooks and other tasks. Completing textbook, including design alternative on: learning tasks and
resources? textbook exercises is practical materials tasks to meet the - The concepts and skills resources including ICT
the main activity in and ICT, to: needs of both lower- being taught; that complement the
lessons. Teachers - complement the and higher-attaining - The different needs of textbook. They choose
sometimes ask learning tasks in the students. They use a students. and adapt the textbook
students to copy from textbook: range of resources, They routinely use a wide and other resources to
the textbook. - provide support, including practical range of resources and match learning
Textbook use is not particularly for lower- materials and ICT, to practical materials. objectives and the
complemented by the attaining students. complement the different needs of
use of other textbook. individual students.
resources.
BTS STANDARD 3: SUIT WORK TO STUDENTS’ INDIVIDUAL NEEDS

Unsatisfactory Satisfactory Good Very Good Excellent

Focus Area Guiding Questions
1 2 3 4 5

C3.1 Designing effective Teachers have low Teachers have Teachers have Teachers have Teachers share their
Challenge Students learning tasks: how expectations of most appropriately high appropriately high appropriately high high expectations with all
in Accordance to do teachers ensure students. All expectations of the expectations of all expectations of all students. They adapt
Individual Needs that tasks are students are majority of students. students. They students. They provide learning tasks to
appropriately provided with the They sometimes routinely adapt tasks learning tasks that challenge all students
challenging for all same learning tasks provide alternative to meet the needs of challenge them to work appropriately through:
students? regardless of their learning tasks, both lower- and at a level that is just changing the: level of
prior achievements particularly for lower- higher-attaining beyond what they can technical difficulty; level
and needs. There is attaining students, or students. They do independently. They of higher-order thinking
not enough adapt learning tasks provide all students present tasks involved; degree of
challenge and by providing extra with opportunities to thoughtfully, and do not scaffolding; amount of
support for support or apply their learning in always start with student independence.
significant groups of scaffolding. both familiar and simpler tasks.
students, such as unfamiliar contexts.
lower- or higher-
attaining students.

C3.2 Designing effective There is little Learning tasks are Teachers provide Teachers provide a Teachers provide a wide
Develop Students’ learning tasks: how variation in the appropriate for the both open and closed balance of open and variety and range of
Conceptual do teachers use learning tasks that learning objectives. differentiated learning closed differentiated differentiated learning
Understanding and tasks to engage teachers provide for Each task exposes tasks that not only learning tasks that tasks that develop
Skills in Accordance students and students. They are students to develop skills and involve higher-order conceptual
to Individual Needs develop both their predominantly something new knowledge but also thinking. They provide a understanding together
understanding and textbook exercises and/or extends their develop higher-order range of learning tasks with skills and
skills? that require students learning. There is thinking and that focus in depth on knowledge. They provide
to practise routine some variation in the conceptual the concept or ideas tasks that encourage
skills and memorise nature of the learning understanding. The being taught. They students to make
facts. Learning tasks tasks. Many students range and variety of ensure all students connections between
are highly repetitive are engaged, but learning tasks have mastered key different concepts and
and do not engage some are off-task engage all students. skills before moving on ideas.
or motivate students. and/or passive. to the next topic.
BTS STANDARD 4: USE ASSESSMENT AND REPORTING EFFECTIVELY

Unsatisfactory Satisfactory Good Very Good Excellent

Focus Area Guiding Questions
1 2 3 4 5

Assessing learning Learning objectives Teachers share Teachers routinely Teachers discuss Teachers routinely
C4.1a continuously: how for lessons are not learning objectives discuss learning learning objectives with discuss learning
Establish and do teachers ensure clear. Teachers with students near the objectives with students and are objectives and expected
Share Learning that what students sometimes talk about beginning of most students near the beginning to share outcomes with students
Objectives are expected to the learning tasks that lessons to help them beginning of lessons. expected learning at key points of lessons,
learn is made clear students will work on. know what they are They use final outcomes. They use including beginnings and
to them? They do not explain to aiming for. They plenaries to refer back final plenaries to refer final plenaries. They use
students what they generally use to the learning back to these and to peer- and self-
are expected to learn vocabulary that the objectives and encourage students to assessment to help
using vocabulary that students understand. encourage students to reflect on their progress. students think about and
they understand. reflect on the progress Teachers use self- take responsibility for
they have made assessment to help their learning.
towards achieving students think about
them. their learning.

