DRAFT FOR PUBLIC REVIEW

National Professional Standards

for Teachers
Pre-liminary Draft Version 01.08

National Council for Teacher Education

15 Nov 2021
(NCTE)
INDEX

FOREWORD 2

1. Understanding Teaching As A Profession 4

1.1 Teaching As a Profession 4

1.2 Evolving Roles of Teachers and Teacher Education 6

1.3 Challenges Faced By Teachers Today 7

2. Professional Standards 8

2.1 Definition of Professional Standards 9

2.2 Professional Teaching Standards 9

2.3 Importance of Professional Standards 9

2.4 Quality Assurance for the Teaching Profession 11

2.5 Framework to assess Professional Standards 12

3. National Professional Standards For Teachers (NPST) 13

3.1 Relevance of NPST: NEP, 2020 14

3.2 Teacher Career Progression in NPST 15

3.3 Areas & Standards Of NPST 20

Teacher Professional Standards 23

Standard 1: Core Values & Ethics 25

Standard 2: Professional Knowledge & Understanding 29

Standard 3: Professional Practice & Competence 35

Standard 4: Professional Development & Growth 41

Illustration: Teacher Career Progression with NPST 44

4.1 Example A 46

4.2 Example B 48

REFERENCES 49

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FOREWORD
National Education Policy 2020 (NEP 2020) has been designed to put the teacher at the centre of the
fundamental reforms in the education system in India. It is a well-established fact that education is a
lifelong process, and the teacher is the most important factor in each citizen's learning journey. The
National Professional Standards for Teachers (NPST) sets out to NEP 2020 aim for equitable access to
the highest-quality education for all learners. NPST ensures that all students at all levels of school
education are taught by passionate, motivated, highly qualified, professionally trained, and well-
equipped teachers.

Attracting the best talent to the teaching profession is the need of the hour. The NPST helps in
determining the attributes of teachers at different levels of career pathways. In addition to this, NPST
focuses on the preparation, practice, and performance improvement of all teachers. The standards and
related policies are in line with the fundamental principles given in the NEP 2020, which will guide the
education system and will support the vision of NEP 2020 to provide high-quality education to all.

The NPST will also monitor the design of the pre-service teacher education programme, which various
States could then adopt. NPST will determine all aspects of teacher career management, including
tenure, professional development efforts, salary increases, promotions, and other recognitions. For
example, career advancements and salary increments will not only occur based on the length of tenure
or seniority but shall be based on such appraisal.

An investment in teachers is an investment in students. The Professional Standards for Teachers would
cover expectations and the competencies required from a teacher at different levels of expertise and/or
experience at various stages of career. The professional standards will be reviewed and revised at a
national level in 2030 and after that every ten years based on rigorous empirical analysis of the system's
efficacy.

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NEP Vision

• An education system rooted in Indian ethos that contributes directly to

transforming India, that is Bharat, sustainably into an equitable and
vibrant knowledge society, by providing high-quality education to all.

NPST Purpose

• To ensure that all teachers at all levels of school education are

passionate, motivated, highly qualified, professionally trained, well-
equipped and well-supported for growth in their careers.

Key Principals of NEP

• Recognise & identify unique capabilities of the child

• Teachers and faculty as the heart of the learning process
• Respect for diversity and local context in all curriculum, pedagogy, and
policy.
• Equity and inclusion as the cornerstone of all decisions
• Community participation
• Use of technology in teaching and learning
• Achieving Foundational Literacy and Numeracy by all students by
Grade 3
• No hard separations between arts and sciences, between curricular and
co-curricular activities, between vocational and academic streams,
• Ethics and human & Constitutional values
• Promoting multilingualism and the power of language in teaching and
learning
• Life skills such as communication, cooperation, teamwork, and resilienc
• Emphasize conceptual understanding

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1. Understanding Teaching
As A Profession

4
1.1 Teaching As a Profession

Teaching is considered one of the most noble professions globally and is associated with social progress.
In earlier times, a teacher was the most respected member of society, and only the very best and most
learned of all became teachers. Teachers were the centre of the education system and were needed to
pass on their knowledge, skills, and ethics optimally to students. With the evolution in the education
system and changing role of teachers, enhancing teacher quality becomes of utmost importance for
long-term and sustainable nation-building. The professional teaching standards highlight the
improvements to be made in the profession of teaching to contribute to the country's progress.

Teaching, one of the largest of all professions, employs nearly 9.7 million teachers in India (UDISE+)
and still, there is a deficit of 1 million teachers. The demand for high-quality teachers is ever increasing.
To ensure the teaching profession can attract and retain high-quality individuals, broad changes are
needed in the way that the profession is professed.

In the 20th century, more emphasis was made on standardising curricula and standards, and this led to
the development of scripted lesson plans and instructional content. As a result, a downward trend started
in the level of autonomy of teachers. At the turn of the 21st century, teacher professionalism came into
renewed focus for reforming the state of education. Improving teacher quality was identified as a critical
factor in enhancing student learning and achievement.

Historically, the concept of professionalism was associated with the quality of practice and the public
status of the job. It was referred to the level of autonomy and regulations within the occupation to
provide services to society. It requires specialised training, knowledge, qualification, and skills.
However, teaching as a profession goes beyond meeting these formal characteristics/criteria. It also
includes emotions that are at the heart of teaching. The combination of the formal criteria & informal
requirements, along with changing student learning needs, has led to the evolution of the teaching
profession and the role of a teacher.

United Nations defined eight Millennial Development Goals in 2002, out of which the 2nd goal is to
"Achieve Universal Primary Education" for all children by 2015. Among various developing nations,
India has made tremendous progress in achieving this target over the last decade by increasing the
coverage of Universal Primary Education across the country. However, the next focus is on improving
the Quality of Learning and Teaching, for which the development of teachers is crucial.

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1.2 Evolving Roles of Teachers and Teacher Education

The history of teaching can be traced back to centuries and to different parts of the world. As the
demographics and the needs of society changed over time, the role, the method, and the structure of
teaching kept on evolving. This was led by the continuous evolution of the education system and teacher
education. The advent of The Right of Children to Free and Compulsory Education (RTE) Act 2009
was a significant milestone in the country, and the introduction of the Teacher Eligibility Test (TET) is
a quality check to enhance the quality of teachers across the nation's school.

The National Education Policy (NEP 2020) has put the teacher at the centre of the fundamental reforms
in the education system. The new education policy aims to re-establish teachers, at all levels, as the
most respected and essential members of our society because they truly shape our next generation of
citizens, who contribute to the advancement of both the economy and the society. The Policy aims to
build systems that must do everything to empower teachers and help them do their jobs as effectively
as possible. The new education policy advocates the best and brightest to enter the teaching profession.
NEP ensures livelihood, respect, dignity, and autonomy while also instilling basic quality control and
accountability methods into the system.

