initial teacher training | st george’s academy partnership · group work ul s1 s1 s1 s1 foe: key...

Initial Teacher Training | St George’s Academy Partnership

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St George’s Academy The University of Lincoln

Lincoln Castle Academy Carre’s Grammar School

Sir Robert Pattinson Academy Banovallum School

University Academy Holbeach Working together to achieve more

Mentor

Handbook 2016-2017


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• Page3

Training to Teach with the St George’s Academy Partnership

• Page 3

Trainee Timetables

• Page 4

Training Programme 2016-2017

• Page 11

Subject Specialist Training 2016-2017

• Page 13

Assessment and Evidence – Guidelines

• Page 13

Weekly Mentor Meetings

• Page 16

Assessment Calendar 2016-2017

• Page 18

Lesson Planning and Observation

• 7

Review against the Teacher Standards

Contents


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The Role of the Mentor We believe that the role of the mentor in ITT is critical to the success of the trainee teacher. It is time-consuming at the outset, but the investment of time and energy at the start of the training usually results in a confident and independent trainee as the year progresses. The role of the mentor within our School Direct Partnership is to oversee the training, and play a pivotal part in encouraging the trainee to reflect on their training, research and practice and move forward as a result. In addition, the mentor will support the trainee in gathering information for assessment against the ITT Teacher Standards – including lesson planning, tasks, reflections and observations. It is expected that the mentor will meet with the trainee each week during term-time for 1 hour to discuss all elements described above.

Trainee Timetables The mentor is responsible for providing a timetable which includes KS3 and KS4 and, where possible, KS5. Trainees should not be given classes that would be challenging for experienced teachers and should be given a range of abilities, topics, as well as age ranges, to work with. It is essential that trainees are given experience of working with EAL learners also. Trainees do not need to be given only the classes of the mentor as it will benefit them to see a range of teaching styles. However, it is helpful if trainees can have at least one class that is the mentor’s to facilitate informal lesson observations. It is an expectation that trainees will be attached to a form during the placement but this may be with a teacher from another department at the school and that they will also TA for another trainee or teacher from another subject. For non-salaried trainees, the timetable should be constructed using the following guidelines:

Term Solo Teaching In addition to solo teaching:Teaching,

with supervision Observing PPA UL

Term 1: 0 Up to 2 10 8 5

Term 2: Up to 2 Up to 2 8 8 5





Training Programme 2016-2017 Each Monday, trainees will attend The University of Lincoln for Core Training. This will cover generic

aspects of teaching and learning, and cover the academic standards to enable students to be awarded a

PGCE.

There will be a clear focus for each week, and this is detailed in the Programme booklet, below:


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Training Programme 2016-2017

Date: Training Focus: Base Training Input School-Based Activity / Evidence Teacher

Standards

Independent Study

Focus Other Activities

Ind

uct

ion

Wee

k

4th July 2016 The Big Picture St George’s Academy Setting the Scene

Teacher expectations

Safeguarding

Learning Walks

Reflections on the classroom

1, Part 2

Reflections on the

Bristol Guide

Complete Online

Safeguarding

Training

5th July 2016 Professional

Practice St George’s Academy Lesson Structure

Classroom Survival

Subject Learning Walks Reflecting /

planning small group

Working with small groups of students

1, 4, 7

Also taking place

today:

Mentor Training

6th July 2016 Subject Session 1 Subject Specialist School Subject Session 1

Subject learning walks

Subject Tasks 1

3 Subject Tasks 1

7th July 2016 Home School

Induction Home School

Home School familiarisation Gathering information 1, 8 Set up your

planning file

8th July 2016 University

Induction University of Lincoln

Setting the Scene: Academic standards Reflections on the week, getting ready for

September 8


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Week

beginning: Training Focus:

Mo

nd

ay

Tu

esd

ay

Wed

nes

day

Th

urs

day

Fri

day

Academic Studies (Monday am)

University-Based Activity / Evidence

Classroom-based studies (Monday pm)

School-Based Activity / Evidence

Teacher

Standards

Independent Study

Focus

Assessment

/ tracking

Ter

m 1

Th

eme:

Un

der

stan

din

g T

each

ing

an

d S

cho

olin

g

5th

September

2016

Settling into Base

School S1 S1 S1 S1 S1 No University Session No University session

Gathering

information

12th Sept

2016

Becoming a

teacher: how can

academic study

help?

UL S1 S1 S1 S1

Foundations of Education (FoE): Locating

yourself as a teacher of students in secondary

education.

Researching Education (RE): Observations of

students and teachers in the classroom.

Input: Gathering information, behaviour for learning and

classroom management strategies.

Activity: Find out about the groups that you are observing / will

be teaching, make sure you understand their prior attainment

and the curriculum / setting structure. Start a reflective journal.

2, 3

Study Skills:

Introduction to the

library and university

resources.

The programme and

the assessment.

19th Sept

2016

Teachers’

knowledge and

student learning.

UL S1 S1 S1 S1 FoE: Policy and the shaping of education.

RE: Reflecting on observations of students and

teachers in the classroom.

Input: Classroom rules and routines, in practice.

Activity: Make a note of all of the classroom rules and routines

that are used for three different teachers this week, through

observation. What are the similarities and differences?

7

Writing a reflective

journal and developing

your teaching

philosophy

26th Sept

2016 Subject Session 2

Sub

ject

S1 S1 S1 S1 Subject session 2

Subject learning walks

Subject tasks 2

3 Practice and critique of

observational methods

S1

Men

tor

obse

rvat

ion

3rd Oct 2016 Planning for

learning UL S1 S1 S1 S1

FoE: A critical history of teaching methods in

secondary schooling

RE: The case for starters and plenaries

Input: Planning for learning, in practice.

Activity: Make a record of all starters and plenaries observed

throughout the week, and classify these using your own

criteria.

3 Planning Preparation

and Assessment

(PPA)

Lead

Tut

or o

bser

vatio

n

10th Oct 2016 Curriculum

development UL S1 S1 S1 S1

FoE: Secondary schools: exploring UK policy

frameworks and the notion of student progress

they entail

RE: Researching the relationship between

curricula and definitions of student progress in

your subject

Input: First teaching, in practice.

Activity: Use the National Curriculum Programmes of Study

for your subject to construct a progression grid for each strand

as the students make progress through the secondary

curriculum.

2, 4

Developing

bibliographies and

using REFWORKS

17th Oct 2016

Classroom

management

S3 assignment

UL S3 S3 S3 S3 FoE: Inclusive education policy and practice

RE: Creating inclusive classrooms

Input: Classroom management, in practice.

Activity: Create a sliding scale of behaviours that can disrupt

learning, and classify these in terms of the level of action you

feel would be generally required. Write about strategies that

you feel are useful at each level, from your own experience

and from observed lessons.

