Meeting the Standards – supporting school based trainingpossible sources of evidence

This document of guidance is intended to help you develop your evidence to demonstrate that you are meeting the Standards. This evidence is likely to contain reflection on evidence, rather than being merely a collection of documentation. You should log your own progress against the Standards through the year on the Standards Tracker. Many of the standards are inter-related, and single assessment opportunities will usually produce evidence for several different standards. The standards relating to professional attributes underpin all the rest: you should be able to show that you meet these standards in everything you do. The standards relating to professional knowledge are closely linked to those relating to professional skills, and successful trainees will demonstrate these standards in teaching as well as through your academic attainments. ‘Paper’ evidence alone gives a very limited and rather impersonal view of each person as a practitioner. To present yourself in more depth and more personally you could select specific pieces of evidence and reflect in writing on each of them, considering the following questions:

What did I learn from this? How did / does this inform my future practice?

What should I add to this to make it clear to others and give a sense of me as a teacher?

What explicit and hidden messages do you feel that the pupils might have received from this?

Advice on Portfolio Development

Do:

  • Collect all evidence and place in a file with a contents page under the standard headings.
  • provide evidence for each standard but do remember that the standards are interrelated and evidence for one standard can be used to demonstrate that you meet others, (see links column);
  • reference to the Subject knowledge for teaching audit;
  • evaluate the evidence and note down what has been learnt;
  • annotate the evidence, identifying which standards are addressed/met;

Don’t:

  • Use this guidance or the Standards Tracker as a tick list.

You must demonstrate that you meet the standards and are:

  • able to sustain them;
  • make further progress over the course of your training;
  • using self-evaluations and targets in progress reports to support your development.

Contents

Professional Standards Questions, Tasks, Links and Cross references .…………………………..3

Appendix 1 Key Stage 2 Visit ……………………………………………………………………………..58

Appendix 2 Every Child Matters Part 1 ………………………………………………………………….65

Appendix 3 Every Child Matters Part 2 ………………………………………………………………….70

Appendix 4 Every Child Matters Part 4 ………………………………………………………………… 72

Appendix 5 Task Oriented Framework for Teaching Assistants …………………………………..73

Appendix 6 Evaluating your lessons …………………………………………………………………….75

Appendix 7 Developing Collaborative Group Work ………………………………………………….77

Appendix 8 Lesson Observation Activities …………………………………………………………….80

Professional Standard / Questions and tasks / Links to online materials and
Cross references: Evidence for this standard may be linked to evidence for assessment against the following standards:
Q1 / Have high expectations of children and young people including a commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful, trusting, supportive and constructive relationships with them. / Relationships with children and young people (Q1, Q2)
Evidence about your commitment, attitudes, behaviour and expectations of learners’ achievement are likely to emerge from most aspects of your professional practice including the ways you conduct yourself throughout the school and in the wider learning environment. Your planning will demonstrate how you aim to develop specific values, attitudes and behaviour in children and young people.
Questions
  • Have you planned work at a suitably high level in relation to age and ability and to external benchmarks such as National Curriculum level descriptors?
  • Have you planned to meet diverse needs?
  • Can you encourage learners to contribute views, and to reflect on, evaluate and learn from their mistakes?
  • Do you succeed in teaching learners to cooperate, to collaborate and to listen to others?
  • Are you able to build learners’ confidence?
  • Do learners show respect and sensitivity in their relationships with one another and in their responses to you?
  • Can you resolve conflicts and individual learners’ problems sensitively to protect their self-esteem?
Tasks
1. Find out what is in place in the school to ensure that pupils’ social, cultural, linguistic and ethnic backgrounds are valued. Evaluate this in writing making reference to the school’s response to ‘Every Child Matters.’ (See ECM tasks in Appendices).
2. Plan to use resources and materials from different cultures within your teaching programme. Evaluate their impact and record findings outlining how you will modify your planning to ensure diversity.
3. Create a display that values diversity. Take a photograph and evaluate how you have used it as a teaching aid..
Find out how the school uses tests for predicting pupils’ future achievement. Collect evidence.4. Find out how the school uses tests for predicting pupils’ future achievement. Collect evidence and discuss with mentor. / Links (Q1, Q2)
View the TTRB's range of resources specifically related to Q1-2 'Relationships with children and young people'.
The GTC(E) Statement of Professional Values and Practice for
Teachers and the Code of Conduct and Practice for Registered
Teacherscan be accessed at:

A range of relevant articles and resources is available on the
Teacher Training Resource Bank at:
Information on promoting positive values can be found at:

Various articles and research reports on personalised learning are available on the DCSF Standards Site at:
The Report of the Teaching and Learning in 2020 review group (Gilbert Report) is available at:

DfES (2005) Learning Behaviour: The Report of the Practitioners' Group on School Behaviour and Discipline can be found at:
DCSF guidance on anti-bullying can be accessed at:

DCSF (2007) Safe to Learn: Embedding Anti-Bullying Work in Schools - Preventing and Responding to Homophobic Bullying in Schools is available at:
DfES (2007) Diversity and Citizenship in the Curriculum: Research Review (Ajegbo Report) is available at:
DfES (2004) Every Child Matters: Change for Children is available at:

Cross-references
Q4, Q5 (Communicating and working with others)
Q10 (Teaching and learning)
Q15 (Subjects and curriculum)
Q18, Q19, Q20 (Achievement and diversity)
Q21(b) (Health and well-being).
Q25(a), Q25(b), Q25(c), Q25(d) (Teaching)
Q26(b), Q27, Q28 (Assessing, monitoring and giving feedback)
Q29 (Reviewing teaching and learning)
Q30, Q31 (Learning environment).
Q2 / Demonstrate the positive values, attitudes and behaviour they expect from children and young people. / Questions
Do you:
  • Establish positive relationships with learners, particularly through effective communication?
  • Communicate and promote positive attitudes, values and behaviour by personal example?
  • Motivate children and young people and encourage them to engage in and enjoy learning?
  • Establish high expectations for learner behaviour, and resolve conflicts inside and outside the classroom appropriately?
  • Encourage a ‘can-do’ approach?
  • Promote children and young people’s health, safety and well-being?
  • Implement the school’s policies, for example on equality, discipline, bullying and harassment?
  • Set a good example through the relationships you forge and in your general conduct throughout the school?
  • Demonstrate an understanding of the needs of minority groups?
Tasks
1. Find out about the school and class behaviour policies. Evaluate these in relation to your last lesson.
2. Identify the reward and sanction systems available for use in your class.
3. Observe a colleague’s interactions with her class. How does s/he model the expected behaviour? How does s/he make the expectations clear?
4. Ask a colleague to observe your interactions with the children and comment on the following: Do you respond to some children more than others? Do you make your expectations clear? Are there more positive or negative interactions? / Links (Q1, Q2)
View the TTRB's range of resources specifically related to Q1-2 'Relationships with children and young people'.
The GTCE Statement of Professional Values and Practice for Teachers and the Code of Conduct and Practice for Registered Teachers can be found at:
Information on promoting positive values can be found at:
Various articles and research reports on personalised learning are available on the DCSF Standards Site at:
The Report of the Teaching and Learning in 2020 review group (Gilbert Report) is available at:

DfES (2005) Learning Behaviour: The Report of the Practitioners' Group on School Behaviour and Discipline can be found at:
DCSF guidance on anti-bullying can be accessed at:

DCSF (2007) Safe to Learn: Embedding Anti-Bullying Work in Schools - Preventing and Responding to Homophobic Bullying in Schools is available at:
DfES (2007) Diversity and Citizenship in the Curriculum: Research Review (Ajegbo Report) is available at:
DfES (2004) Every Child Matters: Change for Children is available at:

Various articles and research reports on personalised learning
are available on the DfES Standards Site at:
The Report of the Teaching and Learning in 2020 Review Group
(Gilbert Report) is available at:
DfES (2005) Learning Behaviour: The Report of the Practitioners’
Group on School Behaviour and Discipline can be accessed at:
DfES guidance on anti-bullying can be accessed at:
DfES (2007) Diversity and Citizenship in the Curriculum:
Research Review (Ajegbo Report) is available at:
DfES (2004) Every Child Matters: Change for Children is
available at:
Cross references
  • Q4, Q5, Q6 (Communicating and working with others)
  • Q10 (Teaching and learning)
  • Q15 (Subjects and curriculum)
  • Q18, Q19, Q20 (Achievement and diversity)
  • Q21(a), Q21(b) (Health and well-being).
  • Q25(a), Q25(b), Q25(c), Q25(d) (Teaching)
  • Q27 (Assessing, monitoring and giving feedback)
  • Q30, Q31 (Learning environment)
  • Q32, Q33 (Team working and collaboration)

