STANDARD GURU

MALAYSIA (SGM)
NASYWA BINTI ZUBIR
SYAZALINAH WASLI
SITI NUR ADILA BT MOHD YAZI
KHAIRIL IZHAR BIN KAMARUDIN
NIK NURUL JANNAH BINTI NIK SAFFIAN
 has underlined
 level of professional that teachers
should achieve
 Necessities for agencies and teaching
institution should provide to help
teachers achieve the best level that have
been fixed.
 it has been prepared as guideline and
references to teachers, teachers
educators,agencies, teaching institution
for produce excellent teacher.
 this document has been checked
gradually for improvement.
 Rationally

SGM has been legislate based on these rational :

 teacher must have teacher’s professionalism,

knowledge ,understanding, teaching skills for them to
be effective professional teacher.

 agencies & teaching practices institution should

prepare clear & complete necessity like
basic,curriculum,infrastructure,educators, teaching &
learning source as well as quality guarantee to make
sure practice process going smoothly, effective and
high quality.
MOE is still working forward to
increase excellent of teacher
education institution that can be a
showcase.
 SGM has underline criteria and
standard of teacher in line with
Malaysian Framework
Qualifications Framework(MQF)
 Purpose
Purpose of SGM has been legislate:

 to identify level of teacher’s professionalism in

terms of teacher professionalism value
practices aspect, knowledge and understanding,
as well as teaching and learning.
 to identify level of preparation and
implementation of practices necessity by
agencies and teaching practices institution in
ensure level of teacher competency that has
been decided is achieved.
SYAZA
 MTS MODEL

http://ipik.edu.my/sgmdoc/model_
sgm.html
• S1.1 Personal Domain
• S1.2 Professional Domain 
• S1.3 Social Domain  
• S2.1 philosophy, goals, and objectives of the educational core of
teaching and learning. 
S2.2 philosophy, goals, objectives and co-curriculum, learning
outcomes and teaching and learning needs of the subjects taught. 
S2.3 content subjects taught. 
S2.4 Educational Content 
S2. 5 Information and Communication Technology (ICT), media and
educational resources in the implementation of the curriculum and
the curriculum. 
S2.6 strategy to create a conducive learning environment. 
S2.7 methods of assessment and evaluation, and action research to
improve teaching and learning practices. 
S2. 8 Potential students and how to develop a comprehensive and
integrated.
• S3.1 Skills provides teaching and learning plan based on
the syllabus and calendar, taking into account
differences in ability , prior knowledge, and expectations
of student achievement. 
S3.2 the teaching and learning skills using various
approaches, methods and techniques and the integration
of thinking skills, study skills, information and
communication technology skills, expertise and skills of
the facilitator assess and evaluate. 
S3 Skills .3 monitor, assess and evaluate the
effectiveness of teaching and learning aimed at
improving teaching and improve student achievement. 
S3.4 classroom management skills; the management of
human relations, time, space, and resources to achieve
meaningful and effective learning.
•  White twin circles describe the main
requirements to be provided by agencies and
training institutions to support and help teachers
achieve the Standard
•  qualifications and procedures for recruitment of
candidates in teacher training programs
(Provision 1)
• training, assessment and evaluation of teaching
program (Requirement 2), collaboration
(Requirement 3), infrastructure and
infrastructure (requirement 4), and quality
assurance (requirement 5) . 
• Rim of the fence requirement reflects the
determination of basic standards and
requirements of the National Mission, the
National Education Philosophy, Philosophy
Teacher, Code of Professional Teachers,
and the Ethics of Ministry of Education, 
• Globe in the middle circle refers to the
quality standard world-class teachers who
are responsible developing first class
minded human capital, the master
knowledge and skills, uphold cultural
values, have a strong sense of patriotism,
a competitive and competent.
Detailed Standard (Perincian
Standard)
Khairil Izhar Bin Kamarudin
 3 main standards
• Teaching Professionalism value practice

