Reflective Statements on

Progress towards achieving the Performance Indicators for Teachers

Introduction
On your journey towards attainment of the Competent Teacher Status in Dubai, you have
participated in an induction session, identified your training needs, taken professional
development training, written mock examinations, and submitted most documents for your mini-
portfolio. Now all you need to attain your Competent Teacher Status is a set of reflective
statements and acceptable scores on the TELSUAE Examinations.
At the beginning of your journey, you completed a self-assessment vis-à-vis each Performance
Indicator. Now you need to reflect on your progress from the day you attended the induction
session until now.
Instructions
 Reflect on your progress towards achieving each of the Performance Indicators (since the
date of the induction session).
 Type a reflective statement for each Performance Indicator in the “Reflective Statements”
column in the ensuing tables.
 Be sure to type reflective statements for all Performance Indicators in this 12-page document.
(NOTE: Lengthy reflective statements are likely to increase the number of pages.)
 Submit your completed Reflective Statements (in MS-Word format) to KHDA at
telsuaepilot@khda.gov.ae no later than 31st January 2017.
Guidance
There is no pre-set format or content requirement for the reflective statements. The following
points are provided to help you focus your reflections. However, there is no requirement for you to
cover any or all of these points in your reflective statements.

 The extent to which your understanding of the Performance Indicator has become clearer
since the initial induction session.
 New insights about teaching and learning that arose as a result of engaging in professional
development training.
 Your professional growth since the initial induction session vis-à-vis the Performance
Indicator.
 Modifications that have occurred, or are expected to occur, in your professional outlook or
behaviour vis-à-vis the Performance Indicator.
 The extent to which the Performance Indicator has enhanced your own teaching practice.
 The way that your previous teaching experience has helped you meet the Performance
Indicator.
 The way that professional development training has helped you meet the Performance
Indicator.
 Particular strengths of yours that will help you meet the Performance Indicator.
 The actions you will still need to take to meet the Performance Indicator.
 The resources you are likely to need to meet the Performance Indicator.
 The opportunities and challenges you are likely to have in meeting the Performance Indicator
in your particular context (e.g., area of specialization, age of learners, special needs)
 The types of evidence that will demonstrate that you have met the Performance Indicator.

