Teacher Standards in the UAE aim to ensure the provision of the best quality of education and create an outstanding learning environment for students. These standards consist of four main dimensions: professional and ethical behavior, which includes the first standard for teachers in the Emirates, and professional knowledge. This standard focuses on providing the information and skills necessary for teachers to provide high-quality education, and professional practices. The third standard is based on teachers’ practices in the classroom,  The fourth standard is applied behavior analysis, and in this article we will learn about the analysis of these standards and their importance.

Importance of analyzing teacher standards in the UAE

Analysis of teacher standards in the UAE is necessary to improve the quality of education and ensure its consistency with the UAE’s future vision and international best practices. By understanding and analyzing these standards, teachers and education officials can identify areas in which they need improvement and development.

Moreover, analysis of Teacher Standards in the UAE helps in setting goals for teacher development and providing appropriate training and support to them. A comprehensive analysis can also contribute to the development of distinguished, professional teachers in the Emirates, which will lead to raising the level of education and achieving the country’s future aspirations.

In short, analyzing the standards of teachers in the UAE is necessary to secure teachers with high professional qualifications and develop an educational environment that reflects the country’s aspirations towards distinguished education and educational sustainability.

Analysis of teacher standards in the UAE

The Standards for Special and Inclusive Education (SEN) teachers in the UAE have been developed, reviewed and validated to ensure that professionals at various career stages are able to demonstrate competency that aligns with the aspirations of UAE Vision 2021 and international best practices.

We will learn about these criteria and analyze them as follows:

Standards for special education teachers

The standards set out specific expectations relating to all special and inclusive education (SEN) teachers in order to enable them to achieve a high level of professionalism in an educational context.

• Standard 1: Professional and ethical behavior

Private and comprehensive teachers demonstrate their commitment to the UAE’s heritage and cultural values;  Personal and professional ethics, which are integrity, respect, justice and commitment. They collaborate and communicate professionally with stakeholders to promote and support learning, while complying with legislative and regulatory requirements.

Among the most important objectives of analyzing Teacher Standards in the UAE regarding this ethical standard are the following:

• Respect and promote the heritage and culture of the United Arab Emirates, including Islamic values.
• Promoting and implementing the national educational vision and direction.
• Promoting multicultural awareness and global citizenship.
• Demonstrate personal and professional ethics.
• Show integrity.
• Show respect and justice.
• Ensuring the physical, emotional and psychological safety of learners.
• Enhancing learners’ achievements and interests.
• Compliance with legislative and regulatory requirements.
• Establish and maintain positive professional relationships with learners, colleagues, parents and the entire community.
• Integrating the heritage and culture of the UAE into teaching and learning experiences and related activities.

• Standard 2: Professional knowledge of SEN

Special needs teachers demonstrate knowledge of educational theory, curriculum instruction, assessment options, and state and federal regulatory requirements. They also demonstrate good knowledge of learners and people of determination with mild, moderate and/or severe disabilities. 

Special education teachers know and understand major theories of human growth, development, and learning; the impact of multiple factors on development and learning including specific disabilities, individual differences, diverse cultural and linguistic backgrounds, and social and emotional learning skills, and using this knowledge and understanding to plan and implement inclusive, developmentally appropriate, challenging, high-quality learning experiences and environments for all learners including people of determination.

Among the objectives of analyzing Teacher Standards in the UAE in this professional knowledge standard are:

• Developing the knowledge of learners with special needs.
• Demonstrate knowledge of how children grow and develop.
• Gain insight into learners through feedback.
• Recognizing and utilizing learners’ diversity, commonalities, and talents.
• Demonstrate knowledge of activities of daily living (ADL) and assistive technology.
• Knowledge of how language, culture, and family background influence the learning of individuals with special needs.
• Use an understanding of human development and individual differences to respond to the needs of individuals with special needs.
• Create a safe and positive learning environment for learners with special needs.

• Standard 3: Special and inclusive education professional practices

Special education teachers plan and implement effective best practice models for special needs education.  Integrate differentiated instruction, evaluate progress, and maintain accountability through documentation.