With the recent technological advances in education and the ease of access to information, the role of a
21st-century teacher has evolved. Today, the teacher is expected to be more of a facilitator of student
learning than a gatekeeper of information. A teacher is also responsible for guiding the students and
creating an enabling environment to help them develop higher-order thinking skills such as problem-
solving, creativity and critical thinking.

Today learning happens everywhere, on the go, and can be customised according to students' styles and
preferences. The pedagogy has transitioned from teacher-centred teaching-learning to student-led and
collaborative teaching-learning, experiential learning, critical learning, etc. This significant shift
requires one to reimagine the very concept of teaching and learning.

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1.3 Challenges Faced By Teachers Today

It is a well-known fact that the Teachers make all the other professions possible. But unfortunately, the
teaching professionals have been facing grave career-related challenges at multiple levels. On the
career-growth front, teachers generally stay in the same position for 10 to 20 years, which is a very long
period compared to other careers. In addition, there is a lack of mentorship and knowledge sharing of
skills required for progressing along the career ladder.

Current Challenges Faced By Teaching Professionals

With changing times, a teacher's role has transformed from that of a knowledge provider to a facilitator
and a mentor. Unfortunately, teachers are not equipped with the appropriate skill set for this new role.
National Education Policy 2020 has very clearly addressed these issues and concerns of teachers, where
the focus is to ensure quality teachers at all levels of school education. NEP 2020 has made
recommendations to improve teachers' work conditions, career management processes, professional
development strategy, etc. The end goal is to enhance every teacher's ability to understand each student's
developmental needs proactively. This effort will require a significant update to a teaching
professional's job description, requiring a different skill set altogether. Also, new assessment
methodologies will be necessary to holistically evaluate each teacher's performance and student's
academic progress in a multidisciplinary environment. These methodologies will focus on 21st-century
skills and child-led teaching rather than mechanical teaching and rote learning.

As a result, teachers are supposed not only to learn but to create newer and bespoke ways to keep today's
learners engaged and motivated to learn. Thus, teaching professionals will need constant upskilling.

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2. Professional Standards

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2.1 Definition of Professional Standards

The term 'standards' is used with different meanings in different contexts and countries. Standards are
statements about what is valued in the profession and are generally used to describe and communicate
what is most desirable to achieve in terms of learning or practice. In the learning context, standards are
defined as learning outcomes, but in a professional or occupational context, standards are defined as
dimensions of competence, i.e., what someone should know and be able to do in order to be considered
competent in a particular professional domain. In other words, standards are used as a benchmark or a
tool of measurement of a professional's performance to be considered competent and quality
performance.

"Standards are the statements that reflect what is valued in the profession, what is quality teaching
with an underlying assumption of what quality learning is. The statements themselves formulate
what these values imply for what teachers should know, should believe, and should be able to do."

2.2 Professional Teaching Standards

Standards, in general, are considered to define and measure the quality of teaching in a valid way. They
represent "good teaching", as well as identify what "meeting the standards" means. Professionally, these
standards are classified on the basis of their purpose and coverage. These standards may be generic or
specific to the domains of practice. These can also be defined in a basic manner covering all teaching
professionals together or progressively for teachers at different career stages, providing a roadmap from
entry to advanced practice level.

Teaching Standards

2.3 Importance of Professional Standards

Professional Standards play a significant role in the Teaching-Learning process. They represent the
knowledge with its impact on educational studies. Over the past several years, there has been a move
towards promoting the professionalism of teachers through the development of teaching standards the

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world over. Many nations have developed and implemented Professional Standards to enhance the
quality of teaching. These are indicators of a teacher's effectiveness and focus on the skills and strategies
facilitating the teaching and learning process.

It is important to note that these standards do not act alone. Their impact needs to be considered in the
broader context, as they are related to and interact with other artefacts such as accompanying quality
assurance tools and accreditation frameworks. These Professional Standards have a significant impact
on initial teacher education to enter the profession. In some settings, professional standards have been
used as a regulatory framework over the teaching profession, mainly due to the fact that teaching
accreditation and licensing rely on the teachers passing the certification process.

These standards provide a framework that allows teachers to reflect on their own practice, enabling
them to identify areas of their own professional development during their careers. Professional
standards can be used in examining how the standards are implemented and what nature of change they
exert. The standards impact the way performance and evaluation are conducted. Historically, evaluation
was conducted by the supervisors based mainly on their views on teaching, which had its limitations
including but not limited to subjectivity, non-measurable aspects, etc.

Teacher education programmes and qualifications must be subject to the accountable provisions to
ensure consistency across the nation. To address the vast variation among teacher training institutes and
across the levels of qualifications while bringing in accountability, a quality framework such as
professional teacher standards and evaluation framework for teacher education is essential. These
standards become a guiding path for pre-service teachers and in-service teachers.

A comprehensive teaching skills framework shall comprise standards for the following purposes :

o Defining the expectations of the role of teachers at different levels of expertise/stage

o Designing the initial professional preparation as well as continuing professional development of
teachers
o Clarifying the competencies required by teachers
o Explaining the performance criteria for each career stage
o Managing teachers' careers, including tenure (after the probationary/tenure track period)
o Addressing the professional development pathways
o Giving the guidelines in conducting/undertaking performance appraisals (for salary increases,
promotions, and other recognitions)
o Streamlining the Teacher Evaluation

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2.4 Quality Assurance for the Teaching Profession

There are three significant interlinked factors impacting the quality of learning and teaching:

Quality Factors In Teaching Profession

1. Context factor:

It relates to the quality of the institutions which provide initial (pre-service) and continuing
(in-service) professional education for teachers. It also includes the quality of educators who
train teachers and other support staff.

2. Process factor:

It relates to the actual curricula and programmes of the institutions. It also includes the type
of programme (skill-based or competency-based) they offer and how they certify trainee
teachers. The outcome achieved determines the quality.

3. Governance factors:

It relates to the overall management, control of the institution (context), policies and
processes.

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2.5 Framework to assess Professional Standards

To meet the objectives, a well-structured and competent governance system is the key to successful
policy setting, planning, execution and performance tracking. Separate institutions are assigned clear
responsibilities to regulate, prepare, develop and utilise the teaching professionals efficiently. Thus, the
comprehensive framework shown in the figure covers six key elements:

- Vision

- Goals

- Teaching Standards' domains

- Competency Levels

- Governance and

- Organisational Structure

Teacher Professional Skill Standards Assessments Framework

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3. National Professional
Standards For Teachers
(NPST)

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India is undergoing rapid changes in the knowledge landscape. Therefore, it has become critical
to revamp the education system to meet the demands of the 21st century. India's National Education
Policy (NEP) 2020 is the country's first education policy of the 21st century, and it aims to address the
many growing developmental imperatives of our country. Teachers truly shape the future of our
children, and, therefore, the future of our nation. To achieve the goal of holistic and quality education
for all, NEP 2020 has laid particular emphasis on the development of the teaching profession and has
put teachers in the centre of all reforms.