TELSUAE Pilot/TRS /2017 Jan 04 Reflective Statements 1 of 15

Personal Information
Full Name (as in passport)
School Name
Contact Number
E-mail Address
Emirates ID Number
TELSUAE Registration
Number
STANDARD 1: PROFESSIONAL AND ETHICAL CONDUCT
Element 1.1 Respect and promote UAE values.
Performance Criteria
1.1.1 Respect and
promote UAE
heritage and
culture, including
Islamic values.
1.1.2 Promote and
implement the
national educational
vision and direction.
1.1.3 Promote
multicultural
awareness and
global citizenship.
Element 1.2 Demonstrate personal and professional ethics.
Performance Criteria
1.2.1 Demonstrate
integrity.
TELSUAE Pilot/TRS /2017 Jan 04
Huda Matto
Al Ittidad private school- jumeira
Mobile (+971) 505676007
hudamatto@hotmail.com
784-1970-7352052-6
AIPS2-026
Performance Indicators
1.1.1.1 Integrate the heritage and culture
of the UAE into teaching and
learning experiences and related
activities.
1.1.1.2 Implement school policies and
procedures that promote
appreciation of the heritage and
culture of the UAE.
1.1.1.3 Integrate knowledge of and
respect for Islamic values and
how they influence UAE society
into teaching and learning
experiences and related activities.
1.1.2.1 Align planning and teaching with
the educational vision and
aspirations of the emirate.
1.1.2.2 Align planning and teaching with
the educational vision and
aspirations of the UAE.
1.1.3.1 Demonstrate respect for cultural
and other diversities within the
school community.
1.1.3.2 Encourage learners to respect
diversity and multiculturalism in
society.
Performance Indicators
1.2.1.1 Act honestly in professional
relationships with individuals and
organisations.
Reflective Statements
Other (+ 50 ) 5544933
Reflective Statements
I am more aware and curious to learn
about implementing the culture and
heritage of UAE into my lesson plans.
I started to talk more about the school
policies and procedures in in the
classroom and encourage students to
respect the heritage and culture of the
uae.
I always integrate knowledge of islam
into my teaching through adapting the
good attitude and honesty in class.
Iam trying my best to learn how to align
my teaching with the educational vision
and aspiration of the emirate.
Iam trying my best to learn how to align
my teaching with the educational vision
and aspiration of the emirate.
my teaching experience helped meet this
indicator.
my teaching experience helped meet this
indicator.
Reflective Statements
As a teacher I always believed that
acting honestly is a long term
investment.
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Element 1.2 Demonstrate personal and professional ethics.
Performance Criteria Performance Indicators Reflective Statements
1.2.1.2 Follow the national Code of Ethics. national code of ethics became my guide
to the everyday professional conduct.
1.2.1.3 Follow the organisational Code of code of conduct help outlining my
Conduct. responsibilities and proper practices.
1.2.2 Demonstrate 1.2.2.1 Listen to and consider the Iam always ready to listen to and
respect and perspectives of colleagues. consider the perspectives of colleagues.
fairness. 1.2.2.2 Provide equal opportunities for all I always believed that all students must
learners and parents. get equal opportunities but I also learned
that parents need to get their equal
opportunities as well.
1.2.3 Model a positive 1.2.3.1 Demonstrate high levels of I recorded zero days of absence during
work ethic. attendance and punctuality. the last two years.
1.2.3.2 Demonstrate high standards of Tels pilot helped me create students
work quality. portfolios which demonstrated high
standard of work quality.

Element 1.3 Be accountable for and to learners.

Performance Criteria Performance Indicators
1.3.1 Ensure physical, 1.3.1.1 Implement school policies and
emotional and procedures that safeguard
psychological learners’ physical, emotional
wellbeing of and psychological wellbeing.
learners. 1.3.1.2 Create a learning environment
that promotes learners’
optimal performance.
1.3.2 Promote learners’ 1.3.2.1 Advocate with colleagues and
achievement and parents for the best interests
their interest. of learners.
1.3.2.2 Contribute to innovative
approaches to optimise
learners’ achievements.
1.3.2.3 Contribute to purposeful
developments across school
that fulfil learners’ talents,
interests, capabilities and
aspirations.
1.3.3 Set high 1.3.3.1 Set high expectations for
expectations for learners in terms of
learners. commitment to school work
and behaviour.
1.3.3.2 Design learning experiences
that foster entrepreneurial
spirit and innovation to suit all
learners.
Reflective Statements
I became more attentive to the wellbeing of
the students.
I still need to know more how to enhance
this indicator.
I always discuss the students' interests with
parents but I never did with teachers.
I always discuss with my colleagues new
ways to implement to optimize students'
achievements and progress.
I attended many professional development
workshops which helped me increase the
students' interests and capabilities.
students in my class are expected to work
hard and sit for weekly assessments, do
reasearches and present their projects. and
commitment to school behaviour is a
primary practice in my class.
I always ask my students how they can do it
better and be optimistic about all
possibilities.

