Government of Pakistan is committed to improving the quality of education which depends upon the quality of teacher education. To enhance the quality of teachers, National Professional Standards for Teachers (NPSTs) were developed by Policy and Planning Wing, Ministry of Education, Government of Pakistan in February 2009 with the technical support of UNESCO and financial support of USAID under Strengthening Teacher Education in Pakistan (STEP) project.
- The NPSTs were officially adopted by representatives of the provinces/ areas in the National Steering Committee meeting in 2008.
- These were basically meant for primary level beginning teachers, but are now also being used for prospective teachers, secondary teachers and teacher educators.
Each standard has THREE parts:
- Knowledge and understanding (content): What teacher knows
- Dispositions: Behaviors, attitude and values
- Performances and skills: What teacher can do and should be able to do
Standard-1: Subject Matter Knowledge
1A: Knowledge and Understanding: Teachers know and understand:
- In depth knowledge of the subject matter
- The national curriculum framework
- Basic concepts, theories, history of the subject
- The new emerging concepts, results of researches and latest trends at national and international levels.
- The relationship of the subject to other disciplines and its usability in practical life
1B: Dispositions: Teachers give value and are committed to:
- Facilitate learners through multiple ways in acquiring and construction of knowledge.
- Make knowledge applicable to real world situations.
1C: Performance and Skills: Teachers demonstrate knowledge & understanding through:
- Effectively explaining the content in multiple perspectives.
- Giving examples of application of the content from practical life.
Standard-2: Human Growth and Development
2A: Knowledge and Understanding: Teachers know and understand:
- How students construct knowledge, acquire skills and develop habits of mind.
- Individual differences among students.
- Diverse style of learning.
- Motivational strategies to achieve and perform excellently.
2B: Dispositions: Teachers give value and are committed to:
- The educability of all children and adolescents.
- Treat all students equitably.
- The belief that all children and adolescents can learn at high levels and achieve success.
2C: Performance and Skills: Teachers engage in activities to:
- Apply learning theories to accommodate differences in student intelligence, motivation, cognitive style and achievement levels. Foster cooperation and collaboration for collective problem solving.
Standard-3: Knowledge of Islamic Ethical Values/ Social Life Skills
3-A: Knowledge and Understanding: Teachers know and understand:
- The Islamic code of conduct (beliefs, prayers, and ethics) in light of Quran and Sunnah.
- The values which are globally accepted and are being promoted.
- The present need of national/ global peace, and the factors affecting peace and resulting in decline of the values and ethics.
- Essential principles of Islamic values in the textbooks.
3-B: Dispositions: Teachers give value and are committed to:
- Bring awareness among people that ‘Quran’ and ‘Sunna’ are the only valid sources for knowing about Islamic values in true sense.
- Tolerance and celebration of diversity.
- Dialogue as a means to conflict resolution.
3-C: Performance and Skills: Teachers engage in activities to:
- Create a safe and secure learning environment.
- Practice Islamic code of conduct by their own behaviors and guiding through a convincing dialogue with learners to value and practice the ethical and Islamic values. Practice Islamic teachings in classrooms and schools to prevent the misunderstandings that can lead to the mischaracterization and even demonization of Islam and other faiths.
Standard-4: Instructional Planning and Strategies
A: Knowledge and Understanding: Teachers know and understand:
- The aims, goals and objectives of education as well as of curriculum for specific subject
- How to plan instructional strategies based on students’ needs, development progress and prior knowledge.
- General methods of teaching
- Special/ specific methods of teaching different areas of the subject
B: Dispositions: Teachers give value and are committed to:
- Pedagogy of care, collaboration and cooperation.
- Team-work and cooperative learning.
- Multiple ways to solve problems.
C: Performance and Skills: Teachers engage in activities to:
- Identify and design instruction appropriate to students’ stage of development, learning styles, strengths and needs.
- Plan instruction based on knowledge of classroom, school and community. Plan and develop effective lessons by organizing instructional activities and materials, incorporating a wide range of community and technology resources to promote achievement of lesson objectives.
Standard-5: Assessment
A: Knowledge and Understanding: Teachers know and understand:
- Different types of assessments to assess students’ learning and performance.
- The results of assessment to evaluate and improve teaching and learning.
- Assessment-related issues, such as validity, reliability, biasness and scoring concerns.
B: Dispositions: Teachers give value and are committed to:
- The belief that students’ learning outcomes are the basis for growth and the deficiencies are opportunities for learning.
- Fair, objective assessment and reporting to students and families.
C: Performance and Skills: Teachers engage in activities to:
- Develop and use teacher made tests for continuous internal assessment of students’ performance
- Analyze students’ performance using multiple sources of data
- Help students engage in objective self-assessment.
- Develop and use objective assessment tools to measure students’ progress.