This analysis of these practices in analyzing the Teacher Standards in the UAE in this standard may lead to:

• Demonstrate knowledge and competencies in applying processes and procedures to provide special education.
• Plan and implement age- and ability-appropriate education for individuals with special needs that supports progress in the general curriculum.
• Use and adapt teaching strategies to suit the characteristics and needs of the individual with special needs.
• Apply systematic, explicit, and multisensory approaches to teaching reading, written expression, and mathematics.
• Applying competence in teaching the Arabic language to learners with special needs.
• Apply effective, social and life skills through the academic curriculum, creating the opportunity for learners to practice these skills in the context of authentic daily routines.
• Develop the general curriculum to be accessible to individuals with special needs by implementing instruction that includes appropriate accommodations and modifications to the general curriculum as outlined in the Individualized Education Program.
• Use augmentative and alternative communication systems and a variety of assistive technologies to support educational assessment, planning, and implementation for individuals with special needs.
• Assess learners with special needs, and determine, adapt, and modify assessments or assessment strategies to accommodate the abilities and needs of individuals with special needs in accordance with Individualized Education Programs (IEPs).
• Modifying general and specialized curricula to be accessible to individuals with special needs.

• Standard 4: Professional relationships and growth for SEN

Special education teachers collaborate and communicate professionally with stakeholders (including families).  Show respect and commitment to people with special needs. Special needs teachers take responsibility for their own professional growth by reflecting on performance, identifying development needs, planning, participating in professional development, and evaluating the impact on teaching and learning.

This analysis of these practices in analyzing the Teacher Standards in the UAE in this standard may lead to:

• Engage in ethical collaborative relationships and practices.
• Collaborate and consult with general and special education teachers, parents, and other professionals.
• Reflection and self-evaluation in relation to the school and relevant national and international professional standards.
• Thinking about the impact of teaching and learning practices in improving learners’ achievement.
• Identify your professional strengths and opportunities for professional growth and practice.
• Develop an individual professional development plan that aligns with school and national priorities.
• Demonstrate the ability to use effective communication and conferencing skills with parents including verbal and non-verbal skills and appropriate questioning and summarizing skills.
• Demonstrated ability to communicate effectively with and supervise teaching assistants.
• Demonstrate professional ethical behavior including confidentiality and advocacy for appropriate services for learners with special needs.

Teacher Standards in the UAE for psychological counseling

The UAE School Educational Psychologist Standards have been developed, reviewed and validated to ensure that professionals at various career stages are able to demonstrate competency that aligns with the aspirations of UAE Vision 2021 and international best practices.

These standards outline specific expectations relating to all educational school psychologists in order to enable them to achieve a high level of professionalism in an educational context.

• Standard 1: Professional, legal and ethical practice

Educational and school psychologists understand and adhere to the ethical requirements in providing school psychological educational services to the school community.  Educational psychologists and teachers demonstrate skills that provide services consistent with ethical, legal, and professional standards.

This analysis of these practices in analyzing the Teacher Standards in the UAE in this standard may lead to:

• Engage in responsive ethical and professional decision making.
• Collaborate with other professionals.
• And apply professional work characteristics necessary for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills.
• Integrating the heritage and culture of the United Arab Emirates into school educational psychology services and related activities.
• Develop a comprehensive plan to provide school psychological services in accordance with the principles, goals, vision and aspirations of the national educational plans and initiatives of the United Arab Emirates.

• Standard 2: Applied professional practice in providing school services

Educational and school psychologists have a foundation in the knowledge bases of both psychology and education, including theories, models, research, empirical findings, and techniques in the fields, and the ability to explain important principles and concepts. Educational and school psychologists demonstrate knowledge and skills relevant to the professional practices and work characteristics of their field.

This analysis of these practices in analyzing the Teacher Standards in the UAE in this standard may lead to:

• Educational and school psychologists ensure that their knowledge, skills, and professional practices reflect understanding and respect for human diversity and promote effective services, advocacy, and social justice for all children, families, and schools.
• They integrate professional knowledge and skills across the various standards of school psychology in providing a comprehensive range of services in professional practice that lead to direct and measurable outcomes for children, families, schools and/or other consumers.
• Educational/school psychologists apply their knowledge and skills by creating and maintaining safe, supportive, equitable, and effective learning environments and promoting family-school collaboration for all students.
• They use effective strategies and skills across a variety of areas to help students succeed academically, socially, behaviorally, and emotionally.
• Knowledge of educational school psychological theories, best practices, and appropriate techniques for serving students within the school psychological environment in the United Arab Emirates.