TELSUAE Pilot/TRS /2017 Jan 04 Reflective Statements 3 of 15

Element 1.4 Comply with national and organisational expectations.
Performance Criteria
1.4 Comply with national
and organisational
expectations.
Element 1.5 Establish communication and collaboration.
Performance Criteria
1.5.1 Establish and
maintain positive
professional
relationships with
learners.
1.5.2 Establish and
maintain positive
professional
relationships with
colleagues.
1.5.3 Establish and
maintain positive
professional
relationships with
parents and the
wider community.
TELSUAE Pilot/TRS /2017 Jan 04
Performance Indicators
1.4.1 Comply with legislative
requirements.
1.4.2 Comply with organisational
requirements.
Performance Indicators
1.5.1.1 Establish efficient classroom
routines.
1.5.1.2 Create a supportive, respectful
and purposeful learning
environment.
1.5.2.1 Work collaboratively with
colleagues.
1.5.2.2 Extend collaboration through
relevant emirate, national and
international networks.
1.5.2.3 Work respectfully with school
leadership.
1.5.2.4 Share ideas and opinions
constructively.
1.5.3.1 Engage parents as partners in
their children’s learning.
1.5.3.2 Utilise relationships with the
wider community to enhance
learners’ experiences.
Reflective Statements
Reflective Statements
I have a clear understanding of my legal
responsibilities.
as an experienced teacher, Iam always
aware of my responsibilities towards my
school requirements.
Reflective Statements
students must respect each other, follow the
classroom rules and have equal
opportunities.
I have a friendly environment in class and
my students are willing to help and support
each other.
Iam trying my best to improve in this
indicator.
I still don't know the action that i need to
take in order to meet the performance
indicator
I work professionally and respectfully with
my school leaders.
I usually share ideas and opinions with my
colleagues to improve my school.
I believe that parents play a very important
role in the students' learning process. we
meet twice per year with parents and we
call them when necessary.
We always discuss real life problems to
enhance their experience.
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Element 2.1 Demonstrate knowledge of learning, development and diversity.
Performance Criteria
2.1.1 Demonstrate
knowledge of
developmental
stages.
2.1.2 Demonstrate
knowledge of
learner diversity.
Element 2.2 Demonstrate knowledge of curriculum.
Performance Criteria
TELSUAE Pilot/TRS /2017 Jan 04
STANDARD 2: PROFESSIONAL KNOWLEDGE
Performance Indicators
2.1.1.1 Integrate knowledge of stages
of personal development into
teaching and learning
experiences and related
activities.
2.1.1.2 Integrate knowledge of stages
of cognitive development into
teaching and learning
experiences and related
activities.
2.1.2.1 Integrate knowledge of
learning differences between
genders into teaching and
learning experiences and
related activities.
2.1.2.2 Integrate knowledge of
variations in learner language
proficiency into teaching and
learning experiences and
related activities.
2.1.2.3 Integrate knowledge of cultural
differences into teaching and
learning experiences and
related activities.
2.1.2.4 Integrate knowledge of
cognitive differences into
teaching and learning
experiences and related
activities.
Performance Indicators
Reflective Statements
Reflective Statements
Tels uae helped me understand that
teachers are responsible for their own
professional development and for the
maintenance of the teaching profession.And
teachers require the opportunity to study
and engage in research on science
teaching and learning, and to share with
colleagues what they have learned.
Tels uae helped me understand that
teachers are responsible for their own
professional development and for the
maintenance of the teaching profession.And
teachers require the opportunity to study
and engage in research on science
teaching and learning, and to share with
colleagues what they have learned.
as an experienced teacher, I developed my
understanding of how students with diverse
interests, abilities, and experiences get
support and guide.
not all my students speak english fluentlt, us
i try to explain the problem in simpler
language using easy term and i enable
them to communicate with their friends and
use their tablets for further informaion.
we use americans books in our school but
iam always aware of the cultural
differences.
I teach my students that congnitive
differences is an accepting behavior and it
influences how people collect, analyze,
evaluate, and interpret information
Reflective Statements
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Element 2.2 Demonstrate knowledge of curriculum.
Performance Criteria
2.2.1 Demonstrate
knowledge of scope
and sequence of
the curriculum.
2.2.2 Demonstrate
knowledge of the
area(s) of
responsibility.
TELSUAE Pilot/TRS /2017 Jan 04
Performance Indicators
2.2.1.1 Integrate knowledge of
curriculum construction and
progression into teaching and
learning experiences and
related activities.
2.2.1.2 Integrate knowledge of
emirate, national and relevant
international attainment
standards into teaching and
learning experiences and
related activities.
2.2.2.1 Produce curriculum and
lesson planning that shows
sound subject knowledge.
2.2.2.2 Demonstrate subject
knowledge within, before and
beyond the phase(s) taught.
2.2.2.3 Produce lesson planning that
shows sound knowledge of
effective content delivery.
Reflective Statements
Reflective Statements
Development of a curriculum sequence