C4.1b Assessing learning Teachers take little Teachers sometimes Teachers routinely use Teachers use their Teachers adapt learning
Establish and continuously: how account of students’ use their their assessments to assessments to provide tasks based on their
Share Learning do teachers adjust answers to oral and assessments to adapt tasks so that learning tasks that assessments to ensure
Objectives their teaching in written questions. provide alternative they offer appropriate challenge all students to that all students are
response to Consequently, all learning tasks, challenge to higher- work at a level that is challenged appropriately.
assessment students are provided particularly for lower- attaining students. just beyond what they They intervene quickly
information and with the same attaining students. They also use their can do independently. through providing one-to-
feedback from learning tasks. They sometimes use assessments to ensure They ensure that all one and small group
students? Differentiation is only their assessments or that students who find students have mastered support during lessons to
through speed of to adapt learning an aspect of the work key skills before they students who are
working. tasks by providing difficult are provided move on to the next struggling.
extra support or with greater scaffolding topic.
scaffolding. and support.
 Unsatisfactory Satisfactory Good Very Good Excellent
Focus Area Guiding Questions
1 2 3 4 5

C4.2 Assessing learning Teachers do not Teachers use open Teachers assess Teachers assess Teachers assess
Plan continuously: how assess what as well as closed students through students through students through
assessment do teachers assess individual students testing questions to asking them testing effective questioning, carefully targeted
students’ learning in are learning. They assess what students and genuine enquiry listening and by questioning, listening
lessons? only assess whether are learning. They questions. They listen observing them as they and observing. They
students’ answers to target questions to carefully to students’ work. They assess expose common
oral and written assess the learning of answers. They assess students’ understanding mistakes and
questions are correct individual students. students’ oral and and identify possible misconceptions. They
or incorrect. They do They occasionally written work for reasons for errors. They identify quickly any
not assess whether probe students’ understanding rather identify quickly any students who fail to
students understand answers, particularly than just answers, by students who fail to understand a concept.
what they are incorrect answers, to routinely probing both master a key skill or
learning. assess correct and incorrect procedure.
understanding. answers.

C4.3 Assessing learning Teachers only Teachers Teachers identify good Teachers help students Teachers routinely
Assess to continuously: how acknowledge whether acknowledge aspects of students’ to recognise their next provide constructive
Promote do teachers use students’ answers to positively what work. They explain steps in learning. They feedback, both orally and
Learning feedback to oral and written students have learned clearly what makes it often help them to in writing, to students
students to support questions are correct and the effort that good and discuss with understand what they whether they are working
their learning? or incorrect. Incorrect they have made. students how to need to do to get there. in small groups,
answers are They respond to improve it. They Their feedback causes individually or as a whole
sometimes criticised incorrect answers routinely encourage the students to think, reflect, class. They identify what
in a way that sympathetically and correction of errors or correct mistakes and students do well, but
undermines students’ encourage students improvement of a piece make improvements. also focus on what they
confidence. Teachers by scaffolding and of work. They avoid need to learn next and
provide no feedback supporting their next comparisons between what steps they should
to students on what steps. students. take to get there.
they need to do to
improve.
BTS STANDARD 5: ADOPT AND REFINE PROFESSIONAL PRACTICE

Unsatisfactory Satisfactory Good Very Good Excellent

Focus Area Guiding Questions
1 2 3 4 5

Development of Teachers do not self- Teachers periodically Teachers frequently Teachers consistently Teachers embed self-
C5.1 Professional reflect on their self-reflect on their self-reflect on self-reflect on reflection as professional
Develop Practice: To what professional professional practise professional practise, professional practise, practice lead others in
Professional extent do teachers practise.Teachers and make minimal update and search for update and search for designing and promoting
Practice self-reflect on their make minimal initiative to update new knowledge new knowledge through professional exchange
professional initiative to update knowledge through through professional professional with other teachers within
practise, update existing knowledge professional development.Teachers development.Teachers and outside school.
their knowledge through professional development. share best practises initiate and collaborate
through professional development as well Teachers develop towards professional towards professional and
development and as little contribution in and design teaching- and curriculum curriculum development
contribute towards curriculum learning activities for development to to support emerging
curriculum development. their own use. support emerging educational initiatives.
development? educational initiatives.