To inspire the best and brightest to enter the teaching profession and to empower teachers and help them
to do their job as effectively as possible, the National Education Policy has mandated the National
Council for Teacher Education (NCTE) in its restructured new form as a Professional Standard Setting
Body (PSSB), to develop National Professional Standards for Teachers (NPST).

3.1 Relevance of NPST: NEP, 2020

A common guiding set of National Professional Standards for Teachers (NPST) will be developed
…….. The standards would cover expectations of the role of the teacher at different levels of
expertise/rank, and the competencies required for that rank. It will also comprise standards for
performance appraisal, for each rank, that would be carried out on a periodic basis. The NPST
will also inform the design of pre-service teacher education programmes ……… and determine all
teacher career management, including tenure (after the probationary/tenure track period),
professional development efforts, salary increases, promotions, and other recognitions.
Promotions and salary increases will not occur based on the length of tenure or seniority, but only
on the basis of such appraisal. The professional standards will be reviewed and revised nationally
in 2030, and thereafter every ten years, on the basis of rigorous empirical analysis of the efficacy
of the system. (NEP 2020, para 5.20)

NEP 2020's Provisions For Improving Teacher Readiness

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As per the NEP 2020, teacher preparation is an activity that requires multidisciplinary perspectives and
knowledge, the formation of dispositions and values, and the development of practice under the best
mentors. It requires teachers to be grounded in Indian values, languages, knowledge, ethos, and
traditions while also being well-versed in the latest advances in education and pedagogy. (Para15.1)

The National Professional Standards for Teachers (NPST) shall be public statements of what constitutes
teaching quality and what is required to improve the educational outcomes of students in India. These
standards shall be a set of guiding statements that define the expectation of the role of a teacher at
different levels of expertise at different stages of a career. The standards shall also define what effective
teaching looks like and what competencies are required to practice as a teacher in 21st-century schools
at each stage of teaching career.

3.2 Teacher Career Progression in NPST

The NEP 2020 defines that the school education system will follow a 5 + 3 + 3 + 4 curricular and
pedagogical structure, consisting of the Foundational Level (5 years covering age group 3-8 years),
Preparatory Level (3 years covering Grades 3-5 and age group 8-11 years), Middle Level (3 years
covering Grades 6-8 and age group 11-14 years, and Secondary Level (4 years covering Grade 9-12
and age group 14-18 years).

The National Professional Standards for Teachers (NPST) will inform the design of pre-service teacher
education programmes and would cover expectations of the role of the teacher at different levels of
expertise/rank and the competencies required for that rank.

The Policy defines that teachers teaching in each of these school levels should have growth
opportunities within each level without a need to move to another level for career progression. The
teachers' career progression should be dependent on their professional skills, quality of teaching, and
overall teacher performance. The current NPST document proposes four career stages and professional
standards for teachers at each stage. These four stages have been defined as follows:

o Beginner Teacher (Pragammi Shikshak)

o Proficient Teacher (Praveen Shikshak)
o Expert Teacher (Kushal Shikshak)
o Lead Teacher (Pramukh Shikshak)

Teaching quality at all school levels will be sustained through a reflective, practice-based approach to
continuous professional development and lifelong learning for teachers. The framework of professional
standards for teachers recognises that professional development and performance review happens in a

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continuum progression as teachers develop & refine their practice starting from learning through their
initial professional preparation to professional development opportunities throughout their career.

Specific competency standards for teachers have been defined in the NPST to be achieved at each of
the career stages in order to progress to the next stage. The next figure and section depict such a career
progression from an aspiring teacher through the four career stages.

Teacher Career Pathway

NEP 2020 also specified the requirement of mandatory hours (50 hours per year) of continuous
professional development (CPD). CPD opportunities will, in particular, systematically cover the latest
pedagogies regarding foundational literacy and numeracy, formative and adaptive assessment of
learning outcomes, individualised and competency-based learning and related pedagogies, such as
experiential learning, arts-integrated, sports-integrated, and storytelling based approaches, etc. (para
5.15)

NPST Stages of the Teaching Career

(Growth Led by Levels of Teacher Competence)

The NPST is the guiding document that helps all the stakeholders involved in preparing and producing
high-quality teachers. It provides a clear skills pathway for the teachers right from their decision of
becoming a teacher till they complete their teaching journey to move to either an education leadership
role or an education administrative role (many states provide lateral entry opportunities to teachers for
administrative positions in education department). The document guides the initial teacher training
institutions to create qualitative teacher preparation programmes and in-service education providers to

16
prepare qualitative continuous professional development programmes for each stage of the teachers'
career. The document also provides the guiding framework for in-school mentors and teachers in
advanced career stages to guide other teachers in initial career stages.

The NPST standards have been defined and classified as pre-requisite competencies to reach a particular
stage of the teaching career. A teacher will meet the pre-requisites by acquiring the skills and sharing
evidence of the competencies to reach the target career stage. On meeting the standards of a stage, a
teacher gets certified and then formally progresses to that stage. After reaching a particular stage, the
teacher shall apply the acquired competencies in the teaching practice and start working on
competencies for the next career stage once ready to progress to the next career stage. For example, to
reach career stage 1, that is, Beginner Teacher (Praggami Shikshak), a trainee teacher will develop the
competencies listed under Beginner Teacher during the pre-service teacher education.

The competency mapping and progression to different career stages are explained below:

Pre-Service Preparation & Education

The journey of preparing for a successful teaching career starts from the first day of the initial teacher
training of the teacher. The NPST charts the competencies that a trainee teacher should acquire while
preparing for a teaching career. Hence, when prospective teacher decides to join the teaching profession,
they will enrol in an approved teacher preparation programme offered by NCTE approved initial teacher
training institutions. The institution will educate the trainee teacher on a curriculum that has been
created based on the competencies required for reaching the first career stage of the teaching profession.

The standards for Beginner Teacher (Pragammi Shikshak) shall be the minimum standards to be met
by initial teacher training institutions in the curriculum planning & delivery of the programme. The
trainee teacher will develop the requisite knowledge, skills, values and attitudes to support and carry
out the teaching and learning process effectively through sustained practice and mentor support in their
initial teacher training. Thereafter, the trainee teacher shall prepare evidence for her/his competencies
required under the 'Beginner Teacher (Pragammi Shikshak)' career stage. On successful completion of
the initial teacher training programme and completing the evaluation process, the trainee teacher will
be certified as meeting the standards and shall get a 'Beginner Teacher (Pragammi Shikshak) Status'.
This will be the beginning of their teaching career, and they will be directed towards taking their first
full-time teaching job.