entails specifying age-appropriate learnings
within each of the content areas by
identifying the following: 1. learning GOALS
within each content area; 2. indicators of
age-appropriate COMPETENCY
development within each goal for grade-
spans or for school levels; 3. EXPECTED
RESULTS for student attainment for each
grade level; and 4. OBJECTIVES for each
guidance instructional activity.
The school is clear and serious about
integrating emirate attainment standards
into teaching and learning experience.
as an experienced teacher, iam expert in
my field and have an excellent
understanding and knowledge of the subject
im teaching and responsible to take the
standards and the knowledge and skills
within each standard break them down and
input them into the appropriate columns in
the curriculum map tool.
as an experienced teacher, iam expert in
my field and have an excellent
understanding and knowledge of the subject
im teaching and responsible to take the
standards and the knowledge and skills
within each standard break them down and
input them into the appropriate columns in
the curriculum map tool.
as an experienced teacher, iam expert in
my field and have an excellent
understanding and knowledge of the subject
im teaching and responsible to take the
standards and the knowledge and skills
within each standard break them down and
input them into the appropriate columns in
the curriculum map tool.
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Element 2.2 Demonstrate knowledge of curriculum.
Performance Criteria
2.2.3 Demonstrate
knowledge of core
learning skills
development across
the curriculum.
2.2.4 Demonstrate
proficiency in the
language of
instruction.
Element 2.3 Demonstrate knowledge of theoretical basis of teaching.
Performance Criteria
TELSUAE Pilot/TRS /2017 Jan 04
Performance Indicators
2.2.3.1 Produce lesson planning that
identifies cross-curricular
connections.
2.2.3.2 Produce lesson planning that
includes the development of
core learning skills.
2.2.4.1 Demonstrate sound oral and
written language skills.
2.2.4.2 Model language that enables
learners to communicate
effectively.
Performance Indicators
Reflective Statements
Reflective Statements
Development of a curriculum sequence
entails specifying age-appropriate learnings
within each of the content areas by
identifying the following: 1. learning GOALS
within each content area; 2. indicators of
age-appropriate COMPETENCY
development within each goal for grade-
spans or for school levels; 3. EXPECTED
RESULTS for student attainment for each
grade level; and 4. OBJECTIVES for each
guidance instructional activity.
Development of a curriculum sequence
entails specifying age-appropriate learnings
within each of the content areas by
identifying the following: 1. learning GOALS
within each content area; 2. indicators of
age-appropriate COMPETENCY
development within each goal for grade-
spans or for school levels; 3. EXPECTED
RESULTS for student attainment for each
grade level; and 4. OBJECTIVES for each
guidance instructional activity.
English is the language of instruction in my
school and i meet the language
requirements.
I Treat students as if they are skilled at
conversation and Give them my full
attention and focus on what they say. Ask
open-ended questions to follow up on what
they share.
I Speak to all students, even those who may
have language delays.
I Don’t give up if learners don’t respond well
the first time.
Reflective Statements
7 of 15
Element 2.3 Demonstrate knowledge of theoretical basis of teaching.
Performance Criteria Performance Indicators Reflective Statements
2.3.1 Demonstrate 2.3.1.1 Integrate knowledge of key Organizing the learners process is one of
knowledge of educational research and the educational researches i
educational theories into teaching and • Content knowledge alone is not
research and learning experiences and enough to make an instructor effective; an
learning theories. related activities. understanding of how learning works is also
essential.
• Effective teachers use curiosity to
motivate students and promote memory.
• Effective teachers use different
methods for teaching skills from those they
use to teach knowledge.
• Effective teachers tap into students’
prior knowledge and help them shift away
from their misconceptions.
rate.
2.3.1.2 Identify appropriate Cognitivist teaching methods aim to assist
applications of educational students in assimilating new information to
research and learning existing knowledge, and enabling them to
theories. make the appropriate modifications.
2.3.2 Demonstrate 2.3.2.1 Integrate knowledge of Cooperative learning strategies are my
knowledge of different pedagogical priority. activities address a range of
pedagogical approaches into teaching and learning styles and different
approaches. learning experiences and intelegences.lessons are structured so that
related activities. students discover and build knowledgefor
themselves and develop on their own an
understanding of concepts.peer teaching
and assessments reflections and rubrics.
2.3.2.2 Select pedagogical cooperative learning strategies.
approaches appropriate to
teacher objectives and learner
needs.
2.3.2.3 Integrate knowledge of our classrooms are equipped with
learning technologies into computers and students are encouraged to
teaching and learning use technology and we prepare all our
experiences and related lessons using technology.
activities.
2.3.3 Demonstrate know- 2.3.3.1 Follow relevant educational i follow relevant educatuinal policies.
ledge of relevant policies.
educational
policies.