• Standard 3: Professional intervention and implementation

School educational psychologists demonstrate a range of competencies that include planning, designing, providing and evaluating evidence-based psychological services for students in school settings to support the development of their academic skills, mental health and well-being and provide support to their families.

This analysis of these practices in analyzing the Teacher Standards in the UAE in this standard may lead to:

• School educational psychologists demonstrate the knowledge and skills necessary to implement interventions based on the shared understanding and perspectives of students, parents, and teachers and the interactions within and between multiple layers of the environment that affect learners.
• School educational psychologists apply a problem-solving framework and implement interventions based on analysis of collected information, understanding psychological and educational theories, and applying evidence-based practices to meet the specific needs of students and the context in which the intervention is delivered.
• School educational psychologists ensure that interventions are based on the student’s strengths and resources in the environment.
• School educational psychologists plan and implement the intervention process as an ongoing, cyclical process informed by ongoing interactions, reflection, and decision-making.

• Standard 4: Professional consultation, collaboration and community relations

School psychologists use a variety of collaborative and consultative skills to foster and support partnerships within school communities and with other agencies. They consult collaboratively with students, teachers, parents, and administrators in developing effective strategies.

This analysis of these practices in analyzing the Teacher Standards in the UAE in this standard may lead to:

• School psychologists build positive partnerships with school communities, so that they, as valued members of school teams, can consult collaboratively, provide constructive feedback, and advocate for safe and inclusive practices in schools.
• They support colleagues in managing diverse and complex partnerships.
• School psychologists are skilled facilitators who engage in the consultation process with partners within and outside the education sector to maximize school and system outcomes. They use a range of skills across a range of complex, highly sensitive and critical situations.
• They also engage in strategic partnerships to influence system policy, interventions, and prevention programs.
• They provide leadership to schools, colleagues, districts and the wider community to enable them to develop effective partnerships within the educational process.

• Standard 5: Professional learning and leadership

Educational psychologists in schools are actively involved in the development of the profession.  School educational psychologists have a clear understanding of the practice of psychology in education;  Have a commitment to continuous learning and a responsibility to share this learning.

This analysis of these practices in analyzing the Teacher Standards in the UAE in this standard may lead to:

• They are ideal mentors who facilitate the growth of the profession and support their supervisors and other colleagues to develop the skills required to provide professional psychological assistance to schools.
• They provide leadership in the management of complex and critical incidents, and engage in a variety of professional activities that promote critical self-reflection.
• They use their professional experiences to enhance their professional effectiveness, and develop an understanding of the conflicting beliefs associated with being psychologists in education.
• Promote their professional growth by reflecting on professional experiences and identifying professional learning needs;  Seeks feedback and guidance from a variety of sources to plan and engage in professional learning;  Able to explain their own approach to psychological and professional practice;  and share professional learning with colleagues.

Teacher Standards in the UAE for child protection

The UAE Child Protection Officer/Child Protection Specialist standards have been developed, reviewed and validated to ensure that professionals, at various career stages, are able to demonstrate professional competence that aligns with the aspirations of UAE Vision 2021 and international best practices.

These set out standards for all child protection staff/child protection professionals in order to enable them to achieve a high level of professionalism in an educational context. This analysis of these practices in analyzing the Teacher Standards in the UAE in this standard may lead to:

• Standard 1: Ethics and values ​​of protection

The Child Protection Officer/Child Protection Specialist demonstrates a commitment to the values ​​and ethics of the child protection profession and applies the Code of Ethics as a guide for ethical decision making while understanding the unique aspects of child welfare practice.