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Initiating Level 1 – Beginner Teacher (Pragammi Shikshak)

A teacher who meets the standards under 'Beginner

Teacher Stage' shall be hired by schools for teaching
the learners at a particular school level. At this stage,
a new teacher will be expected to demonstrate
competencies relating to the level for which he/she
is trained in terms of content knowledge,
pedagogical knowledge and pedagogical
skills/practices. The new teacher shall be supported
by in-school mentors in developing own practice
and strengthening the knowledge acquired in his/her
pre-service education. The new teacher shall be
collecting evidence of his/her practice and reflecting
on the learnings in the context of the competencies learnt in the pre-service education. The school-based
mentors shall evaluate each Beginner Teacher's practice against Beginner Teacher standards and shall
help the Beginner teacher in improving teaching delivery. Once the new teacher settles in the job role
and reaches the optimum level of performance in implementing their acquired skills, he/she will be
guided towards preparing for the next career stage, i.e., the 'Proficient Teacher Stage'. The teacher will
be given opportunities for professional development for the next stage and will be guided towards
acquiring skills and developing pieces of evidence related to the next career stage for the same school
level. The standards for Proficient Teachers (Praveen Shikshak) shall be followed by in-service training
institutions while preparing the training content for proficient teacher preparation. Once the teacher is
ready for the next career stage, he/she will be guided towards applying for their skill evaluation and
achieving the Proficient Teacher Status.

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Reaching Level 2 – Proficient Teacher (Praveen Shikshak)

At this career stage, a teacher is expected to be professionally independent

in the application of skills vital to teaching and learning. The proficient
teacher shall be supported by in-school mentors in strengthening the
knowledge they have acquired in the professional development programmes
and their practice in the career stage 1. The school-based mentors shall
evaluate proficient teachers against Proficient Teacher standards and shall
help the proficient teachers in improving their teaching practice. Once the
proficient teacher reaches the optimum level of performance in
implementing the acquired skills, he/she will be guided towards preparing
for the next career stage that is the Expert Teacher Stage. The teacher will
be given opportunities for professional development for the next stage and
will be guided towards acquiring skills and developing the evidences related
to the next career stage for the same school level. The standards for Expert teachers (Kushal Shikshak)
shall be followed by in-service training institutions while preparing training content for expert teacher
preparation. Once the teacher is ready for the next career stage, he/she will be guided towards applying
for their skill evaluation and achieving the Expert Teacher Status.

Career Level 3 – Expert Teacher (Kushal Shikshak)

At this career stage, a teacher will consistently display a high level of

performance in their teaching practice, work collaboratively with
colleagues, and provide colleagues with support and mentoring to
enhance their learning and practice. In addition, an expert teacher will
continually seek to develop his/her professional knowledge and practice
by reflecting on one's own learning needs and those of their colleagues
and students. The expert teachers shall be involved in peer observations
and shall be responsible for their own and others' learning. The lead
teacher shall evaluate expert teachers against Expert Teacher standards
and shall mentor them for advancing to the next career stage. They will
be guided towards acquiring skills and developing evidences related to
the next career stage, i.e., the Lead Teacher Stage for the same school
level. The standards for Lead teachers (Pramukh Shikshak) shall be
followed by in-service training institutions while preparing training content for Lead Teacher
preparation. Once the teacher is ready for the next career stage, he/she will be guided towards applying
for their skill evaluation and achieving the Lead Teacher Status.

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Career Level 4 – Lead Teacher (Pramukh Shikshak)

At this career stage, a teacher is expected to embody the highest standards

of teaching grounded in best practices relating to the teaching-learning
process. They will lead the teaching and learning and exhibit an exceptional
capacity to improve their own teaching practice and that of others by
developing learning communities in the schools. The school management or
education leaders shall evaluate Lead Teachers against Lead Teacher
standards and shall help the teacher in improving in their teaching practice.
Lead Teachers would be taking on the role of mentor or peer leader to
teachers in the earlier stages of a teaching career and shall lead in-school
professional development programmes. The lead teacher shall be observed
for their practice by education leaders and shall be trained by senior leaders
for leadership roles.

3.3 Areas & Standards Of NPST

The career dimensions of the National Professional Standards for Teachers framework can be described
through specific aspects of teachers' work. The framework is arranged in the following four interrelated
areas called 'Standards' covering multiple domains.

1. Core Values & Ethics

This standard will cover domains related to core values and ethics a teacher is expected to
develop at each career stage.

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2. Professional Knowledge & Understanding

This standard will cover domains related to what a teacher is expected to know and understand
about their students and about teaching-learning in order to function effectively at each career
stage. The standards also map how a teacher designs developmentally appropriate learning
experiences for children while carrying out the teaching-learning process and learning
assessment.

3. Professional Competence & Practice

This standard will cover domains related to what a teacher is expected to be able to do
effectively in applying professional knowledge and skills at each career stage for carrying out
teaching-learning-assessment practices relating to one's specialisation (i.e., stage-specific
teacher education programme).

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4. Professional Development & Growth

This standard will cover domains related to what a teacher is expected to do to improve
professional knowledge/competence and practice at each career stage through participation in
programmes for continuous professional development of teachers.

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Teacher Professional Standards

The objective of the NPST document is to align the vision and goal of NEP 2020 with the domains of
standards across the competence levels for Indian teachers and accordingly detail out the standards.
These components have been highlighted along with the Teacher Professionals Framework suggested
for India in the following figure.

Suggested Teacher Professional Standards Framework

To meet the vision of NEP 2020, the standards across the four standards mentioned in the previous
section are defined elaborately to cover the lifelong career evolution of Teaching professionals, starting
from Trainee to Qualified to a Lead Teacher. In addition, standards will contain measurement criteria
for regular performance reviews for teachers at different levels, determining their promotions, salary
raises, and skill development requirements.

The development of India's NPST is the centralised responsibility of the National Council for Teacher
Education (NCTE), a statutory body of the Govt. of India. Teacher communities, educational

23
institutions, central and state-level implementation bodies, including NCERT, NIEPA, CBSE/State
Boards, SCERTs, etc., shall be essential for implementing the teaching standards in their respective
regions. However, dedicated expert support will have to be provided by NCTE to all the bodies to ensure
adherence to the teaching standards and protocols.