7

Use reflective journal

to comment on varying

approaches to

classroom

management

S3 Reflections


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Week

beginning: Training Focus

Mo

nd

ay

Tu

esd

ay

Wed

nes

day

Th

urs

day

Fri

day




Teacher

Standards

Independent Study

Focus

Assessment /

tracking

Ter

m 2

th

eme:

Co

nn

ecti

ng

Ed

uca

tio

nal

Th

eori

es a

nd

Ph

iloso

ph

ies

and

Tea

chin

g S

trat

egie

s 31st October

2016

Modelling /

explaining UL S1 S1 S1 S1

FoE: The philosophical underpinnings of

pedagogical practices

RE: Critical research into modelling and

explaining

Input: Modelling / explaining, in practice.

Activity: Create a timeline for 3 observed lessons,

showing the balance between modelling and

explaining.

2, 4

Identifying the philosophical

basis of modelling and

explaining practices that you

observe.

7th

November

2016

Questioning UL S1 S1 S1 S1 FoE: Exploring some key theoretical approaches

to pedagogies of inquiry

RE: Researching Bloom’s taxonomy

Input: Questioning, in practice.

Activity: Blooms taxonomy – record the types of

questions asked in 3 observed lessons – using a

tally against blooms taxonomy.

1, 5, 6

Planning Preparation and

Assessment (PPA)

S1

Men

tor

obse

rvat

io

n

14th

November

2015

Differentiation /

challenge UL S1 S1 S1 S1

FoE: Theoretical perspectives on students

identities and the notion of differentiation in

schools

RE: Researching differentiation strategies in your

subject

Input: Differentiation / challenge / SEND / MAGT,

EAL in practice.

Activity: Choose 3 different differentiation strategies

and embed into teaching plans – evaluate

effectiveness of each.

1, 5

Identifying the theoretical and

philosophical underpinning of

3 differentiation strategies

21st

November

2016

Subject Session 3

Sub

ject

S1 S1 S1 S1 Subject Session 3

Subject learning-walks

Subject Tasks 3 3

Planning Preparation and

Assessment (PPA)

S1

Men

tor

obse

rvat

io

n

28th

November

2016

Active

engagement

strategies

UL S1 S1 S1 S1

FoE: Theoretical perspectives on student

engagement

RE: Researching student engagement in your

subject: practical and critical perspectives

Input: Active engagement strategies and promoting

independent learning, in practice.

Activity: Choose active tasks to support 3 of the

engagement principles – ensuring two employ

strategies not previously used. Reflect on

effectiveness / impact on learning.

4,5

Getting and using student

feedback

Sub

ject

Spe

cial

ist o

bser

vatio

n

5th

December

2016

Group work UL S1 S1 S1 S1

FoE: Key philosophical and theoretical

perspectives on student learning and

development

RE: Psychological approaches to student

learning

Input: Independence vs. collaboration: group work,

in practice.

Activity: Plan and execute two different ways to

organise a group work activity and evaluate pros

and cons of each.

1, 2, 4, 5, 7

Identifying the theoretical and

philosophical perspectives on

student learning underpinning

explanations for processing

difficulties

12th

December

2016

Reflections on

Term 2: Teaching

UL S1 S1 S1 S1 RE: Formulating research questions and

interviewing teachers / Assignment support

Interviews and applications /

Reflections on Term 1 and 2 Working on assignments

19th

December

S2 Settling in

period

S2 S2 S2


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Week


Mo

nd

ay

Tu

esd

ay

Wed

nes

day

Th

urs

day

Fri

day




Teacher

Standards Independent Study Focus

Assessment /

tracking

Ter

m 3

th

eme:

Stu

den

t L

earn

ing

: A

sses

smen

t an

d t

he

use

of

ICT

2nd January

2017

Settling into

second

placement

BH BH S2 S2 S2 No University Session: School Placement 2 No University Session: School Placement 2

2, 6 PPA

S2

Men

tor

obse

rvat

ion

9th January

2017

Assessment for

learning: day-to-

day

UL S2 S2 S2 S2

FoE: The relationship between assessment

and learning: psychological perspectives

RE: Methodologies for tracking students and

their learning

Input: Assessment for learning: day-to-day, in

practice.

Activity: Read 'Inside the black box' and 'beyond the

black box': research articles written by William &

Black. Identify key features of effective AfL and reflect

on where these have been evident in obs.

2, 6

Identify and reflect on what

research methodologies would

help you gain insight into

whether learning has been

effective.

Lead

Tut

or o

bser

vatio

n

16th January

2016

Assessment for

learning:

formative written

feedback

UL S2 S2 S2 S2 FoE: Policies regarding SEND

RE: The value of the student case study in

educational research

Input: Assessment for learning: personalising

formative written feedback, in practice.

Activity: During observed lessons record different

styles of written feedback given to students in their ex

books. Discuss with mentor how the styles vary and

draw out / identify key features of effective written

feedback.

1, 2, 6

Identify the strengths and

weaknesses of your evidence

for the value of assessment

activities.

23rd January


Sub

ject



Subject Tasks 4

3 PPA

30th January

2017

Assessment for

learning:

reflective learners

UL S2 S2 S2 S2

FoE: Biological, psychological and social

models of young people’s development

RE: Using students’ academic work as

evidence for developing practice

Input: Assessment for learning: reflective learners, in

practice.

Activity: Plan three activities throughout the week to

encourage students to actively reflect on their

learning. Photocopy some examples of this and

evaluate each activity.

3, 4, 5

Photocopy some examples of

this and evaluate each activity.

S1

Men

tor

visi

t

and

obse

rvat

ion

6th February

2017 Assignment UL S2 S2 S2 S2

FoE: Findings from teacher interviews

RE: Reflecting on research questions and

interviewing teachers / Assignment support

Unpicking the Teacher Standards: What constitutes 3

/ 2 / 1 and good evidence to support.

All

Explore the ethical issues

involved in researching specific

students for practice


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Week


Mo

nd

ay

Tu

esd

ay

Wed

nes

day

Th

urs

day

Fri

day

Academic Studies (Monday am



Teacher

Standards

Independent

Study Focus

Assessment /

tracking

Ter

m 4

th

eme:

S

tud

ents

, Sch

oo

l Cu

ltu

res

and

Lea

rnin

g

20th

February

2017

Learning styles:

different models UL S1 S1 S1 S1 FoE: Learning styles and their critics

RE: Researching students’ learning

Input: Learning styles: different models, in practice.

Activity: Research three different 'models' regarding

learning styles and evaluate their effectiveness in

supporting planning, teaching and learning.

1, 2, 5, 7 Planning

Preparation and

Assessment

(PPA)

Ful

l Rev

iew

all

stan

dard

s

27th

February

2017

Climate for

learning UL S1 S1 S1 S1

FoE: Understanding disruptive behaviour and

safeguarding children

RE: Student behaviour research and

classroom management

Input: Climate for learning, in practice.

Activity: During three observed lessons, make a note of

specific actions (teacher quotes / actions / student

behaviours) that you feel impact on the climate for

learning within the lesson, and represent these in a

table, evaluating / justifying / reflecting on your thoughts.

2, 5, 7

PPA

S1

Men

tor

obse

rvat

ion

6th March

2017

Inclusion and

diversity UL S1 S1 S1 S1

FoE: Why school cultures matter.

RE: Researching school cultures: ethnographic

approaches for educational research

Input: Inclusion and Diversity / Pupil Premium, in

practice.