TELSUAE Pilot/TRS /2017 Jan 04 Reflective Statements 8 of 15


Element 3.1 Promote positive learning environments.
Performance Criteria
3.1.1 Create a high
quality learning
environment that is
safe, supportive
and motivating for
learners.
3.1.2 Establish a
purposeful work
ethos with high
expectations for
learners.
3.1.3 Optimise the use of
available resources
to create an
environment
conducive to
learning.
3.1.4 Promote a culture
of positive
behaviour
management.
TELSUAE Pilot/TRS /2017 Jan 04
STANDARD 3: PROFESSIONAL PRACTICE
Performance Indicators
3.1.1.1 Organise the classroom and
its facilities to ensure the
physical safety, comfort and
emotional security of learners.
3.1.1.2 Plan and implement lessons
that engage learners and
motivate them to take
responsibility for their learning,
develop their independence
and creativity, and optimise
their achievement.
3.1.2.1 Establish routines to facilitate
efficient and effective teaching
and learning.
3.1.2.2 Establish high expectations for
learners and provide
appropriate levels of support
and challenge.
3.1.3.1 Organise furniture, equipment
and resources effectively to
facilitate learning and develop
learners’ independence.
3.1.3.2 Use available space to display
information and learners’ work.
3.1.4.1 Establish positive behaviour
expectations that are clear to
learners.
3.1.4.2 Apply consistent, positive
approaches to deal with
unwanted behaviours, taking
into account social and
emotional factors.
Reflective Statements
Reflective Statements
For keeping my classroom a safe, open,
and inviting place to learn all the year I
apply the following: 1) Ensure the safety af
the equipments (IT equipments,Desks,
Shelves, Lights,…) and report any damage
to the supervisor.
I Post Students' Work. When displays of
projects, and group activity dominate the
walls, there is student ownership of the
room. When they look around and see their
own writing and thinking, they certainly
experience a high level of comfort. If
informational posters are needed, I ask my
students to create them.
I routinely include strategies and activities in
my lessons such as Daily journal.
I always encourage students and set high
expectations in achieving perfect results in
assessments and assign high quality
projects to meet these expectations.
Different ability students are assigned with
group projects in order to enhance team
work and a positive spirit.
There is enough space in my class for
students to move freely during any activity.
I Post Students' Work. When displays of
projects, and group activity dominate the
walls, there is student ownership of the
room. When they look around and see their
own writing and thinking, they certainly
experience a high level of comfort. If
informational posters are needed, I ask my
students to create them.
I mingle to monitor their work and get a
close view of any tensions or negative
energy brewing with groups or between
students.
I have Non-Negotiables. Along with
classroom rules and procedures, students
must know non-negotiables right out of the
gate. Calling names is one of my most
concerns which will result in an immediate
consequence( a call to the supervisor).
9 of 15
Element 3.1 Promote positive learning environments.
Performance Criteria Performance Indicators
3.1.4.3 Support the development of
self-discipline and personal
responsibility.
Element 3.2 Demonstrate learner-centred teaching.
Performance Criteria Performance Indicators
3.2.1 Plan and implement 3.2.1.1 Know learners well and
lessons with clear, consider their specific
measurable personal and academic needs.
objectives that
respond to the
diverse needs of 3.2.1.2 Plan and implement lessons
learners. with clear objectives
appropriate to the needs of
different groups of learners.
3.2.1.3 Use support staff effectively to
facilitate the implementation of
lessons that meet the diverse
needs of learners.