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 Standard 1: Core Values & Ethics

Core values and ethics that a teacher is expected to manifest at each career stage

Domain Sub Domain Performance Criteria

Proficient Teacher
Beginner Teacher Level Expert Teacher Level Lead Teacher Level
Level

Demonstrate knowledge of the Embrace & practice Encourage students & peers to Promote the importance of
Constitutional Values constitutional values constitutional values of respect constitutional values constitutional values in the
the nation wider community

Professional ethics, values

(like empathy, respect for others, Illustrate practices and Employ personal and Determine & model
cleanliness, etiquette, courtesy, Recognise the importance of apply ethics and values professional strengths to uphold exemplary ethical standards
democratic spirit, spirit of Professional Ethics & upholding professional ethics in professional relations ethical standards and promote and values by exercising
service, responsibility, pluralism, values and values and teaching practice positive values among students sound judgements in all
equality and justice) and colleagues professional dealings and
relationships

Demonstrate behaviours that

uphold professional ethics and
values

Professional autonomy Demonstrate understanding of Practice professional Support peers to practice Lead initiatives to develop
professional autonomy autonomy & professional autonomy and autonomy & accountability
accountability accountability

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 Adopt practices that
promote students'
Identify strategies that wellbeing and potential Collaborate with colleagues to Inspire & encourage
Commitment to students – care, Wellbeing and support/promote student by exercising the review wellbeing and safety colleagues in providing
respect, trust and fairness in potential of students wellbeing and safety in the highest level of practices and create new opportunities for enhancing
developing student potential school system professional judgment opportunities for enhancing students' wellbeing and
working cooperatively students' wellbeing and potential
with colleagues and potential
parents

Demonstrate commitment in Organise initiatives to

promoting students' wellbeing promote students' wellbeing
and potential and potential

Create an environment
in which students treat Encourage colleagues in
List the methods to treat each other with dignity, Involve students and colleagues employing different
Dignity, respect and students with dignity, respect courtesy, respect and to formulate a framework to strategies to promote
fairness and fairness fairness, while also promote dignity, respect and dignity, respect and fairness
promoting the open and fairness amongst all stakeholders
critical exchange of such as students, parents,
ideas. colleagues etc.

Treat students with dignity,

respect and fairness

Integrate the knowledge of

Diversity (religious, Exhibit understanding and Apply the knowledge of diversity in professional Determine new ways to
gender, cultural, socio- honour diversity in various diversity in the relations with students, promote diversity among
economic, special forms classroom colleagues and stakeholders students and colleagues
needs, language)

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 Adapt communication based
on the knowledge of
diversity

Relationships with Describe the importance of Exhibit effective and Employ effective and Identify and build
students, colleagues, maintaining effective and appropriate appropriate relationships with opportunities for engaging
Professional relationships parents/guardians and appropriate relationships with relationships with students, colleagues, with students, colleagues,
the wider community students, colleagues, students, colleagues, parents/guardians and the wider parents/guardians and the
parents/guardians and the wider parents/guardians and community to develop teaching wider community in
community the wider community and learning developing education

Right to privacy and Respect privacy and Maintain privacy and Promote the right to privacy Support the development of
confidentiality in confidentiality in professional confidentiality in and confidentiality in Policy to protect the right to
professional relationships professional professional relationships privacy and confidentiality
relationships relationships among colleagues in professional relationships

Respect the right to privacy and

confidentiality in professional
relations

Comply with rules, Examine relevant rules, Employ relevant rules, Interpret rules, regulations, Develop ways of
Commitment to the profession - regulations, policies regulations, policies and regulations, policies policies and legislations for the implementation of
integrity, legal compliance and legislations legislations for the teaching and legislations of the teaching profession and its organisational policies,
profession teaching profession in implication for colleagues procedures, rules and
own practice regulations.

Act as a role model and

Exhibit positive behaviour in employ personal and
Highest image of the class, school, and publicly to Adapt practices that Identify and use strategies to professional strengths and
teaching profession uphold the dignity of the uphold the dignity of build positive teaching and strategies to uphold the
teaching profession the teaching profession learning culture within the dignity of the teaching
school profession and build positive
learning culture within and
beyond school

27
 Discharge professional
Describe the importance of Perform professional responsibilities with
Honesty and integrity discharging professional responsibilities with Act with honesty and integrity honesty, integrity and due
in all aspects of their responsibilities with honesty, honesty and integrity in all aspects of professional diligence and be an example
work integrity and due diligence and instil these values work of professionalism in the
in students wider community

Perform professional
responsibilities with due
diligence and promote these
values among colleagues

Describe issues related to the Employ strategies to

use of technology and the promote responsible
importance of responsible and and ethical use of Reflect and compile best Lead initiatives to promote
Responsible and ethical use of ethical use of technology in technology among practices with colleagues for responsible and ethical use
technology teaching and learning. students. promoting the responsible and of technology among
Teach and train ethical use of technology students and colleagues
Ensure safe use of technology in students to stay safe
the classroom. online inside and
outside the classroom.

28
 Standard 2: Professional Knowledge & Understanding

What a teacher is expected to know and understand in order to function effectively at each career stage
Domain Sub Domain Performance Criteria

Beginner Teacher Proficient Teacher Expert Teacher Lead Teacher

Knowledge and understanding Demonstrate sufficient Integrate knowledge and Contextualise and integrate Provide leadership in
of the subject area knowledge and understanding of inter- and new knowledge in the subject content
understanding of subject intra-subject content subject area development
matter knowledge to
support student learning

Collaborate with colleagues Recommend and lead

Keep up to date with
and develop engaging initiatives of enhancing
developments in the subject
programmes and activities subject knowledge of
area
in the subject area colleagues

Identify different stages

Design and modify
Child development and its and areas of development Apply knowledge of child Evaluate teaching and
instruction to meet student's
Factors that affect student impact on learning to create (cognitive, linguistic, development in identifying learning using the
needs in each area of
learning developmentally social, emotional and patterns of learning and knowledge of stages and
development (cognitive,
appropriate learning physical) and their impact development for individuals areas of developmental
linguistic, social, emotional,
experiences on learning stages
and physical)

29
 Coach colleagues on how
development in any one
Collaborate with colleagues
area may affect
in creating developmentally
performance in others and
appropriate learning
advise them on designing
experiences
appropriate learning
experiences

Modify education plan and Evaluate programme and

Understanding of learner Compare different choice of learning resources student progress using
Identify learning styles of
diversity learning styles and the to meet the diverse needs of knowledge of student
students in the class
learning needs students diversity and learning
style

Explain the impact of Mentor colleagues on

Take cognisance of students'
different types of diversity adapting instructions to
diversity and identify their
on student learning meet the diverse learning
individual learning needs
needs of students

Diagnose and address the

diverse needs of students
based on classroom
experience

Lead the development of

Plan activities and teaching Reflect and modify own teaching programmes and
Learning needs of students Describe different types of strategies to meet the special instructions and selection of instructional design to
with disabilities and gifted disabilities and their needs of students associated activities to enhance support equitable
learning needs with disability and teaching and learning of participation of students
giftedness students with special with special learning
learning needs needs (disability and
giftedness)

30
 Collaborate with colleagues
on evaluating various
Discuss the needs of
activities and strategies for
gifted children and
students with special
strategies to support their
learning needs (disability
learning
and giftedness) and
compiling best practices

Collaborate with specialists,

Coordinate with specialists, professionals and parents in
Discuss the importance of
professionals and parents to developing individualised
using individualised
discuss the needs of learns learning plans (ILP) for
learning plans
to support their learning students with special
learning needs

Use own experience of

Apply the principles of applying principles of
Principles of inclusive Explain the principle of
education and their inclusive education in Collaborate with colleagues inclusive education to
inclusive education and its
applications teaching and learning to in devising strategies to advise on Policy and
application in teaching
support the development of promote inclusive education inform the development
and learning
all students of inclusive teaching
programmes

Recommend colleagues in
Apply knowledge of
selecting learning
Demonstrate knowledge learning theories, Reflect and evaluate
theories, instructional
Learning theories, of learning theories, instructional strategies and selected learning theories
strategies and use of
Pedagogical knowledge instructional strategies and instructional strategies and learning taxonomies in and instructional strategies
learning taxonomies to
learning taxonomies learning taxonomies used creating lesson plans in own and adapt lesson plans in
create engaging lesson
in teaching subject/teaching area. own subject/teaching area
plans in the area of
specialisation

31
 Develop developmentally
appropriate learning
goals/outcomes using
learning taxonomies in own
subject/teaching area

Collaborate with colleagues

Lead in the evaluation of
to develop engaging
Discuss subject-specific outcomes of activities and
activities and teaching
instructional strategies selected strategies in the
strategies in the
subject/teaching area
subject/teaching area.