This analysis of these practices in analyzing the standards of teachers in the Emirates in this standard may lead to:

• They demonstrate moral and legal responsibility to protect children in their care.
• They highly value the core values ​​of service, social justice, dignity and worth of the person, the importance of relationships, integrity and competence.
• They adhere to the professional ethical responsibilities set out in the UAE Child Protection Code of Ethics.  Child protection workers are responsible for knowing and complying with local, state, and federal legislation, regulations, and policies.

• Standard 2: Professional knowledge and practice in child protection and well-being

The Child Protection Officer (CPO) / Child Protection Specialist (CPS) works on behalf of children to ensure a safe and productive living environment.  Child Protection Officers work to promote the welfare of children and protect them from harm or abuse.

This analysis of these practices in analyzing Teacher Standards in the UAE in this standard may lead to:

• The CPO/CPS provides assessment, reporting and counseling to adolescents and families and may be asked to give evidence at courtroom hearings.
• More specifically, CPOs/CPSs work with other professionals to identify children at risk, speak with children, families and caregivers to assess their needs, investigate reported concerns and allegations, advise on child protection issues, promote children’s rights, safety and well-being, and write care plans.
• Arranging support, making referrals to partner agencies, recording case details and writing reports, giving evidence in court and attending training courses.

• Standard 3: Receive referrals and determine appropriate response

The Child Protection Officer (CPO)/Child Protection Specialist (CPS) ensures that they are accurate in gathering relevant information that will inform their initial assessment of the referral, and that actions taken in response to the referral are appropriately based on the unique needs of the children (for safety) and their families (for support). Child Protection Officers receive new referrals, reports, or information that a child may be in need of protection from a Child Protection Professional (CPS) and under CPS supervision.

This analysis of these practices in analyzing the Teacher Standards in the UAE in this standard may lead to:

• All information received by a Child Protection Officer regarding concerns about a child is considered a potential referral.
• An immediate initial assessment of a referral where a child may be in need of protection is carried out by a child protection system approved under the UAE Child Protection Guidelines.
• On receiving a referral that a child may be in need of protection, the Senior Protection Officer engages the reporting person in order to obtain a full and detailed report of the incident or situation;  Information about the identities of all adults living in the household who may have access to or responsibility for the child;  About the work of the family and its members;  About the child and family support network including relatives, extended family or community members; about the current location of the child and parent/carer and the alleged perpetrator’s access to the alleged victim; names and contact information for any other witnesses.

• Standard 4: Plan and conduct a child protection investigation

Child Protection Officers/Child Protection Specialists carry out reviews and investigations of existing information as soon as possible, following up on evidence or analyzing context, to identify direct and root causes of threats to the child and report and respond with further action.

This analysis of these practices in analyzing the Teacher Standards in the UAE in this standard may lead to:

• Child protection staff/child protection specialists in child welfare remain aware of current intervention research and use evidence-based practices in service delivery.
• They implement interventions designed to promote positive outcomes and engage children, youth and families;  Other team members;  relevant employees;  and other service providers as applicable.
• Analyze investigation results and apply a disposition category to each case.
• Review maps of national child protection systems, including community-based systems, to understand current policies, regulations, services, practices and capacities.

• Standard 5: Conduct a safety risk assessment and develop a child protection plan

Child Protection Officers (CPO) and Child Protection Specialists (CPS) identify and address the child protection needs of children.  The CPO/CPS assesses current and imminent risks and ensures that necessary arrangements are made to protect the child in accordance with federal and UAE laws, agency policies, administrative directives and guidelines governing child protection.

This analysis of these practices in analyzing the Teacher Standards in the UAE in this standard may lead to:

• The CPO/CPS assesses and identifies protective and risk factors for families and individuals and their ability to improve their performance to protect and care for their children.
• They carefully monitor and document the progress of the child or young person and family and evaluate the outcomes of the child protection plan.
• It also provides age- and culturally appropriate information about their situation as well as an effective, multi-sectoral and child-friendly response from relevant service providers working in a coordinated and accountable manner.
• Conduct an effective and accurate needs assessment, including indicators of abuse, neglect, sexual assault, family unit functioning, and available resources.

• Standard 6: Performance of judicial duties

Child Protection Officers (CPO) / Child Protection Professionals (CPS) practice in settings where there is a high degree of legal accountability.