3.2.2 Implement 3.2.2.1 Monitor progress and adjust
strategies to teaching to ensure the
optimise the progress of different groups of
personal learners.
development and
academic progress 3.2.2.2 Provide appropriate levels of
of learners. challenge to high achievers.
3.2.2.3 Utilise a range of strategies
and approaches to meet the
needs of all learners.
3.2.2.4 Collaborate with parents,
colleagues and outside
specialists to provide holistic
support for learners with
special educational needs.
TELSUAE Pilot/TRS /2017 Jan 04 Reflective Statements
Reflective Statements
I remain Calm at All Times because I
believe that once a teacher loses it with a
class or student, it takes a long time to
rebuild that feeling of safety and trust within
those four walls.
Reflective Statements
I understands students with exceptional
needs, including those associated with
disabilities and giftedness, and knows how
to use strategies and resources to address
these needs.
I designs lesson plans that address each
student’s diverse learning strengths and
needs and create opportunities for students
to demonstrate their learning in different
ways taking into consideration students with
particular learning differences or needs.
I understands students with exceptional
needs, including those associated with
disabilities and giftedness, and knows how
to use strategies and resources to address
these needsWe have smart class rooms at
school and our students are always equiped
with tablets.
I ask questions to stimuIate discussion and
curiosity. I also engage my students in
using a range of learning skills and
technology tools to access, interpret,
evaluate, and apply information.
I engage my high achiever students in the
learning process and expect them to
develop high questioning skills every day.
I use a variety of instructional strategies to
support students by providing models and
representations of concepts and skills,
provide them with resources and links.I
know how to design instruction that uses
each students's strengths to promote
growth.
Parents are always able to check their kids
performance through the school system. At
our school parents meet with teachers twice
a year through Parent-Teacher Day.
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Element 3.2 Demonstrate learner-centred teaching.
Performance Criteria
3.2.3 Manage classroom
logistics to optimise
teaching and
learning.
3.2.4 Optimise the use of
available resources
and learning
technologies.
Performance Indicators
3.2.3.1 Demonstrate understanding of
learner dynamics by arranging
groupings to optimise learning.
3.2.3.2 Manage teaching time and
transitions to optimise
learning.
3.2.4.1 Integrate learning technologies
into teaching and learning
experiences and related
activities.
3.2.4.2 Promote responsible and safe
technology use by learners.
Reflective Statements
assign group work and coach their products
and give them an opportunity to
demonstrate their knowledge through their
outcomes and performances.
I play a variety of roles in my teaching
process. Example: instructor, facilitator,
coach, audience for the purpose of
instruction and the needs of students.
We have a compuer ,projector and smart
board in each class, in addition to an I Pad
that is provided by the school to the
teachers. I have an account on edmodo to
which I invited all my students to join. I
download worksheets,tutorial links, create
quizzes and communicate with students. In
the classroom, we can also access many
online resources including our books
publisher and other. Students use
technology in class seeking knowledge
through tutorial videos, presentations and
researches in order to enhance the process
of learning. They also complete online
assessment prepared by me. All technology
resources are safe and protected from the
school.
We have safe technology use system
provided from school.

Element 3.3 Use assessment for learning.