Lead colleagues in
Reflect on own teaching
Discuss teaching reviewing, modifying and
Employ a range of teaching practice and develop
Strategies for developing strategies expanding their range of
strategies to develop critical effective teaching strategies
critical thinking, creative that develop critical and teaching strategies that
and creative thinking, as to promote critical and
thinking and higher-order creative thinking, and/or promote critical and
well as other higher-order creative thinking, as well as
thinking skills other higher-order creative thinking, as well
thinking skills. other higher-order thinking
thinking skills. as other higher-order
skills.
thinking skills.

Able to identify appropriate Evaluate the use of

Describe various teaching
resources, tools and resources, tools and
resources, tools and Identify new and emerging
Teaching resources, tools technologies for learners technologies in the
technologies used in technologies that can
and technologies in and integrate their use in effectiveness of learning.
teaching to meet students' support and promote student
teaching and learning planning lessons and in Create resources using
needs learning
teaching to engage students technologies and online
in learning platforms

32
 Able to use a variety of Integrate new technologies
educational tools and in teaching and learning to
technologies meet diverse student needs

Describe differentiated Reflect and adapt strategies Mentor colleagues in

Differentiated instruction/teaching Employ strategies for for differentiated creating developmentally
instruction/teaching strategies and their role in differentiated instruction/teaching to appropriate differentiated
enhancing students' instruction/teaching to enhance learning activities and strategies to
participation in learning engage students in learning enhance the engagement
of all students

Collaborate with colleagues Develop differentiated

Identify and/or develop
in reviewing differentiated teaching and learning
differentiated activities for
activities and strategies and programmes and evaluate
all types of students
compile best practices their effectiveness

Select resources and design Lead curriculum team and

learning experiences to Structure content to evaluate curriculum plans
Demonstrate
Curriculum structures achieve curricular goals as facilitate the development of and materials to meet the
Curriculum framework understanding of the
per the curriculum concepts and skills in the requirements of the
curriculum framework
framework subject. official curriculum

Curriculum content for Understand curricular Advise colleagues on

student learning goals in your appropriateness and
subject/teaching area relevance of
curriculum/learning plans

33
 Develop alternative
pathways to concepts and
skill development in the
subject

Understand the role of Select appropriate Evaluate the use of

Technology use & integration technology in education technology resources for technology in teaching
in education and incorporate the use of Use appropriate technology achieving learning and learning
ICT in teaching and tools for achieving objectives
learning

Demonstrate knowledge Keep up to date with Advise colleague on

and proficiency in the safe technology developments in selecting appropriate
use of ICT (operations, education and implement Reflect on the use of ICT tools, software and
software, applications, new technology tools in the resources applications to enhance
tools and internet) classroom teaching and learning

Support peers on knowledge

of developments in
education technology and
exploring technology tools

34
 Standard 3: Professional Practice & Competence
What the teacher is expected to do effectively while applying professional knowledge at each career stage
Domain Sub Domain Performance Criteria

Beginner Teacher Proficient Teacher Expert Teacher Lead Teacher

Learning goals and Incorporate knowledge of Set appropriate learning Set high expectations and Use own experience to
Learning Plans outcomes using learning taxonomies in goals and outcomes using develop challenging yet support colleagues in
knowledge of students to creating learning goals and curriculum framework for achievable goals and developing learning goals
support their learning competency-based students to support their outcomes meeting different and objectives to meet the
outcomes learning needs of students and their needs of students
learning

Create a series of lesson

Plan learning Develop a learning plan in Create lesson plans plans based on curriculum Lead the evaluation of the
experiences a subject/teaching area incorporating individualised linking content back and effectiveness of lesson plans
learners needs forwards to build and in meeting the learning
deepen students learning goals

Mentor colleagues in
Reflect on the lesson plan developing appropriate
based on assessment data lesson plans to meet the
and modify it to enhance needs of all students,
teaching and learning including students with
special educational needs.

35
 Deliver lessons in a class, Deliver engaging lesson in
Deliver planned lessons in using differentiated class, using differentiated
Lesson Delivery Teach/Deliver the lesson a class using appropriate activities and ICT in instructional strategies and Evaluate teaching practice
in class instructional strategies in subject/teaching area to tools in subject/teaching by observing colleagues
subject/teaching area meet curriculum area that promotes access to while teaching in class
requirements academic content standards
for all students

Stimulate learner reflection Provide constructive

Implement teaching on prior content knowledge, Engage in peer observations feedback to support/guide
strategies for using ICT to link new concepts to to mutually benefit both colleagues in improving
expand curriculum learning familiar concepts, and make colleagues their teaching practice
opportunities for students connections to learners'
experiences.

Optimise the use of Evaluate the effectiveness

Able to organise facilities Organise facilities and available resources in of student safety and
Classroom components & Safe and positive and resources to create a resources to establish a safe setting up the classroom, wellbeing practices of
dynamics learning environment safe classroom learning environment ensuring students' safety colleagues and guide them
to improve/enhance their
practices

Create resources using

students' own skills to
facilitate ownership of
learning by learners
Comply with relevant Display effective strategies Use knowledge and
Discuss relevant policies policies in creating and that ensure a safe, inclusive experience to guide the
that promote students' maintaining a safe, inclusive and supportive learning development of policies and
safety and wellbeing and and positive learning environment for all students practices related to a safe
implement them in class environment to promote through the consistent and positive learning
students' safety and implementation of policies environment at the
wellbeing and regulations. departmental and school
level

36
 Encourage students to share Share own experiences of Guide colleagues in
their opinion without fear creating a safe and positive understanding relevant
and take responsibility for learning environment with policies that promote
their learning colleagues to support their students' safety and
learning wellbeing

Demonstrate knowledge of Employ classroom Establish a high work ethos Work with students and
Classroom management classroom management management approaches in with high expectations for colleagues in developing
approaches managing classroom students. behaviour management
rules, regulations/policy

Work with students to

Provide clear instructions to establish and execute clear
Provide appropriate support
conduct an activity routines and rules to and challenge
facilitate effective teaching
and learning