Activity: Gather useful evidence form your work on

inclusion. Write a short report on how your research

supports your role as a classroom teacher.

1, 5, 7

PPA

13th March


Sub

ject



Subject Tasks 5

3 PPA

Lead

Tut

or O

bser

vatio

n

20th March

2017

ICT to enhance

Learning UL S1 S1 S1 BH

FoE: Digital literacy and learning in secondary

education – trends and troubles

RE: Using ICT for educational research

Input: Use of ICT to enhance learning and engagement,

in practice.

Activity: Reflect on five different examples of using ICT

to support learning, and write about the impact of the

use of ICT in each case.

5 Identify any

additional evidence

you would need to

understand the

impact of current

ICT uses

27th March

2017

Why carry out

research? UL S1 S1 S1 S1

FoE: Designing your research focus

RE: Finding, analysing and synthesising

literature

The role of the form tutor

8


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Week


Mo

nd

ay

Tu

esd

ay

Wed

nes

day

Th

urs

day

Fri

day




Teacher

Standards

Independent Study

Focus

Assessment /

tracking

Ter

m 5

th

eme:

Ed

uca

tio

nal

Res

earc

h

17th April

2017 BH S1 S1 S1 S1

No university session

Support for portfolios of evidence against the

Teacher Standards

Lead

Tut

or

Obs

erva

tion

24th April

2017

What is

educational

action research?

UL S1 S1 S1 S1

FoE: The traditions of teacher research

RE: Case studies in practical, critical and

transformative action research

8, 2 Research Project

1st May 2017 BH S1 S1 S1 S1 No University Session: Bank Holiday No University Session: Bank Holiday 8, 2 Research Project

Sub

ject

Spe

cial

ist O

bser

vatio

n

8th May 2017 Subject Session 6

Sub

ject



Subject Tasks 6

8, 2 Research Project

15th May

2017

Action research

methods UL S1 S1 S1 S1

FoE: Career Planning and OfSTED

RE: Tutorial Groups

FoE: Factors inhibiting students’ ability to learn

RE: Action research 5

8 Research Project

22nd May

2017

Reflections on

Term 5: Research UL S1 S1 S1 S1

FoE: Write up session

RE: Tutorial Groups

FoE: Educational Leadership

RE: Tutorial Groups

Research Project

S1

Men

tor

obse

rvat

ion


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Week


Mo

nd

ay

Tu

esd

ay

Wed

nes

day

Th

urs

day

Fri

day




Teacher

Standards

Independent Study

Focus

Assessment /

tracking

Ter

m 6

th

eme:

Ed

uca

tio

nal

Res

earc

h a

nd

Pre

par

atio

n f

or

Fir

st T

each

ing

Po

st 5th June

2017

Preparation for

QTS S1 S1 S1 S1 S1 All Standards

Preparation for QTS

assessment

Fin

al A

sses

smen

t

12th June

2017

Preparation for


Preparation for QTS

assessment

19th June

2017

Critiques and

limitations

Tutorial support

UL S1 S1 S1 S1

FoE: Drama in education

RE: Final tutorial group

FoE: Completing the write up session

RE: Action research 6

All Standards Final preparation of

Academic projects

26th June

2017

Preparation for


Final preparation of

Academic projects

3rd July

2017

Preparation for


Final preparation of

Academic projects

10th July

2017

Reflections on the

training UL S1 S1 S1 S1 Reflections on the training year Preparing for the NQT Year All Standards

Preparation for NQT

position

17th July

2017

QTS School


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Subject Specialist Training 2016-2017 During 2016-2017, we are offering subject training through our Partnership in the following areas:

English

Mathematics

Science / Chemistry / Physics

P.E.

History

Geography

Art

There will be six days of subject specific training and tasks throughout 2016-2017, as follows:

Day 1: Induction (Weds 6th July)

Day 2: Monday 26th September 2016

Day 3: Monday 21st November 2016

Day 4: Monday 23rd January 2017

Day 5: Monday 13th March 2017

Day 6: Monday 8th May 2017

A calendar for the overall structure of the training can be found in Appendix 2.

In addition to these dates there will be a further 5 twilight subject specialist sessions which will be agreed

with the subject specialist throughout the year. Each day will focus on a strand of the curriculum, exploring

subject knowledge per se, pedagogy, pupils’ development, and attitudes within this strand.

The induction day is an exception to this, where the focus will be on setting the scene for the subject,

covering:

The role of the subject within the curriculum;

An overview of the structure of the subject;

Programmes of study and assessment objectives;

Assessment structures / examinations within the subject;

Completion of a Subject Knowledge Audit.

Each subject day will comprise a half-day of input by a subject specialist within their own school, followed

by a half-day task during the afternoon, to consolidate and apply developed skills / knowledge /

understanding from the morning.

Following each of the subject specialist days there will be two tasks for trainees to complete: a research

task, and a classroom-based task. Trainees are to gather evidence from each task and complete a

reflection task based on this, to discuss with their mentors in their home school. Reflection tasks can be

found below:


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Subject Tasks - Reflections

Subject: Day 1:

Reflections - research task:

Reflections – classroom-based task

Mentor Comments:


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Assessment and Evidence – Guidelines

Each trainee should organise their folders to contain the following:

File 1: Lesson observations with supporting highlighted grids in chronological order.

File 2: Additional evidence to support each of The Teachers’ Standards.

It is expected that trainees will also have planning files for each class/school and a file for university input.

There are also three formative assignments for QTS which will be essential for your evidence portfolio.

Weekly Mentor Meetings

During each weekly mentor meeting, the trainee will have the opportunity to discuss:

Observations and reflections from the previous week;

Progress towards any targets set previously;

Training focus for the week, and any tasks to complete;

Planning for the week ahead;

Targets for the week ahead, and tasks / activities to complete to support.

Subject specialist input

Following each weekly mentor meeting, the trainee is expected to complete a blue weekly mentor meeting

sheet (as below) to capture key discussion points, review progress and record any new targets set, with

accompanying tasks and activities to complete. Meeting notes should remain in the bespoke planner to

enable ITT leads to check targets and progress fortnightly.


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Mentor Meeting Notes

Week Beginning:

Trainee Name:

Mentor Name:

Focus for the meeting:

To discuss:

Subject specialist input;

Observations and reflections from the previous week;

Progress towards any targets set previously;

Training focus for the week, and any tasks to complete;

Planning for the week ahead;

Targets for the week ahead, and tasks / activities to complete to support.

Timetable for the week:

Registration P1 P2 P3 P4 P5

Monday University of Lincoln

Tuesday

Wednesday

Thursday

Friday

Previous Targets:

Trainee review and reflection


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Weekly Task:

Targets for the coming week: what needs to be learnt, understood, developed

Progress with weekly tasks

Task How you will achieve the task How you will provide evidence of successful completion of the task

ITT Lead/ Lead Tutor: Date:


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Assessment Calendar 2016-2017

In addition, to support the trainees’ progress throughout the year, there are a number of formal

observations which will be carried out by their Mentor, Programme Leader, and Subject Specialist, and

three formal reviews against the Teacher Standards. These are recorded on the Assessment Calendar

below.