Standard-6: Learning Environment
A: Knowledge and Understanding: Teachers know and understand:
- How learning takes place in classrooms.
- How the classroom environment influences learning and promotes positive behavior for all students.
- How classroom participation supports students’ commitment to learning?
B: Dispositions: Teachers give value and are committed to:
- The role of students in promoting each other’s learning and recognize the importance of peer relationships in creating a conducive climate of learning.
- Use democratic values in the classroom.
- Taking responsibility for establishing a constructive and engaging climate in the classroom and participate in maintaining such a climate in the school as a whole.
C: Performance and Skills: Teachers engage in activities to:
- Maintain a learning community in which students assume responsibility for themselves and one another.
- Create a cooperative classroom climate for all students which is socially, emotionally and physically safe. Use instructional time effectively.
Standard-7: Effective Communication and Proficient Use of Information Communication Technologies
A: Knowledge and Understanding: Teachers know and understand:
- The importance of verbal, nonverbal and written communication in the teaching and learning process.
- How to use computers as instructional, research and evaluation tool.
- How to use available diverse technical tools (art work, videos, cameras, phones, computers, etc.) in their classrooms.
B: Dispositions: Teachers give value and are committed to:
- Being a thoughtful and responsive listener.
- Fostering diversity of opinions among students and celebrating it in the classroom.
- Use educational and informational technology to enhance different aspects of teaching and learning.
C: Performance and Skills: Teachers engage in activities to:
- Model effective communication strategies and questioning techniques in conveying ideas and stimulating critical thinking.
- Incorporate up-to-date information in lesson plans.
- Develop students’ portfolios, test items, assignments and assessment through computers.
Standard-8: Collaboration and Partnerships
A: Knowledge and Understanding: Teachers know and understand:
- The importance of effective school-home interactions that contribute to high-quality teaching and learning.
- Different approaches to collaborate effectively with parents, professionals and community.
B: Dispositions: Teachers give value and are committed to:
- Recognizing the role of parents, guardians and other family members as a child’s teacher.
- Being willing to work with parents/ families and other professionals to improve the overall learning environment for students.
- Facilitate intellectual, physical and ethical development of students through cooperative learning and interaction with community institutions.
C: Performance and Skills: Teachers engage in activities to:
- Identify and utilize family and community resources to foster students’ learning and provide opportunities for parents to share skills and talents that enrich learning experiences.
- Utilize knowledge of the surrounding community to enrich lessons and projects of study.
- Link school with business, industry and community institutions.
Standard-9: Continuous Professional Development and Code of Conduct
A: Knowledge and Understanding: Teachers know and understand:
- The demands of a professional code of conduct.
- How educational research and other methods of inquiry can be used as a means for continuous learning, self-assessment and development.
- How to be innovative and inventive about teaching practice.
- How to develop and maintain a personal professional portfolio.
B: Dispositions: Teachers give value and are committed to:
- Collaborate with colleagues
- Share successful professional experiences with others.
- Demonstrate professional ethics.
C: Performance and Skills: Teachers engage in activities to:
- Learn through professional education organizations.
- Seek advice of others and draw on action research to improve teaching practice. Uphold ethical behaviors in teaching, learning and assessment.
Standard-10: Teaching of English as Second/ Foreign Language (ESL/ EFL)
A: Knowledge and Understanding: Teachers know and understand:
- Status of English Language in Pakistan.
- Constraints of teaching English as second/ foreign language and strategies to enhance “learning in English” and “learning of English as language”.
- English Teaching methods and steps of learning process.
B: Dispositions: Teachers give value and are committed to:
- Lessen biases and anxiety for learning ESL/ EFL
- Address all specific needs related to ESL/ EFL.
C: Performance and Skills: Teachers engage in activities to:
- Use of simple English language along with supportive use of Urdu (national language) for effective teaching and learning purposes.
- Identify, analyze and address Specific Learning Difficulties in English language. Gradually enable students to communicate in English through a natural sequence of language acquisition i.e. listening, speaking, reading, and writing.
Conclusion
In wrapping up, the National Professional Standards for Teachers in Pakistan play a vital role in shaping the teaching profession and elevating the overall quality of education in the country. These standards serve as a guiding light for educators, helping them enhance their skills, adopt effective teaching practices, and create classrooms that inspire and engage learners. By focusing on essential areas such as subject expertise, teaching strategies, professional ethics, and collaboration, they pave the way for more impactful and meaningful teaching.
To truly bring these standards to life, it’s important for all stakeholders—policymakers, institutions, and teachers—to work together. Providing opportunities for professional growth, ensuring access to resources, and fostering an environment of encouragement are key steps toward success. When teachers embrace these standards wholeheartedly, they not only grow as professionals but also make a lasting difference in the lives of their students, contributing to a brighter future for Pakistan.