Engage students in the Maintain an appropriate Advise colleagues in

Use classroom space and development of their own balance between dominance managing classroom
and cooperation in the
teaching time effectively learning classroom

Discuss approaches of Establish positive behaviour Encourage the development

Learner behaviour behaviour management and expectations of self-discipline and Promote student self-
discipline and leadership
personal responsibility

37
 Manage challenging
Manage behaviour by behaviour by employing Mentor and guide
Apply knowledge of applying positive behaviour effective and constructive colleagues in selecting
positive behaviour management approaches to behaviour management effective behaviour
management approaches ensure learning-focused approaches and by applying management strategies to
environment positive and non-violent manage challenging
discipline to ensure behaviour in a learning
learning-focused environment
environments

Share experience of using Identify learning

effective behaviour opportunities for colleagues
management strategies with to enhance their skills in
a colleague to support them behaviour management
in managing challenging
behaviour in the learning
environment

Effective classroom Multi-linguism Demonstrate proficiency in Deliver instructions using at Support colleagues in Advocate the use of multi-
communication (language of medium of at least two languages least two languages to employing multi-linguism in linguism to facilitate
instruction and an (medium of instruction and facilitate teaching and class to facilitate teaching teaching and learning
additional language) an additional language) to learning and learning
deliver instructions

Promote the use of mother

tongue to develop students'
pride in their language &
heritage

38
 Apply effective verbal and Display a wide range of
Discuss various verbal and non-verbal classroom effective verbal and non- Promote the use of verbal
Verbal and non-verbal non-verbal classroom communication strategies to verbal classroom and non-verbal
communication communication strategies support learning and to communication strategies to communication strategies to
that encourage learners' encourage learners' support learning and to facilitate teaching and
engagement engagement encourage learners' learning
engagement

Discuss the difference Apply assessment of, for Build assessment of, for and Mentor colleagues in
Assessment of, for & as Assessment strategies between the assessment of and as learning to support as learning as a practice in employing assessment of,
learning learning, assessment for student learning self and peers assessment for and
learning and assessment as assessment as learning
learning

Understand & use different Select appropriate Develop and apply a Exhibit knowledge of
types of assessment assessment strategies based comprehensive range of assessment policies at the
strategies and tools on students' learning needs assessment strategies organisational level, state
level and national level

Advise colleagues in
Create a set of questions to Create assessment activities Create assessment tools to selecting appropriate
track student progress in a to assess learning inform & evaluate learning assessment strategies in line
subject/teaching area with assessment policy and
curriculum requirements

Assess student learning Work collaboratively with Evaluate assessment tools

Use common strategies to using different types of colleagues to review the and exams for their
assess and support student assessment strategies and design, selection, effectiveness and their
learning tools to meet the organisation and use of a compliance with curriculum
requirements of the range of effective and examination board
curriculum assessment strategies requirements.

39
 Understand the importance Grade assessment/exam Evaluate moderation/
of grading and use of using rubrics and record Create rubrics to grade and standardisation activities to
Assessment judgements rubrics in assessment/exam assessment data on student assess learning ensure consistent and
to evaluate learning performance using ICT comparable assessment
judgement of students
learning

Conduct moderation/
Grade assessments and Participate in standardisation activities to
record data on student moderation/standardisation ensure consistent and
performance using ICT activities comparable assessment
judgement of student
learning

Discuss the role of Use assessment data from Lead the team to review
assessment data as Use assessment data in various sources (internal exam data and student
Assessment data feedback in teaching and setting targets and in and external assessment) for performance to evaluate
learning practices planning lesson evaluating and modifying teaching and learning and
and programs. own teaching and learning suggest interventions to
improve teaching practice at
grade level or school level

Interpret student assessment

Identify areas of
data and monitor progress,
Derive insight from student improvement and modify
attainment or achievement
assessment data own teaching practice
using assessment data

Implement different
Communicate assessment Employ selective strategies Mentor and guide colleague
strategies to communicate
judgements of student to communicate judgement in applying appropriate
assessment judgement to
Communication & learning to students and and provide targeted strategy to communicate
students and parents and
Feedback parents and provide feedback judgement decisions and to
provide effective and
feedback on progress to support learning and provide feedback
appropriate feedback about
progress
student's performance

40
 Standard 4: Professional Development & Growth
What the teacher is able to do to develop and grow in her professional practice
Domain Sub Domain Performance Criteria

Beginner Teacher Proficient Teacher Expert Teacher Lead Teacher

Seek and apply feedback Seek feedback from Reflect on own teaching Lead the professional
Learning needs from supervisors and students, peers and practice and identify development team and identify
teachers to improve supervisors about own learning needs the learning needs of colleagues
teaching practices practice and identify (team) to enhance teaching and
learning needs learning.

Identify learning needs and Plan personal and

establish goals for own Create a professional professional development
professional development development plan for their goals and also support Plan and provide professional
based on the feedback development colleagues in identifying development opportunities to
received on teaching and achieving personal colleagues
Professional development
practice development goals

Support pre-service teachers

to improve classroom
practice

Demonstrate understanding Use reflective practices to Support colleagues in

Reflection of reflective practices and modify own teaching reflecting on their teaching Coach and mentor colleagues in
able to reflect on own work practice practice to improve teaching applying reflective practices.
and learning

41
 Engagement & Understand the purpose of Undertake professional Stay up to date on the Lead the professional evaluation
participation in personal and continuous development and growth developments in teaching of learning programme that will
learning community professional development activities aligned to a and learning meet the identified needs of
for teachers professional development professional development of
plan colleagues

Initiate and engage in

Participate in professional professional discussion with Engage in action research Use action research to improve
development activities colleagues for professional and share experiences with teaching and learning
development colleagues

Collaborate with colleagues Initiate communication with

to evaluate and select learning networks outside the
appropriate learning school, within the state or at the
programmes for national level
professional development

Participate in learning Participate in learning Initiate learning community

Participate in learning communities within and communities within school within the school and organise
communities within the outside of school. Co- and outside of school and professional development
school present at conferences and contribute to it by sharing sessions.
seminars/webinars successful learning
experiences.

Present their research and Mentor colleagues to share their

learning in conferences, learning via seminars/webinars
seminars or webinars

42
43
Illustration: Teacher Career
Progression with NPST

44
The use cases/examples detailed below represent a pragmatic way of charting out the career progression of
a teacher.

Use case/Example 1 presents a teacher named 'Ms. Preeti' who is a recent graduate of an approved teacher
preparation programme and has met the stage 1 standards for Graduate Teacher. She has completed her
pre-service education to teach at the foundational stage.

Use Case/Example 2 presents a teacher with prior experience in teaching. A teacher named 'Mr Pinto' is
already in the education system and needs to be registered in National Teacher Registry to obtain Proficient
Teacher Status.