• Knowledge and Understanding

• Teaching and learning skills

Teaching Professionalism value practice

• Self domain
• Improve teachers’ self value belief, to
contribute to teaching profession.
• Focused values:
• Believe in God, trustworthy,
knowledgeable, love, fair, active,
competitive, and ect
• Profession domain
• Teachers’ value belief that have to be
practiced with sincerity.
• Focused values:
• love the profession, integrity, proactive,
creative, innovative and ect
• Social domain
• Teachers’ as socialization agent and
general human capital
• Focused values:
• Harmony, social skills, patriotism, love
towards the environment and ect
 Knowledge and Understanding
• Teachers’ that possess high level of
knowledge can enhance the teaching
professionalism and carry out the duties
with effective and be more creative and
innovative.
• 8 knowledge field that teachers have to
master:
• Education philosophy, goal and objective that
have been the core in the teaching and
learning process.
• Philosophy, goal and objective of curriculum
and co-curriculum, learning outcome, and
teaching and learning need for subject that
been thought.
• Content of subjects that been thought
• Education Knowledge content
• Information technology and communication,
media and education source in practicing
teaching and learning
 Teaching and learning skills
• Focus on teachers’ skills in planning the
implementation and evaluation of teaching
and learning process
• 4 skills:
• Prepare the planning of teaching and
learning process following the syllabus and
education calendar, with considering different
ability, knowledge and students’
achievements expectation.

• Skill in implementing teaching and learning

using various techniques and integrate
thinking skill, learning skill, information
technology and communication skill,
simplifying skill, and comprehend and
evaluation skill.
• Skills in observation, comprehend, and
evaluation the effectiveness of teaching
and learning process to improve teaching
and enhance students achievement.

• Skills in classroom management, involving

management of human relationship, time
space and source to achieve learning that
is meaningful and effective.
 Detail Requirements (Perincian
Keperluan)

Agencies and training institutions should

provide training needs to take into account
government policies, financial provisions,
circulars and directives of general
administration, claims and current
developments.
Requirement 1: Entry and Teacher Training Program Entry
Procedure
To ensure that only eligible applications offered teacher training program, agency
and teacher training institutions should comply with the conditions and the
following procedure: 
Application Advertising  
1. Filtering all the applications and call for candidates to sit for qualifying tests 
2. Calling teacher candidates who passed the eligibility level set to attend the
interview 
session
3. To interview prospective teachers 
4. Make an offer for future teachers who successfully register
5. Teacher candidates based registration booklet 
6. Sign training agreement
Requirement 2: Training, Assessment and Evaluation
To meet the training needs, assessment and evaluation of teacher training,
teacher training institutions and agencies should provide the following: 

Curriculum  
1. of human resources who are qualified, competent, and sufficient 
2. Planned program for teacher trainees acquire knowledge and experience
school 
3. Teaching and learning resources
4. Assessment and evaluation based on examination and assessment
regulations in force 
Requirement 3: Collaboration
For improving the quality of teacher training, teacher training institutions
and agencies should create alliances with various parties such as the
following: 

1. Schools 
2. Institutions of higher learning and foreign 
3. Non-governmental
4. Associations, Uniformed units, as well as sports and games
Requirement 4: Infrastructure and Infostructure

To support the implementation of effective teaching and learning, meaningful

and fun, agencies and training institutions should provide the infrastructure and
resources of a complete and updated as follows: 

1. Provide appropriate physical facilities and adequate to meet the needs of

the curriculum and the curriculum, management and administration, and
welfare of students and staff based on standard specifications and costs are in
force. 

2. Provide an integrated network infostructure to support teaching and learning

as well as management and administration. 
Requirement 5: Quality Assurance

Mechanism of quality assurance is important to ensure that training is carried

out high-quality permanent . Monitoring, evaluation, and reporting should be
made to the following areas to ensure the quality of teacher training: 

1. Ensuring quality assurance for Standards 

2. Ensuring the quality assurance requirements 
3. Benchmarking training
4. Ensuring Code Quality Assurance Agency Qualifications (MQA)