From these assessments, each trainee is expected to keep a record of any lesson observation grades

awarded, and achievement against the Teacher Standards at each review point. The outcomes of these

should be recorded and kept electronically on an Assessment Tracking Sheet – example below:


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Lesson Planning and Observation

Throughout the training year, trainees will be expected to complete detailed plans for the lessons that they

teach, and mentors / sub-mentors will be expected to provide feedback on a regular basis. To support this,

the following pages also include a lesson planning template, and a form to be used to record observation

feedback against the Teacher Standards. Please note that, for informal observations (those not listed on

the Assessment Calendar), feedback may only cover one or two of the standards at a time, a grading grid is

included to support this process.


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LESSON PLAN

Name: Date: Period:

Subject/Unit Class: No of pupils Girls Boys

Link to previous learning:

Misconceptions / anticipated difficulties

Learning objective(s):

Lesson outcome(s):

Success criteria – Open (WAGOLL)/ Closed (Steps to success):


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Time Teaching and learning strategies Learning purpose Formative/Summative assessment

strategies & focus

Homework/learning:

Deadline:

Personalisation and strategies for differentiation (AGT, EAL, SEND):


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Resources including any risk assessment / health and safety:

Deployment of TA(s) to enhance learning and progress:

Expected progress (Challenge for this lesson) including NC level(s) / GCSE level(s) if appropriate:


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Evaluation / Reflection on effectiveness of lesson

Did not achieve learning objective(s)

Exceeded learning objective(s)

Action to be taken /What will I change/ What will I take into the next lesson?


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Lesson Observation

CONTEXT:

Class: Subject: No of pupils:

Girls:

Boys:

Date/ Duration:

Teaching skills - focus for observation / feedback:

Linked to Teacher Standard 1 2 3 4 5 6 7 8 PPC (please circle)

Strengths (how did teaching impact strongly on learning / progress?):

Next steps for development in this area (how could teaching have a greater impact on learning /

progress?):

Subject pedagogy – Focus for observation / feedback:

Linked to Teacher Standard 3

Strengths (how did teaching impact strongly on learning / progress?):

Next steps for development in this area (how could teaching have a greater impact on learning /

progress?):

Something else to consider, moving forward:


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Observation notes:

Trainee Name:

School:

Signature:

DATE:

Observer Name: Position: Signature:

DATE:

Initial Teacher Training | St George’s Academy Partnership 2016-2017

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SUPPORT FOR GRADING LESSONS – TO BE USED FOR OBSERVATIONS (3) Trainees meeting the standards for the award of QTS, show that: (2) Trainees achieving the standards at a `good’ level, show

that: (1) Trainees achieving the standards at a ‘high level’, show that:

Sta

nd

ard

1

Set

hig

h e

xpec

tati

on

s

wh

ich

insp

ire,

mo

tiva

te

and

ch

alle

ng

e p

up

ils

They are able to encourage pupils to participate and contribute in an atmosphere conducive to learning.

They set appropriately high expectations, believing that all pupils have the potential to make progress.

They consistently demonstrate professional behaviour and respect for pupils.

They demonstrate enthusiasm for working with children and young people and for teaching and learning.

They are able to develop a rapport with a range of individuals and groups. As a consequence of this most pupils are engaged in their learning.

They are reliable in encouraging pupils to participate and contribute in an atmosphere conducive to learning.

They consistently set high expectations of pupils.

They are well respected by learners and effectively promote pupils’ resilience, confidence and independence when tackling challenging activities. As a result of this most learners are enthused and motivated to participate.

They constantly encourage pupils to participate and contribute in an atmosphere highly conducive to learning.

They consistently set high expectations of pupils

There are high levels of mutual respect between the trainee and pupils.

They are very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities.

They generate high levels of enthusiasm, participation and commitment to learning.

Sta

nd

ard

7

Man

age

beh

avio

ur

effe

ctiv

ely

to

ensu

re a

go

od

an

d

safe

lear

nin

g

envi

ron

men

t

They have high expectations and are aware of the range of strategies that experienced teachers use to promote positive behaviour. They are able to apply these appropriately, in the context of the schools policy using sanctions and rewards, including praise, in order to create an environment supportive of learning.

They understand when to seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated.

They consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these effectively, including use of school sanctions and rewards and use of praise, in order to create an environment supportive of learning.

They manage behaviour effectively so that learners demonstrate positive attitudes towards the teacher, their learning and each other allowing lessons to flow smoothly so that disruption is unusual.

They consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these very effectively, including use of school sanctions and rewards and use of praise, in order to create an environment highly supportive of learning.

They manage pupil behaviour with ease so that learners display very high levels of engagement, courtesy, collaboration and cooperation.

(3) Trainees meeting the standards for the award of QTS, show that: (2) Trainees achieving the standards at a `good’ level, show that:

(1) Trainees achieving the standards at a ‘high level’, show that:

Sta

nd

ard

2

Pro

mo

te g

oo

d p

rog

ress

an

d

ou

tco

mes

by

pu

pils

Their short and medium term planning and teaching demonstrate some understanding of, and provision for, pupil progression taking into account prior achievement.

They support pupils in reflecting on their learning and identifying their progress and emerging learning needs. When planning lessons they devise suitable opportunities for learners to evaluate and improve their performance.

They are able to explain how effective teaching strategies are informed by an understanding of how pupils learn and offer a rationale for choices made in the context of practice.

They plan teaching and learning activities which encourage independent and autonomous learning. As a consequence all groups of pupils make at least satisfactory progress.

Their short and medium term planning consistently takes into account the prior learning of the pupils.

They regularly provide pupils with the opportunity to reflect on their own learning and use this, along with other forms of assessment, to inform their future planning and teaching.

They use their knowledge of effective teaching strategies to encourage independent learning and they set appropriately challenging tasks which enable the learners to make progress.

As a result the majority of pupils make good progress.

They demonstrate confident judgement in planning for pupil progression both within individual lessons and over time and are able to articulate a clear and well-justified rationale as to how they are building on prior achievement.

They actively promote engaging and effective methods that support pupils in reflecting on their learning. They are able to set appropriately challenging tasks, drawing on a sound knowledge of the pupils’ prior attainment which has been obtained through systematic and accurate assessment.

They regularly create opportunities for independent and autonomous learning.

As a result the majority of pupils make very good progress.

Sta

nd

ard

6

Mak

e ac

cura

te a

nd

pro

du

ctiv

e u

se o

f as

sess

men

t

Their planning is characterised by the use of a range of formative and summative assessment strategies, designed to support pupils in making progress. They deploy these strategies effectively in lessons, both to evaluate the impact of teaching on the progress of learners and as a basis for modifying their teaching and classroom practice when necessary.

They mark pupils’ work constructively and provide appropriate oral feedback to pupils to help them to make progress.

They employ a range of appropriate formative assessment strategies effectively and can adapt their teaching within lessons in light of pupils’ responses.

They assess learners’ progress regularly and accurately and discuss assessments with them so that learners know how well they have done and what they need to do to improve.

They use a range of assessment strategies very effectively in their day to day practice to monitor progress and to inform future planning. They systematically and effectively check learners’ understanding throughout lessons, anticipating where intervention may be needed and do so with notable impact on the quality of learning.