CPO/CPS must be familiar with the laws and regulations relevant to their practice, and comply with provincial and federal legislation that applies to their practice.

• Employers seek advice and review agency policies and procedures regarding legislative requirements affecting their practices and seek legal advice, necessary to understand and interpret laws relevant to the practice.
• CPO/CPS perform judicial duties that require them to draft statements and attend court to act as a witness.
• Clarify which court and/or authority in the UAE has the authority to make decisions about what happens to a child after determining their need for court protection.
• Summarizing the role of the court in a child protection case.

• Standard 7: Move and close the case

The Child Protection Specialist (CPS) as part of the supervisory child protection management of the case ensures that all interdepartmental/authority transfer requests are completed expeditiously, in a spirit of cooperation, and with the best interests of the child/family in mind in  decisions regarding case transfers.

This analysis of these practices in analyzing the Teacher Standards in the UAE in this standard may lead to:

• It is the responsibility of CPS to provide and communicate all relevant information to ensure a smooth transition for the child and family and continuity of service delivery.
• When cases are transferred, the transferring team or department will retain responsibility for case management until the point at which the case is formally accepted by the receiving team or department.  CPS holds a transfer conference.
• Until the transfer occurs, the transferred worker is responsible for managing any safety plan and addressing other case management issues.
• In his or her leadership and supervisory roles, the Child Protection Specialist (CPS) ensures that the decision to terminate child protective services is made based on observed changes in behavior and family functioning that indicate a decreased risk of future child protection concerns.
• CPS facilitates termination by carefully planning a transition process in which the child protection caseworker gradually reduces the intensity of his or her interventions, and the family gradually assumes full responsibility for the safety and well-being of their children.
• Before closing the case, the child protective worker reviews the case with the family, ancillary service providers, and the CPS supervisor.
• The decision to terminate the provision of child protective services is approved by the principal supervisor during consultation.

• Standard 8: People and Accountability

Child Protection Officers (CPOs) and Child Protection Professionals (CPS) are committed to the UAE’s child protection responsibilities and the expectations clearly placed on its practitioners, staff and partners, and support them to understand and act in line with the UAE Child Protection Guidelines. CPOs/CPSs create a safe environment for children by implementing child protection procedures that apply across the organization or agency/authority.  In addition, CPSs/CPSs monitor and review their safeguarding measures on an ongoing basis and conduct ongoing professional training for colleagues.

• Standard 9: Professional consultation, collaboration and community relations

Child Protection Officers (CPO) and Child Protection Specialists (CPS) use a variety of collaborative and consultative skills to promote and support partnerships within school communities and with other agencies.  They consult collaboratively with at-risk children, teachers, parents, and administrators in developing effective child protection and care strategies.

This analysis of these practices in analyzing the Teacher Standards in the UAE in this standard may lead to:

• CPOs and CPSs create positive partnerships with school communities, so that they, as valued members of school teams, can consult collaboratively, provide constructive feedback, and advocate for children’s safety.
• CPOs/CPSs are skilled facilitators who engage in the consultation process with partners within and outside the education sector to maximize school and system outcomes.
• They use a range of skills across a range of complex, highly sensitive and critical situations.
• They also engage in strategic partnerships to influence system policy, interventions, and prevention programs.
• They provide leadership to schools, colleagues, districts and the wider community to enable them to develop effective partnerships within the educational process.

• Standard 10: Professional learning and leadership

Child Protection Officers (CPOs)/Child Protection Professionals (CPS) are actively involved in the development of the profession. CPOs/CPS have a clear understanding of child protective service delivery; have a commitment to continuous learning and a responsibility to share this learning.  They are exemplary mentors who facilitate the growth of the profession and support their supervisors and other colleagues to develop the skills required to provide professional child safety and wellbeing assistance to schools.

This analysis of these practices in analyzing the Teacher Standards in the UAE in this standard may lead to:

• They provide leadership in the management of complex and critical incidents, and engage in a variety of professional activities that promote critical self-reflection.
• They use their professional experiences to enhance their professional effectiveness, and develop an understanding of the conflicting beliefs associated with being a CPO/CPS within education.  They enhance their professional growth by reflecting on professional experiences and identifying professional learning needs.
• Seeks feedback and guidance from a variety of sources to plan and engage in professional learning; they are able to explain approaches to child protection, safety and care practices;  and share professional learning with colleagues.