45
4.1 Example A

Ms Preeti loves teaching and wants to enter the teaching profession. Ms Preeti joins a Bachelor of
Education programme at a leading university. She completed an approved programme of
pedagogical study and internship at a local school under the guidance of her college faculty and
proficient/expert teachers at the school. The college faculty and school mentors follow the
guidelines for training and assessment as per the guidance of NCTE. She graduated as a Beginner
Teacher after meeting professional teacher standards for Beginner Teacher. Now, Ms Preeti is a
new graduate with a Bachelor Degree in Education from ABC College.

1. Ms Preeti registers herself for Teacher Eligibility Test. She prepares on the competencies
required, takes the test (teacher eligibility) and clears it.
2. Ms Preeti applies to the National Council for Teacher Education or its nominated
accreditation agency in her state to register herself in the National registry of teachers as a
Beginner Teacher for the foundational stage.
3. The accreditation agency/school interviews her, assesses her credentials, and deems her
eligible for the job. Ms Preeti meets the requirements, passes the interview, and is offered
a job.
4. Ms Preeti joins the school and is assigned to teach grade 1 learners. She is also assigned a
mentor teacher who works closely with her and supervises her teaching to guide her.
5. At the end of the induction period of 1 year, Ms Preeti's performance is appraised against
Proficient Teacher Standards. She is guided on the missing competencies and on how to
build a personalised self-development plan.
6. She works on her continuing professional development and adapts her teaching to the
teacher standards. She develops her competencies with an NCTE approved training
institute by attending certified courses.
7. After 3 years of teaching and collecting her evidence of teaching practice, Ms Preeti is
confident about her practice and decides to evaluate her competencies on achieving
professional teacher standards for career stage 2 (Proficient Teacher).
8. Ms Preeti takes self-assessment/skill scan for proficient teachers available on NCTE portal
and finds herself ready for it.
9. Ms Preeti then goes for her 360 degree evaluation and professional appraisal. She applies
for Proficient Teacher Status and submits her portfolio that evidences meeting National
Professional Teacher Standards for Career Stage 2.

46
10. The assessment body assesses her competencies by employing evaluation strategies like
evaluation of portfolio of teaching practice including the reports from her mentor teacher
and feedback from different stakeholders. Once she is found eligible, she is given the
Proficient Teacher Status. The NCTE registers her as a Proficient Teacher, and she moves
to stage 3 of her teaching career.
11. Ms Preeti continues to participate in professional development activities to enhance her
teaching practice and to meet the requirements for maintaining her registration. Ms Preeti
also reflects on her practice and closely monitors her growth against Expert Teacher
Standards.
12. Ms Preeti starts working to progress to the next stage of becoming an expert teacher. She
decides to get evaluated on standards within 3 years.
13. Ms Preeti takes the self-assessment/skill scan for Expert Teacher, available on NCTE
portal. Based on her assessment, she identifies the gap in competencies and plans for her
professional development.
14. After a year, Ms Preeti applies for Expert Teacher Status evaluation and submits her
portfolio with evidence of competencies meeting Professional Teacher Standards for
Career Stage 3.
15. The assessment body assesses her credentials and portfolio of teaching practice, including
the reports from her supervisor/mentor& feedback from stakeholders, and deems her
eligible for Expert Teacher Status. The NCTE upgrades her registration to Expert Teacher
for Foundational Stage.

47
 4.2 Example B

Mr Pinto has completed his B.Sc. B. Ed. from the University of Coimbatore. He has been teaching
Chemistry at a secondary school for the past seven years. He studies the NPST document and has to decide
on a career stage for himself. He finds himself confused between proficient teacher as well as specialist
teacher stage. He talks to his school Principal and shares his dilemma. The Principal guides him to take the
self-assessment scan available on the NCTE portal and make an informed choice.

1. Mr Pinto takes self-assessment/skill scan available on NCTE/agency portal. He finds himself ready
for Proficient Teacher Status and lacking in some competencies for Specialist Teacher Status.
2. Mr Pinto applies to the NCTE to register himself as Proficient Teacher and uploads his credentials
and portfolio of teaching practice evidencing competencies that meet the National Professional
Standards for Teachers for Proficient Teachers at Career Stage 2
3. The NCTE/agency assesses his credentials and portfolio of teaching practice, including the reports
from his supervisor/mentor teacher, feedback from different stakeholders and his performance
appraisal report and deems him eligible for Proficient Teacher Status. NCTE registers him as a
Proficient Teacher at the Secondary level, and Mr Pinto is awarded the Proficient Teacher Status.
4. Mr Pinto continues to participate in professional development activities to enhance his teaching
practice and to meet the requirements for maintaining his registration. He works on his continuing
professional development and adapts his teaching to the teacher standards. He develops his
competencies with an NCTE approved training institute by attending certified courses.
5. After 1 year, Mr Pinto is appraised, and he receives recommendation to apply to NCTE/agency to
be evaluated for the award of the Expert Teacher Status.
6. Mr Pinto takes the self-assessment/skill scan for Expert teacher, available on NCTE/agency's portal
and finds himself ready for Career Stage 3.
7. Mr Pinto applies to NCTE/agency for Expert Teacher Evaluation and submits his portfolio
evidencing competencies that meet the Professional Teacher Standards for Career Stage 3.
8. The NCTE/agency assesses his credentials and portfolio of teaching practice, including the reports
from her supervisor/mentor and his performance appraisal, and deems him eligible for Expert
Teacher Status. The NCTE upgrades his status to Expert Teacher for Secondary level.
9. He continues his learning and growth journey and achieves the Lead Teacher Status in the next 5
years by following the same process.

48
REFERENCES
The Indian Constitution;

National Education Policy, 2020; Ministry of Human Resource Development; Government of India

Justice JS Verma Committee (JVC) Report, 2012

UNESCO Global Framework of Professional Teaching Standards:
https://issuu.com/educationinternational/docs/2019_ei-unesco_framework

The Teacher and Society (Report of the National Commission on Teachers-I; Chattopadhyay Commission
Report 1985)

NCERT: https://ncert.nic.in/pdf/announcement/TSAR.pdf

National Curriculum Framework, 2005; National Council of Educational Research and Training,
Government of India, New Delhi.

National Curriculum Framework for Teacher Education, 2009; National Council for Teacher Education.

The Right to Free and Compulsory Education Act, 2009, (Gazette Extraordinary), Ministry of Law and
Justice, Government of India, New Delhi.

Professional Standards for Teachers and Teacher Education: Avoiding the Pitfalls,
https://img.scoop.co.nz/media/pdfs/0604/avoiding_pitfalls.pdf

UK Teacher Standards:
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/100771
6/Teachers__Standards_2021_update.pdf

Australian Professional Standards for Teachers: https://www.aitsl.edu.au/docs/default-source/national-

policy-framework/australian-professional-standards-for-teachers.pdf

UAE Professional Teacher standards: https://tls.moe.gov.ae/#!/downloads-v2

49
50