They assess learners’ progress regularly and work with them to accurately target further improvement and secure rapid progress.




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Sta

nd

ard

3

Dem

on

stra

te g

oo

d s

ub

ject

an

d

curr

icu

lum

kn

ow

led

ge

They have sufficiently secure knowledge and understanding of the relevant subject / curriculum areas to teach effectively. They know how learning progresses within and across the subject / curriculum, in terms of the development of key concepts and of learners’ common misconceptions.

They are able to respond appropriately to subject specific questions which learners ask and they use subject specific language accurately and consistently in order to help learners develop knowledge, understanding and skills in the subject.

They demonstrate an understanding of the need to promote high standards of communication, reading and writing for all learners and begin to build this into lessons.

They have well developed knowledge and understanding of the relevant subject / curriculum areas and use this effectively to maintain and develop pupils’ interest.

They make good use of their secure curriculum and pedagogical subject knowledge to deepen learners’ knowledge and understanding, addressing common errors and misconceptions effectively in their teaching.

They model good standards of written and spoken communication in all professional activities and encourage and support learners to develop these skills in their lessons.

They draw on their in-depth subject and curriculum knowledge to plan confidently for progression and to stimulate and capture pupils’ interest.

They demonstrate very well-developed pedagogical subject knowledge, by anticipating common errors and misconceptions in their planning.

They model very high standards of written and spoken communication in all professional activities. They successfully identify and exploit opportunities to develop learners’ skills, in communication, reading and writing.

Sta

nd

ard

4

Pla

n a

nd

tea

ch w

ell-

stru

ctu

red

less

on

s

They employ a range of teaching strategies and resources. They plan individual lessons that are appropriately structured to support pupils in developing their knowledge, skills, understanding, interest and positive attitudes.

When teaching they maintain the pace of the learning, are able to respond flexibly to what is happening in the classroom and have the confidence to adapt their teaching in order to respond to the needs of the learners. They can create an environment in which the learners are usually engaged.

They understand how homework or other out of class work can sustain learners’ progress and consolidate learning and can design and set appropriate tasks.

They show a willingness to try out a range of approaches to teaching and learning.

They plan lessons that take account of the needs of groups of learners and individuals, through the setting of differentiated learning outcomes, carefully matching teaching and learning activities and resources to support learners in achieving these intended learning outcomes.

They plan lessons that often use well chosen imaginative and creative strategies and that match individuals’ needs and interests.



Sta

nd

ard

5

Ad

apt

teac

hin

g t

o r

esp

on

d t

o t

he

stre

ng

ths

and

nee

ds

of

all p

up

ils

They know the pupils well enough to recognise the different needs and strengths of individuals and groups and begin to adapt their teaching to address those needs and strengths so that learners are supported towards achieving their potential.

They are aware of a range of factors that are potential barriers to achievement and understand how experienced teachers use a range of strategies to reduce these barriers. They begin to deploy these strategies themselves, working alongside experienced teachers and support staff as appropriate.

They show awareness of how children and young people develop and take account of this in their teaching. They have some understanding of the challenges and opportunities of teaching in a diverse society.

They have a developing understanding of the needs of all pupils and are able to articulate distinctive teaching approaches and strategies needed to engage and support pupils with particular needs, including EAL and SEND. When the opportunity has arisen they have used these successfully and are able to evaluate the impact of the adaptations employed, on the progress of individual learners.

They consistently adapt their teaching to meet the needs of individual and groups of learners to support progression in learning.

They know how to secure progress for learners and how to identify when groups and individuals have made progress.

They have a range of effective strategies that they can apply to reduce barriers and respond to the strengths and needs of their pupils.

They clearly recognise how to deal with any potential barriers to learning through their application of well-targeted interventions and the appropriate deployment of available support staff.

They quickly and accurately discern their learners’ strengths and needs and are proactive in differentiating and employing a range of effective intervention strategies to secure progression for individuals and groups.

They have an astute understanding of how effective different teaching approaches are in terms of impact on learning and engagement of learners.


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Review against the Teacher Standards

At three points throughout the year the trainee will be expected to carry out a formal review with their Mentor against some, or all, of the Teacher

Standards. In preparation for the Review Meeting, the trainee will have completed the first and second boxes in the review document for each of the

Teachers’ Standards being assessed, as follows:

Standard 1 Set high expectations which inspire, motivate and challenge pupils

To achieve this standard, a teacher must: Evidence gathered - Term 1 / 2 Please provide details of the progress you have made in each area over the last term.

What actions will you take over the coming term to make further progress in each area?

a. establish a safe and stimulating environment for pupils, rooted in mutual respect

It is suggested that the trainee selects just a few high quality pieces of evidence for each section to support – for example: one lesson plan; one

observation sheet; and one additional piece. The mentor will look at the standards along with the trainee, considering the trainee’s comments and

evidence, and jointly agree on an appropriate grading for each Standard (highlighting or circling the grid to signify this) The mentor will then discuss with

the trainee their next steps for improvement relating to each Standard, so that column three can be completed and signed off. Once this review has taken

place, the review document should be submitted to [email protected] by each deadline stated in the Assessment Calendar.

There are three reviews in total, as follows:

Review 1: Professional Standards Review – Standards 1, 3, 4, 7 & 8. Deadline: 12th December 2016

Review 2: Full Review – All Standards. Deadline 24th March 2017

Review 3: Final Review – All Standards. Deadline 14th July 2017

Please find below a full set of the Teacher Standards, with supporting guidance.

mailto:[email protected]


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Trainee Review Against the Teachers' Standards for ITT


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Standard 1 Set high expectations which inspire, motivate and challenge pupils

Standard sub-headings Outstanding (1):

Much of the quality of trainees’ teaching

over time is outstanding and never less

than consistently good.

Good (2):

Much of the quality of trainees’

teaching over time is good; some is

outstanding.

Meeting the standards (3)

The quality of trainees’ teaching over

time requires improvement as it is not

yet good. Trainees need targeted

advice to be good.

Not yet meeting the standards (4):

Trainees are not yet meeting the

minimum level of practice.

a establish a safe and stimulating

environment for pupils, rooted in

mutual respect

Consistently uses innovative

strategies to establish a safe and

stimulating environment for pupils,

rooted in mutual respect, which

motivates and inspires pupils to learn

and enjoy the subject.

Uses a range of strategies to

establish a safe environment which,

much of the time, is stimulating and

rooted in mutual respect.

Is able to establish a safe and

stimulating environment for pupils,

rooted in mutual respect.

Is unable to establish a safe and

stimulating environment for pupils.

b set goals that stretch and

challenge pupils of all

backgrounds, abilities and

dispositions

Consistently sets goals that stretch, challenge and motivate pupils.

use effective strategies to support the learning and progress of underperforming groups.

Sets goals that stretch, challenge and motivate pupils.

use strategies to support the learning and progress of underperforming groups.

Is able to set goals that stretch and

challenge pupils of all backgrounds,

abilities and dispositions.

