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The globalization of society and the dynamic role of education in it have given impetus to the development of this document. The globalization of society and economy are manifested in increasing mobility, introducing multicultural and multilingual diversity within national borders and consequently within the student and teacher population. Today's societies thus place challenging demands on teachers, who are confronted with complexity in their practice. How do these demands align with competencies that teachers have or need to acquire or develop? One way to comply with the demands would be to define the competencies and develop standards that can make teacher evaluation a successful process. This report begins by briefly addressing some assumptions (beliefs or ideas) about the nature of how one acquires knowledge (epistemology). The authors also discuss what knowledge, theoretical and practical, is needed for a teacher to be able to teach English as a Foreign Language (EFL), and how knowledge is created in a second or additional language. Part 2 introduces the theoretical framework and organizational formats for standards, the performance indicators as well as the methods of assessment and evaluation, followed by the references and glossary. Part 3 provides the step-by-step process of creating standards, and Part 4 provides examples of the processes of EFL teaching standards development in Albania, Ecuador, and Egypt. Part 5 provides a summary and conclusions.