Performance Criteria Performance Indicators Reflective Statements
3.3.1 Use varied 3.3.1.1 Use assessment of prior
assessments to learning to establish individual
measure learner starting points.
achievement,
including relevant
national and
international I always start my lesson with prior
assessments. knowledge assessment.
3.3.1.2 Use ongoing formative At our school we apply formative and
assessment to measure summative assessments as to document
progress. learning.
3.3.1.3 Use summative assessments I design assessments that match learning
– with reference to relevant objectives and work collaboratively to
benchmarks – to measure examine assessments data to understand
learner attainment and each learner’s progress and to guide
progress. planning.

TELSUAE Pilot/TRS /2017 Jan 04 Reflective Statements 11 of 15

Element 3.3 Use assessment for learning.
Performance Criteria
3.3.2 Analyse and use
assessment data to
inform planning,
teaching and
curriculum review.
3.3.3 Communicate
assessment
information to
parents.
TELSUAE Pilot/TRS /2017 Jan 04
Performance Indicators
3.3.1.4 Provide opportunities for
learner reflection and self-
assessment.
3.3.1.5 Use appropriate tools and
strategies to assess the
academic progress and
personal development of
learners with special
educational needs.
3.3.2.1 Use assessment information
to guide lesson planning.
3.3.2.2 Use assessment information
to adjust teaching to meet the
needs of all learners.
3.3.2.3 Use assessment information
to provide ongoing diagnostic
feedback – written and oral –
to help learners make
progress.
3.3.2.4 Use assessment information
to review and modify the
curriculum.
3.3.3.1 Use agreed methods to inform
parents about learners’
academic progress, personal
development and next steps.
3.3.3.2 Provide timely information to
parents about any concerns.
Reflective Statements
Reflective Statements
My students are engaged in in
demonstrating skill and knowledge and I
always provide them with a self
evaluation(feedback) to guide their progress
and measure the quality of their work.
I prepares all atudents for a certain
assessment and make modifications for
learners with disabilities and language
learning needs. I use technology to engage
students and help them meet their different
needs.
I design assessments that match learning
objectives and work collaboratively to
examine assessments data to understand
each learner’s progress and to guide
planning.
analyze assessment data to identify
progress and gaps to guide me planning. I
engage students in assessment processes
which gives them the chance to
communicate about their own progress and
learning and it also provides me with timely
and effective feedback of students'
progress.
I analyze assessment data to identify
progress and gaps to guide me planning. I
engage students in assessment processes
which gives them the chance to
communicate about their own progress and
learning and it also provides me with timely
and effective feedback of students'
progress.
After analysis, I take responsibility for
aligning instruction and assessment with
learning goals by using different types of
assessment processes to meet learning
needs.
Parents regularly sign students reports and
aware of students academic progress.
If I have any concern abouth the students
attitude inside the class room, I contact the
parents.
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Element 4.1 Reflect on own practice.
Performance Criteria
4.1.1 Reflect and self-
assess in relation to
school, national and
relevant
international
professional
standards.
4.1.2 Reflect on the effect
of practices of
teaching and
learning to improve
learner
achievement.
4.1.3 Identify own
professional
strengths and
opportunities for
professional growth
and practice.
TELSUAE Pilot/TRS /2017 Jan 04
STANDARD 4: PROFESSIONAL GROWTH
Performance Indicators
4.1.1.1 Reflect critically on own
practice and self-assess in
relation to appropriate
professional standards.
4.1.1.2 Engage in discussions with
colleagues to create
consistent understanding of
professional standards.
4.1.2.1 Use a range of strategies to
reflect critically on own
teaching in relation to its
effectiveness for learners.
4.1.2.2 Seek feedback from learners,
parents and colleagues.
4.1.3.1 Discuss key professional
strengths and identify areas
for development.
4.1.3.2 Reflect constructively on
feedback from learners,
parents and colleagues.
Reflective Statements
Reflective Statements
I always reflect critically on my own practice
which creates plans and implements
appropriate teaching strategies; uses both
pre and post assessments to determine the
most effective strategies; implements
strategies which are age, stage or
developmentally appropriate; tracks student
progress; uses an appropriate level of
language for the stage of the students.