Is unable to set goals that stretch and

challenge pupils of all backgrounds,

abilities and dispositions.

c demonstrate consistently the

positive attitudes, values and

behaviour which are expected

of pupils.

Consistently and effectively

demonstrates and models the positive

attitudes, values and behaviour which

are expected of pupils.

Consistently demonstrates and

models the positive attitudes,

values and behaviour which are

expected of pupils.

Is able to demonstrate consistently

the positive attitudes, values and

behaviour which are expected of

pupils.

Is unable to demonstrate consistently

the positive attitudes, values and

behaviour which are expected of

pupils.


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Standard 2 Promote good progress and outcomes by pupils





Good (2):


over time is good; some is outstanding.


The quality of trainees’ teaching over time

requires improvement as it is not yet

good. Trainees need targeted advice to

be good.




a be accountable for pupils’

attainment, progress and

outcomes

Is consistently accountable for pupils’

attainment, progress and outcomes.

Is accountable for pupils’ attainment,

progress and outcomes

Is able to take accountability for pupils’

attainment, progress and outcomes.

Is unable to take accountability for

pupils’ attainment, progress and

outcomes.

b be aware of pupils’ capabilities

and their prior knowledge, and

plan teaching to build on these

Has a detailed understanding of the pupils’ capabilities and their prior knowledge.

demonstrate through their planning and teaching that their pupils, including those who are disabled and those who have special educational needs, make good progress.

Has a good understanding of the pupils’ capabilities and their prior knowledge.

assess pupils’ achievement and plan and teach lessons that enable pupils, including those who are disabled and those who have special educational needs, to make at least expected progress.

Is aware of pupils’ capabilities and their

prior knowledge, and plans teaching to

build on these.

Is unable to demonstrate an

awareness of pupils’ capabilities and

their prior knowledge, and is unable

to plan teaching to build on these.

c guide pupils to reflect on the

progress they have made and

their emerging needs

Pupils are consistently offered high

quality intervention and feedback which

enables them to identify the progress

they have made and understand what

they need to do to improve.

Pupils are offered intervention and

feedback which, much of the time,

enables them to identify the progress

they have made and understand what

they need to do to improve.

Is able to guide pupils to reflect on the

progress they have made and their

emerging needs.

Is unable to guide pupils to reflect on

the progress they have made and

their emerging needs.

d demonstrate knowledge and

understanding of how pupils learn

and how this impacts on teaching

Is consistently and effectively able to

use knowledge and understanding of

how pupils learn to improve their

teaching.

Much of the time makes good use of

knowledge and understanding of how

pupils learn to inform their teaching.

Is able to demonstrate knowledge and

understanding of how pupils learn and

how this impacts on teaching.

Is unable to demonstrate knowledge

and understanding of how pupils

learn and how this impacts on

teaching.

e encourage pupils to take a

responsible and conscientious

attitude to their own work and

study.

Consistently and effectively encourages

pupils, by setting specific high

expectations, to take a responsible and

conscientious attitude to work and

study.

Much of the time encourages pupils,

to take a responsible and

conscientious attitude to work and

study by setting expectations.

Is able to encourage pupils to take a

responsible and conscientious attitude

to their own work and study.

Is unable to encourage pupils to take

a responsible and conscientious

attitude to their own work and study.


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Standard 3 Demonstrate good subject and curriculum knowledge



over time is outstanding and never less than

consistently good.

Good (2):





requires improvement as it is not yet good.

Trainees need targeted advice to be

good.


Trainees are not yet meeting the minimum

level of practice.

a have a secure knowledge of the

relevant subject(s) and curriculum

areas, foster and maintain pupils’

interest in the subject, and address

misunderstandings

Consistently teach exceptionally well, demonstrating: - strong subject and curriculum knowledge; - phase expertise.

Is confident to work within the current and new curriculum.

Demonstrates the ability to address misunderstandings and maintain pupils’ interest.

teach well, demonstrating: - good subject and curriculum knowledge; - phase expertise.

Works within the current and new curriculum arrangements.

Much of the time demonstrates the ability to address misunderstandings and maintain pupils’ interest.

Has a secure knowledge of the relevant

subject(s) and curriculum areas, fosters

and maintains pupils’ interest in the

subject, and addresses

misunderstandings.

Does not have a secure knowledge of the

relevant subject(s) and curriculum areas,

does not foster and maintain pupils’

interest in the subject, and does not

address misunderstandings.

b demonstrate a critical

understanding of developments in

the subject and curriculum areas,

and promote the value of

scholarship

Effectively demonstrates consistent and critical understanding of developments in the subject and curriculum areas.

Consistently and effectively promotes the value of scholarship.

Demonstrates, much of the time, critical understanding of developments in the subject and curriculum areas.

Much of the time promotes the value of scholarship.

Is able to demonstrate a critical

understanding of developments in the

subject and curriculum areas, and

promotes the value of scholarship.

Is unable to demonstrate a critical

understanding of developments in the

subject and curriculum areas, and does

not promote the value of scholarship.

c demonstrate an understanding of

and take responsibility for

promoting high standards of

literacy, articulacy and the correct

use of standard English, whatever

the teacher’s specialist subject

Consistently demonstrates a thorough understanding of how to teach reading, writing, communication … effectively to enhance the progress of pupils they teach.

Consistently demonstrates an understanding of and takes responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist.

Demonstrates a good understanding of how to develop the reading, writing, communication … skills of the pupils they teach.

Much of their teaching demonstrates an understanding of and takes responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist subject.

Is able to demonstrate an understanding

of and take responsibility for promoting

high standards of literacy, articulacy and

the correct use of standard English,

whatever the teacher’s specialist subject.

Is unable to demonstrate an

understanding of and take responsibility

for promoting high standards of literacy,

articulacy and the correct use of standard

English, whatever the teacher’s specialist

subject.


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Standard 4 Plan and teach well-structured lessons





Good (2):



outstanding.





advice to be good.




a impart knowledge and develop

understanding through effective

use of lesson time

Consistently and effectively imparts

knowledge and develops

understanding through using lesson

time to great effect.

Much of the time imparts knowledge

and develops understanding

through using lesson time to good

effect.

Is able to impart knowledge and

develop understanding through

effective use of lesson time.

Is unable to impart knowledge and

develop understanding through

effective use of lesson time.

b promote a love of learning and

children’s intellectual curiosity

Consistently and effectively promotes

a love of learning and children’s

intellectual curiosity.

Much of the time promotes a love of

learning and children’s intellectual

curiosity.

Is able to promote a love of learning

and children’s intellectual curiosity.

Is unable to promote a love of

learning and children’s intellectual

curiosity.

c set homework and plan other

out-of-class activities to

consolidate and extend the

knowledge and understanding

pupils have acquired

Consistently and effectively plans

differentiated, purposeful

homework/out-of-class activities that

consolidates and extends existing

knowledge and understanding.

Much of the time plans

differentiated homework/out-of-

class activities that consolidates

and extends existing knowledge

and understanding.

Is able to set homework and plan

other out-of-class activities to


knowledge and understanding pupils

have acquired.

