Teaching Standards and Supporting Evidence

1.  Set high expectations which inspire motivate and challenge pupils

Standard / Evidence
Establish a safe and stimulating environment for pupil, rooted in mutual respect / Feedback on RoLOs
Photos of displays
Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions / Differentiated planning showing appropriate challenge
Samples of work
Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. / Examples of reward systems, class agreements/rules

2.  Promote good progress and outcomes by pupils

Standard / Evidence
Be accountable for pupils’ attainment, progress and outcomes / Data about pupil progress
Examples of moderated and levelled writing
Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these / Evidence of exploring children’s prior knowledge in planning
Examples of KWL charts
Guide pupils to reflect on the progress they have made and their emerging needs / Use of effective plenary structure to review learning noted in RoLOs
Examples of involving children in target setting
Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching / Evidence of pedagogical knowledge in planning
Examples from teaching such as children being asked to explain their thinking considered in weekly reflections
Examples of applying ideas such as Kagan structures
Encourage pupils to take a responsible and conscientious attitude to their own work and study. / Evidence of pupils using self assessment in planning, marking, photographs and lesson observations

3.  Demonstrate good subject and curriculum knowledge

Standard / Evidence
Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings / Examples of secure pedagogical knowledge in planning and RoLOs
Illustrate responses to misunderstandings within and between lessons in evaluations, reflections and RoLOs
Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship / Examples that demonstrate knowledge of NC, curriculum changes and initiatives in planning and evaluations
Notes form staff meetings or other CPD opportunities
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 / Comments on RoLOs
If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics / Phonics RoLOs
Tasks in Phonics booklet
If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. / Comments on RoLOs
Evidence of engagement with maths booklet

4.  Plan and teach well structured lessons

Standard / Evidence
Impart knowledge and develop understanding through effective use of lesson time / Effective lesson timings
Clear explanations identified in RoLOs
Promote a love of learning and children’s intellectual curiosity / Pupils engaged and eager to participate identified in RoLOs
Examples of questions children ask in response to lesson
Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired / Examples of homework set, marked and recorded
Show knowledge of homework policy
Examples of feedback about homework from parents or pupils
Reflect systematically on the effectiveness of lessons and approaches to teaching / Examples of evaluations and weekly reflections
Examples of targets for improvement and awareness of standards
Contribute to the design and provision of an engaging curriculum within the relevant subject area(s). / Examples or photographs of resources designed and used

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

Standard / Evidence
Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively / Examples of different differentiation strategies in plans and RoLOs
Examples of planning and communications with support staff
Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these / Evaluations and reflections about what you notice that affects learning
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 / Examples of responding to pastoral information in reflections, RoLOs and reports
Adaptations in behaviour management, approaches to learning in response to knowing pupils
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. / Examples of meeting needs of children with SEN, EAL, G&T etc. through planning, questioning and resources
Reference to pupil’s individual learning plans
Examples of differentiated resources

6.  Make accurate and productive use of assessment

Standard / Evidence
Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements / Notes about year 1 phonics check
Notes about tests and assessments used including SATs
Make use of formative and summative assessment to secure pupils’ progress / Examples of using question and answer to gauge learning
Examples of effective plenary to review learning
Examples of effective feedback to students
Use relevant data to monitor progress, set targets, and plan subsequent lessons / Examples of data accessed and used to inform pupil targets and planning
Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. / Examples of marking
Examples of pupils’ responses to marking
Examples of pupil involvement in target setting


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

Standard / Evidence
Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy / Examples of using school behaviour policy
Example of own positive behaviour system or incentive
Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly / Examples of a range of behaviour strategies
Examples of varying tone of voice and using non-verbal communication
Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them / Comments about effective class management on RoLOs and reports
Examples of practical lessons effectively managed
Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary. / Comments about pupil relationships on RoLOs and reports

8.  Fulfil wider professional responsibilities

Standard / Evidence
Make a positive contribution to the wider life and ethos of the school / Notes from staff meetings
Examples of participation in visits, assemblies, plays, fayres etc.
Examples of involvement or running of clubs
Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support / Examples of dialogue with SENCO, pastoral staff etc. in evaluations
Deploy support staff effectively / Examples of communication with support staff
Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues / Clear weekly targets set and reviewed
Examples of acting on advice and evaluating outcome
Examples of thoughtful reflections that have improved practice
Communicate effectively with parents with regard to pupils’ achievements and well-being. / Examples of communication sent home
Provide some feedback for parents using appropriate language
Attend a parents meeting

Personal and Professional Conduct

Conduct / Evidence
Trainees uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, / Awareness of safeguarding policy and procedures
Examples of recognising when personal beliefs might influence language and responding professionally
Comments on interim and final reports
Trainees must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality / Show understanding of ethos in contextual analysis and reflections
Attendance record
Comments on interim and final reports
Trainees must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities. / Show evidence of meeting standards