I Acknowledges and act on constructive
feedback and offers of assistance
fromcolleagues/supervisor; accepts
suggestions for improvement from
colleagues without
becoming defensive.
I always reflect critically on my own practice
which creates plans and implements
appropriate teaching strategies; uses both
pre and post assessments to determine the
most effective strategies; implements
strategies which are age, stage or
developmentally appropriate; tracks student
progress; uses an appropriate level of
language for the stage of the students.
Seeking feedback from the students and
colleagues is something that Iam used to,
but seeking feed back from parents is
something that i will definitely take into
consideration.
IDevelop and reflect upon an accurate
analysis of student learning needs and
seeks appropriate professional learning to
improve teaching practice and student
learning outcomes. I belive now that
seeking Advice about appropriate teaching
strategies for individual students or groups
of students from other colleagues and other
professionals, where appropriate; uses
assessment data to effectively make
judgements about student development and
characteristics.
I reflect constructively on feedback By
Adopts a flexible approach and uses a
variety teaching strategies; modifies or
adapts teaching programs based on formal
and informal student feedback.
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Element 4.1 Reflect on own practice.
Performance Criteria
4.1.4 Develop an
individual profes-
sional development
plan aligned to
school and national
priorities.
Element 4.2 Engage in professional growth.
Performance Criteria
4.2.1 Engage in profes-
sional growth
activities aligned to
professional
development plan.
4.2.2 Demonstrate
awareness that
digital technologies
are a key element
in teaching and
learning.
Element 4.3 Determine impact on learner achievement.
Performance Criteria
4.3.1 Evaluate the impact
of professional
development
activities on
teaching practices.
4.3.2 Evaluate the impact
of professional
development
activities on learner
achievement.
TELSUAE Pilot/TRS /2017 Jan 04
Performance Indicators
4.1.4.1 Identify challenging
professional goals.
4.1.4.2 Plan appropriate strategies
and timelines to meet
professional goals.
Performance Indicators
4.2.1.1 Engage in collaborative
professional learning
communities within and
beyond the school.
4.2.1.2 Share professional knowledge
and practices to facilitate
professional growth of self and
colleagues.
4.2.1.3 Engage in action research to
enhance teaching and
learning.
4.2.2.1 Develop technology skills
continuously to maintain up-to-
date knowledge and
application.
Performance Indicators
4.3.1.1 Apply outcomes of
professional development
activities judiciously to
enhance efficiency and
effectiveness of teaching.
4.3.1.2 Evaluate the impact of the
outcomes of professional
development on teaching
practices.
4.3.2.1 Apply outcomes of
professional development
activities judiciously to improve
learner outcomes.
Reflective Statements
Reflective Statements
Iam able to articulate my own professional
priorities and school, system and sector
priorities.
Seeks assistance and advice from
colleagues and supervisor/s about
appropriate professional learning strategies.
Reflective Statements
I attended many professional development
workshops during my career years. Many of
them added a variety of teaching methods
and knowledge to my eaching practice.
I learned the importance of teachers work
together and share practices with learning
purposes.These activities increased the
quality of my work and eventually this was
reflected positively on the students' learning
process.
I believe that i need to know more of how to
ingage in action research to enhance
teaching and learning.
I always Seek assistance and advice from
colleagues and supervisor/s about about
developing technology skills.
Reflective Statements
I Develop and reflect upon an accurate
analysis of student learning needs and seek
appropriate professional learning to improve
my teaching practice and student learning
outcomes.
I Develop and reflect upon an accurate
analysis of student learning needs and seek
appropriate professional learning to improve
my teaching practice and student learning
outcomes.
I Develop and reflect upon an accurate
analysis of student learning needs and seek
appropriate professional learning to improve
my teaching practice and student learning
outcomes.
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 4.3.2.2 Evaluate the impact of I Clearly articulates goals by developing a
professional development on personal professional learning plan; develop
learner achievement. goals that address the uae Professional
Standards for Teachers.

TELSUAE Pilot/TRS /2017 Jan 04 Reflective Statements 15 of 15