Is unable to set homework and plan

other out-of-class activities to


knowledge and understanding pupils

have acquired.

d reflect systematically on the

effectiveness of lessons and

approaches to teaching

Is systematically and critically reflective in analysing, evaluating and improving their practice (paraphrased).

Is able to accurately judge the effectiveness of their lessons and impact on all groups of pupils.

Is systematically able to reflect in order to improve their practice.

Is able to judge the effectiveness of their lessons and impact on all groups of pupils.

Is able to reflect systematically on the

effectiveness of lessons and

approaches to teaching.

Is unable to reflect systematically on

the effectiveness of lessons and

approaches to teaching.

e contribute to the design and

provision of an engaging

curriculum within the relevant

subject area(s).

Consistently makes effective

contributions to the design and

provision of an engaging curriculum

within the relevant subject area(s).

Makes good contributions to the

design and provision of an

engaging curriculum within the

relevant subject area(s).

Is able to contribute to the design and

provision of an engaging curriculum

within the relevant subject area(s).

Is unable to contribute to the design

and provision of an engaging

curriculum within the relevant subject

area(s).


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Standard 5 Adapt teaching to respond to the strengths and needs of all pupils


Much of the quality of trainees’ teaching over

time is outstanding and never less than

consistently good.

Good (2):





requires improvement as it is not yet

good. Trainees need targeted advice to

be good.




a know when and how to differentiate

appropriately, using approaches

which enable pupils to be taught

effectively

Consistently and effectively differentiates

appropriately using timely approaches

which enable pupils to be taught effectively.

Much of the time differentiates

appropriately using approaches which

enable pupils to be taught effectively.

Knows when and how to differentiate

appropriately, using approaches which

enable pupils to be taught effectively.

Does not know when and how to

differentiate appropriately.

b have a secure understanding of

how a range of factors can inhibit

pupils’ ability to learn, and how best

to overcome these

understand the causes of low achievement;

challenge and motivate pupils where

attainment is low; and use effective

strategies to support underperforming

groups.

understand how to challenge and

motivate pupils where attainment is low

and use strategies to support

underperforming groups.

Has a secure understanding of how a

range of factors can inhibit pupils’ ability

to learn, and how best to overcome

these.

Does not have a secure understanding

of how a range of factors can inhibit

pupils’ ability to learn, and how best to

overcome these.

c demonstrate an awareness of the

physical, social and intellectual

development of children, and know

how to adapt teaching to support

pupils’ education at different stages

of development

Consistently and effectively demonstrates

clear awareness of the physical, social and

intellectual development of children, and

effectively adapts teaching to support pupils’

education at different stages of

development.

Demonstrates an awareness of the

physical, social and intellectual

development of pupils and, much of the time,

adapts teaching to support pupils’


development.

Is able to demonstrate an awareness of

the physical, social and intellectual

development of children, and knows

how to adapt teaching to support pupils’


development.

Is unable to demonstrate an awareness

of the physical, social and intellectual

development of children, and does not

know how to adapt teaching to support

pupils’ education at different stages of

development.

d have a clear understanding of the

needs of all pupils, including those

with special educational needs;

those of high ability; those with

English as an additional language;

those with disabilities; and be able

to use and evaluate distinctive

teaching approaches to engage and

support them.

Consistently and effectively evaluates and adapts teaching to meet the needs of all pupils, including those with special educational needs, high ability (including Gifted and Talented), English as an additional language, disabilities and pupils eligible for the pupil premium (including Free School Meals).

challenge and motivate pupils where attainment is low; and use effective strategies to support underperforming groups.

Consistently and effectively uses and evaluates distinctive teaching approaches to engage and support pupils.

Much of the time evaluates and adapts teaching to support all pupils, including those with special educational needs, high ability (including Gifted and Talented), English as an additional language, disabilities and pupils eligible for the pupil premium (including Free School Meals).

understand how to challenge and motivate pupils where attainment is low and use strategies to support underperforming groups.

Much of the time uses and evaluates distinctive teaching approaches to engage and support pupils.

Has a clear understanding of the needs

of all pupils, including those with special

educational needs; those of high ability;

those with English as an additional

language; those with disabilities; and is

able to use and evaluate distinctive

teaching approaches to engage and

support them.

Does not have a clear understanding of

the needs of all pupils, including those

with special educational needs; those of

high ability; those with English as an

additional language; those with

disabilities; and is not able to use and

evaluate distinctive teaching

approaches to engage and support

them.


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Standard 6 Make accurate and productive use of assessment




consistently good.

Good (2):







good.



level of practice.

a know and understand how to

assess the relevant subject and

curriculum areas, including statutory

assessment requirements

accurately assess achievement and

attainment in relevant subject and


assessment requirements, using new

curricula … examinations and

assessment arrangements.

assess pupils’ achievement in the

relevant subject and curriculum areas,

including statutory assessment

requirements.

Knows and understands how to assess

the relevant subject and curriculum areas,

including statutory assessment

requirements.

Does not know and understand how to

assess the relevant subject and


assessment requirements.

b make use of formative and

summative assessment to secure

pupils’ progress

Consistently and effectively uses

formative, continuous assessment and

summative tests to great effect to secure

progress for all pupils, through a

sequence of lessons over time.

Much of the time uses formative,

continuous assessment and summative

tests to secure progress through a

sequence of lessons over time.

Is able to make use of formative and

summative assessment to secure pupils’

progress.

Is unable to make use of formative and

summative assessment to secure pupils’

progress.

c use relevant data to monitor

progress, set targets, and plan

subsequent lessons

Consistently and effectively uses a range of relevant data, including school progress data, to monitor pupil progress and learning over time.

Records of pupil progress and learning and attainment are accurate and up-to-date and used to inform future planning and target setting.

Uses a range of relevant data including school progress data to monitor pupil progress and learning over time.

Records of pupil progress and learning and attainment are accurate and up-to-date and, much of the time, are used to inform future planning and target setting.

Is able to use relevant data to monitor


subsequent lessons.

Is unable to use relevant data to monitor


subsequent lessons.

d give pupils regular feedback, both

orally and through accurate

marking, and encourage pupils to

respond to the feedback.

Consistently uses a range of effective methods to give pupils regular and constructive feedback and the opportunity to respond to it.

Accurate and timely marking and oral feedback contributes to pupil progress and learning over time.

Uses a range of methods to give pupils regular feedback and the opportunity to respond to it.

Accurate and regular marking and oral feedback contributes to pupil progress and learning over time.

Is able to give pupils regular feedback,

both orally and through accurate marking,

and encourages pupils to respond to the

feedback.

Is unable to give pupils regular feedback,

both orally and through accurate marking,

and does not encourage pupils to respond

to the feedback.


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Standard 7 Manage behaviour effectively to ensure a good and safe learning environment




consistently good.

Good (2):







good.



level of practice.

a have clear rules and routines for

behaviour in classrooms, and take

responsibility for promoting good and

courteous behaviour in classrooms

and around the school, in accordance

with the school’s behaviour policy

In accordance with the school’s behaviour

policy:

takes responsibility for and has the knowledge, understanding and skills to promote and manage behaviour effectively and create an excellent climate for learning;

actively encourages pupils to behave well in the classroom and around the school and display high levels of courtesy and co-operation;

can effectively tackle bullying, including cyber and prejudice-based (and homophobic) bullying.