C5.2 Adopt professional Teachers make Teachers make some Teachers clearly Teachers prioritise aims Teachers take leadership
Adopt practice: To what minimal efforts to efforts to support the support the school’s and demonstrate roles and exert positive
Professional extent do teachers support the school’s school’s vision and vision and mission in accountability to achieve influence in actualisation
Practice contribute towards vision and mission in mission in daily work. daily work. the school’s vision and of the school vision and
aims and ethos of daily work. Teachers have some Teachers have good mission in daily work. mission.
the school, uphold Teachers lack initiative to establish rapport and mutual Teachers establish good Teachers establish a
high professional initiative to establish rapport and mutual respect with the rapport and mutual mutually trusting and
boundaries, and rapport with the respect with the students, instil MIB respect with the respectful environment.
appreciate different students, instil MIB students, instil MIB values and vigilant in students, instil MIB MIB values are
views, vigilant in values and vigilant in values and vigilant in safeguarding students’ values and vigilant in embedded as a culture in
safeguarding safeguarding safeguarding well-being. safeguarding students’ students
students’ well- students’ well-being. students’ well-being. well-being.
being? .
.
BTS STANDARD 6: DEMONSTRATE HIGH STANDARDS OF PERSONAL AND PROFESSIONAL CONDUCT

Unsatisfactory Satisfactory Good Very Good Excellent

Focus Area Guiding Questions
1 2 3 4 5

C6.1 How do teachers Teachers show Teachers understand Teachers meet all Teachers maintain high Teachers model
High Ethical and demonstrate high limited understanding and apply some ethical standards as ethical standards as exemplary ethical
Moral Standards ethical, moral and application of ethical standards as outlined in existing outlined in existing code behaviour and exercise
standards and ethical standards outlined in the code of ethics, of ethics, policies and judgements as outlined
sensitivity (e.g. existing code of existing code of policies and regulations (MIB) that in existing code of
social background, ethics, policies and ethics, policies and regulations (MIB) that apply towards their ethics, policies and
ethnic and cultural regulations (MIB) that regulations (MIB) that apply towards their professional regulations (MIB) that
and other apply towards their apply towards their professional engagements with apply towards their
differences) in their professional professional engagements with colleagues, students’ professional
teaching profession engagements with engagements with colleagues, students’ families or the wider engagements with
to create an colleagues, students’ colleagues, students’ families or the wider community. Teachers colleagues, students’
inclusive learning families or the wider families or the wider community. Teachers respect students as families or the wider
environment? community. Teachers community. Teachers show concern and individuals and embrace community. Teachers
show minimal show awareness of take consideration of their diverse successfully create an
awareness of students’ personal students’ personal backgrounds. inclusive learning
students’ personal backgrounds. backgrounds. environment.
backgrounds.

C6.2 How do teachers Teachers only show Teachers consistently Teachers consistently Teachers maintain an Teachers maintain an
High Standard of display attendance minimum compliance adhere to the adhere to the excellent track record of excellent track record of
Attendance and and punctuality in to school’s policy on school’s policy on school’s policy on attendance and attendance and
Punctuality school related attendance and attendance and attendance and punctuality in adherence punctuality in adherence
commitments i.e. punctuality in school punctuality in some punctuality in majority to school’s policy. They to school’s policy. They
students’ curriculum related commitments. school related of school related prioritise very good time display exemplary
learning time, commitments. commitments. management in standards of
school assemblies, conducting nearly all professionalism in
class registrations, school related prioritising and
meetings etc.)? commitments. optimising time
management in
conducting nearly all of
school related
commitments.
 C6.3 How do teachers Teachers show Teachers understand Teachers comply and Teachers comply and Teachers comply to and
Well informed demonstrate their limited understanding and apply some of apply the current apply to current maintain updated
regarding official knowledge of and application of current education education policies, education policies, knowledge on current
policies, current education current education policies, regulations regulations and other regulations and other education policies,
regulations and policies, regulations policies, regulations and other requirements. requirements. Teachers regulations and other
other and other and other requirements. serve as a referal to requirements.Teachers
requirements requirements? requirements. others. always serve as a
. referal to others.