• Standard 11: Cultural Competence

Child Protection Officers (CPOs) and Child Protection Specialists (CPSs) are culturally sensitive service providers who demonstrate positive cultural competence which is often traditionally described as a combination of three components: cultural knowledge (i.e. knowledge of specific cultural groups), cultural skills (i.e. skills related to interventions  in such groups), and cultural awareness (i.e. CPOs/CPS awareness of their own beliefs and biases).

This analysis of these practices in analyzing the Teacher Standards in the UAE in this standard may lead to:

• Throughout their child protection interactions they continually strive to improve the ongoing process through which they gain awareness and appreciation of cultural diversity and the ability to work sensitively, respectfully and competently with people from diverse backgrounds.
• They also address the cultural and linguistic barriers that can be encountered when child welfare workers interact with foreign-born parents.

Teacher Standards in the UAE  for applied behavior analysis

The UAE Applied Behavior Analyst Standards have been developed, reviewed and validated to ensure that professionals at various career stages are able to demonstrate competency that aligns with the aspirations of UAE Vision 2021 and international best practices.

The standards outline specific expectations relating to all applied behavior analysts to enable them to achieve a high level of professionalism in an educational context.

• Standard 1: Professional and ethical behavior

Applied Behavior Analysts (ABAs) demonstrate their commitment to the UAE’s heritage and cultural values.  Personal and professional ethics, which are integrity, respect, justice and commitment.  ABAs engage in responsive ethical and professional decision making; collaborate with other professionals;  and apply professional work characteristics necessary for effective practice as ABAs, including respect for human diversity, appropriate business etiquette, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills.

• Standard 2: Professional knowledge in applied behavior analysis

Applied Behavior Analysis (ABA), one of the most important Teacher Standards in the UAE, is a science based on several basic principles of behavior.  These basic principles include reinforcement, punishment, avoidance, motivation, and stimulus control.  This department focuses on establishing a professional knowledge base for applied behavior analysis, which includes the philosophical foundations of science, concepts, principles, measurement, data presentation and interpretation, experimental design, and evaluation.

• Standard 3: Professional practice in applied behavior analysis

Applied Behavior Analysts (ABAs) demonstrate skills that provide services consistent with ethical, legal, and professional standards in many areas of practice including, but not limited to, education, special education, health, performance, and organizational behavior management. In all professional practice, ABAs must adhere to the standards below related to evaluation, selection and implementation of interventions, behavior change procedures, measurement, data analysis, and evidence-based practice.

• Standard 4: Professional growth, community collaboration, and dissemination

Applied behavior analysts (ABAs) participate in professional development activities that will expand their behavior analysis skills beyond initial certification requirements and help them keep pace with developments in the profession. ABAs reflect on their performance and seek professional supervision from more experienced, qualified and professional behavior analysts from other fields. ABAs collaborate and interact with community stakeholders and other licensed providers by developing potential solutions to achieve the goals of the client and the community at large. ABAs have a responsibility to disseminate the science of human behavior to the general public through the use of easy-to-understand explanations. ABAs promote behavior analysis in a positive and accurate light, to help society realize its potential.

• Standard 5: Supervising and managing employees

Applied Behavior Analysts (ABAs) engage in regular supervision and collaboration with other professional colleagues to ensure that targeted behavior analysis tasks are performed with the expected quality and efficiency. ABAs use supervision as a primary tool to develop, maintain, and expand their behavior analytic repertoire. This includes identifying and improving areas of limited expertise or knowledge, gaining a deeper understanding of the application of behavior analysis principles, understanding past and current uses of behavior analysis principles, and participating in activities that support growth in the field area.

• Standard 6: Research in applied behavior analysis

Applied Behavior Analysts (ABAs) at all levels are encouraged to participate in research to add to the existing literature base and disseminate findings that may be specific to the culture of the UAE. For those who participate in research, the following criteria apply.