In accordance with the school’s

behaviour policy:

takes responsibility for and is able to promote and manage behaviour in the classroom well to ensure a good and safe learning environment;

encourages pupils to behave well in the classroom and around the school and display good levels of courtesy and co-operation;

is able to tackle bullying, including cyber and prejudice-based (and homophobic) bullying.

Has clear rules and routines for behaviour in

classrooms, and takes responsibility for

promoting good and courteous behaviour in

classrooms and around the school, in

accordance with the school’s behaviour

policy.

Does not have clear rules and routines for

behaviour in classrooms, and does not take

responsibility for promoting good and

courteous behaviour in classrooms and

around the school, in accordance with the

school’s behaviour policy.

b have high expectations of behaviour,

and establish a framework for

discipline with a range of strategies,

using praise, sanctions and rewards

consistently and fairly

Consistently sustains high expectations of behaviour.

Establishes and maintains or applies the school’s framework for discipline consistently and fairly, using a wide range of effective strategies.

Sustains high expectations of behaviour.

Establishes and maintains or applies the school’s framework for discipline, using a range of strategies.

Has high expectations of behaviour, and

establishes a framework for discipline with a

range of strategies, using praise, sanctions

and rewards consistently and fairly.

Does not have high expectations of

behaviour, and does not establish a

framework for discipline with a range of

strategies.

c manage classes effectively, using

approaches which are appropriate to

pupils’ needs in order to involve and

motivate them

Consistently manages a high level of pupil

motivation and involvement using a range

of effective approaches appropriate to the

pupils’ needs.

Manages a good level of pupil

motivation and involvement using a

range of approaches appropriate to the

pupils’ needs.

Is able to manage classes effectively, using

approaches which are appropriate to pupils’

needs in order to involve and motivate them.

Is unable to manage classes effectively.

d maintain good relationships with

pupils, exercising appropriate

authority, and act decisively when

necessary.

Consistently demonstrates strong and

effective relationships with pupils

exercising appropriate authority, and acts

decisively when necessary.

Demonstrates good relationships with

pupils and exercises appropriate

authority, and acts decisively when

necessary.

Is able to maintain good relationships with

pupils, exercising appropriate authority, and

acts decisively when necessary.

Is unable to maintain good relationships

with pupils, does not exercise appropriate

authority and/or act decisively when

necessary.


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Standard 8 Fulfil wider professional responsibilities





Good (2):



outstanding.





advice to be good.




a make a positive contribution to

the wider life and ethos of the

school

Is consistently proactive and makes a

positive contribution to the wider life

and ethos of the school.

Is proactive and makes a positive

contribution to the wider life and

ethos of the school.

Is able to make a positive contribution

to the wider life and ethos of the school.

Is unable to make a positive

contribution to the wider life and ethos

of the school.

b develop effective professional

relationships with colleagues,

knowing how and when to draw

on advice and specialist support

Professional relationships with colleagues are consistently effective.

Consistently and effectively consults with colleagues as appropriate, knowing when and how to draw on their advice and specialist support.

Professional relationships with colleagues are good.

Consults with colleagues as appropriate, knowing when and how to draw on their advice and specialist support.

Is able to develop effective professional

relationships with colleagues, knowing

how and when to draw on advice and

specialist support.

Is unable to develop effective

professional relationships with

colleagues, and does not know how

and when to draw on advice and

specialist support.

c deploy support staff effectively Consistently and effectively deploys

support staff to maximise the learning

of pupils.

Deploys support staff effectively to

support the learning of pupils.

Is able to deploy support staff

effectively.

Is unable to deploy support staff.

d take responsibility for improving

teaching through appropriate

professional development,

responding to advice and

feedback from colleagues

Is consistently proactive in taking full responsibility for improving their own teaching through professional development.

Effectively uses the advice and guidance offered by colleagues to secure improvements in practice.

Takes responsibility for improving their own teaching through professional development.

Respects and responds to the advice and guidance offered by colleagues.

Is able to take responsibility for

improving teaching through appropriate

professional development, responding

to advice and feedback from

colleagues.

Is unable to take responsibility for

improving teaching through appropriate

professional development, and is

unable to respond to advice and

feedback from colleagues.

e communicate effectively with

parents with regard to pupils’

achievements and well-being.

Proactively and consistently

communicates effectively with parents

and carers about pupils’ achievements

and well-being.

Communicates effectively with

parents and carers about pupils’


Is able to communicate effectively with

parents with regard to pupils’


Is unable to communicate effectively

with parents with regard to pupils’



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Part Two Personal and professional conduct

Teachers’ Standard: Part Two descriptor

Scope Key questions Consistently high standards

Cause for concern

i Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

having regard for the need to safeguard pupil’s well-being, in accordance with statutory provisions

showing tolerance of and respect for the rights of others

not undermining fundamental British values, including: democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

Does the trainee have a commitment to upholding the high standards of the teaching profession, within and outside school?

Does the trainee develop appropriate professional relationships with colleagues and pupils?

Is the trainee able to safeguard pupils’ well-being, in accordance with statutory provisions?

Does the trainee understand that schools are required to develop pupils’ wider understanding of social and cultural diversity, tolerance for others and respect for different faiths and beliefs, in line with the maintenance of fundamental British values?*

Does the trainee understand the challenges of teaching in modern British schools? *

Is the trainee aware of the Prevent strategy and its implications? *

Does the trainee understand the responsibility teachers hold in relation to the expression of personal beliefs and the impact these could have on pupils and their consequent actions?*

Does the trainee understand and adhere to the school’s and provider’s VLE/internet safety policy, including the safe and responsible use of social media?

ii Teachers must have proper and professional regard to the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

The trainee’s conduct demonstrates a highly professional approach to teaching, understanding and demonstrating that their own conduct is appropriate at all times.

The trainee reads, understands and applies school policies at all times, e.g. health and safety, risk assessments before trips, homework, etc.

The trainee is punctual for school, lessons, meetings, etc.

The trainee always informs the school/colleagues of reasons for any non-attendance involving his/her teaching obligations or other professional meetings and responsibilities in line with school policy.

The trainee’s language and dress are highly professional and in line with school policy.

Does the trainee display high standards of personal and professional behaviour, inside and outside school, including attendance and punctuality at all times?

Does the trainee understand and apply the range of policies that support school practice and act on these in their planning, teaching and wider involvement in the life of the school?

Does the trainee take appropriate responsibility for their own and pupils’ well-being in the classroom and during off-site activities or visits?

iii Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

The trainee is able to articulate, and abide by, the roles and responsibilities of the teacher in relation to statutory frameworks.

The trainee is aware of his/her responsibilities in relation to, for example, equality legislation, duties and safeguarding.

The trainee is able to judge when they may need advice and help in matters of Child Protection or confidentiality.

Is the trainee aware of and does the trainee act in the context of the professional duties of teachers as set out in the statutory School Teachers’ Pay and Conditions document?

Has the trainee received relevant training in Child Protection/safeguarding? Can he/she articulate the school’s policy if reporting a concern?


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