Q3 / (a) Be aware of the professional duties of teachers and the statutory framework within which they work. / Frameworks (Q3(a), Q3(b))
Assessment evidence might include records of discussions with yourself and any written material you produce. Evidence of your knowledge, understanding and collective implementation of policies may also emerge through your planning, assessment and monitoring documentation and your involvement in a wide range of school-based activities.
Questions
  • Are you aware of the statutory duties of teachers as set out in the latest School Teachers’ Pay and Conditions Document?
  • Are you able to articulate the roles and responsibilities of the teacher in relation to the national agreement Raising Standards and Tackling Workload?
  • Are you aware of your responsibilities in relation to equality legislation and duties?
  • Do you seek advice at an appropriate stage in relation to, for example, learners’ special educational needs?
  • Do you take appropriate responsibility for your own and learners’ safety in the classroom and during off-site activities or visits?
  • Are you able to judge when you may need advice and help, for example in matters of child protection or confidentiality, and do you know how to seek it?
Tasks
1. Find out about the statutory & non-statutory frameworks relevant to the age phase with whom you are working. Discuss these with your mentor.
2. Complete case studies ECM activities (in the Appendix) discussing these with an experienced teacher and use your findings to provide the evidence.GDA1 (p.18), discussing these with an experienced teacher. Provide evidence.
3. Gain awareness of the statutory frameworks including the relevant section of ‘Teachers’ Pay & Conditions’ document, through reading the ‘Bristol Guide’ (or equivalent) purchased from The University of Bristol price: £6.35
4. Be aware of your responsibilities – investigate the following questions:
  1. Can I confiscate pupils’ property?
  2. Am I held responsible if a pupil has an accident in my lesson?
  3. Can the school monitor my emails?
  4. Am I allowed to physically restrain a pupil?
  5. What are the implications if I am asked to drive the school minibus?
  6. Can I administer first aid?
  7. Can the school insist that I comply with a dress code?
  8. I have been assaulted by a pupil, what should I do?
  9. Should I divulge information told to me in confidence by a pupil?
  10. Is it acceptable to comfort a pupil by putting my arm around them?
Should one-to-one contact with pupils be avoided?
What is the ‘duty of care’?
What are the legal requirements regarding detentions?
I want to photocopy a couple of chapters from the teacher’s book which supports the course book I am using with my Year 9 group. Am I breaking UK Copyright Law? / Links (Q3(a), Q3(b))
View the TTRB's range of resources specifically related to Q3 'Frameworks'.
Safeguarding
DfES (2004) Every Child Matters: Change for Children
is available at:

DCSF (2007) Safeguarding Children and Safer
Recruitment in Education is available at:

content/SPS06_311%20attachment%202%20
guidance.pdf
The Sexual Offences (Amendment) Act (2000), Section
3 is available at:

en_1#l1g3
DoH/Home Office/DfEE (1999) Working Together to
Safeguard Children: A guide to inter-agency working
to safeguard and promote the welfare of children is
available at:

AE53C8F9D7AEB1B23E403514A6C1B17D.pdf
Special educational needs
DCSF (2008) The Education of Children and Young People with Behavioural, Emotional and Social Difficulties as a Special Educational Need, which updates and replaces DfEE Circular 9/94 - DH Circular LAC (94)9 (1994) The Education of Children with Emotional and Behavioural Difficulties, is available at circular 9/94 – DHLAC (94)9 (1994) The Education
of Children with Emotional and Behavioural Difficulties
is available at:

Lettersandcirculars/LocalAuthorityCirculars/
AllLocalAuthority/DH_4004017
DfES (2001) Special Educational Needs: Code of
practice (ref: DfES 0581/2001) is available at:

The Special Educational Needs and Disability Act (2001)
is available at:

DfEE circular 10/98 (1998) Section 550A of the
Education Act (1996): The Use of Force to Control
or Restrain Pupils is available at:

guidanceonthelaw/10_98/summary.htm
DfES (2001) Guidance on Access to Education for
Children and Young People with Medical Needs (ref:
DfES 0732/2001) is available at:

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ProductId=DFES+0732%2F2001&
DfEE (2000) Guidance on the Education of Children
and Young People in Public Care (ref: EDGUIDE) is
available at:

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oductId=EDGUIDE
Employment
DfES (2007) Fitness to Teach: Guidance for employers
and initial teacher training providers 2007 is available at:

Function=productdetails&PageMode=publications&Pr
oductId=DFES-00319-2007
DCSFfESSchool Teachers’ Pay and Conditions Document,
updated annually, is available at:


2008%20STPCD.pdf
The School Teachers’ Pay and Conditions Act (1991) is
available at:

DfES (2001) Health and Safety: Responsibilities and
powers (Statutory Guidance) is available at:

responsibilities/
The Health and Safety at Work etc Act (1974) is
available at:

Statutory Instrument 1663 The Education (Specified
Work and Registration) (England) Regulations (2003)
is available at:

The national agreement: Raising Standards and
Tackling Workload is available at:

workload.pdf
The CRE Code of Practice on Racial Equality in Employment (2005) is available at:
The GTCE Statement of Professional Values and Practice for Teachers is available at:
DCSF and NASUWT (2009) School discipline: your powers and rights as a teacher can be accessed at:
Revised guidance for headteachers on appointing qualified teachers is available on the TeacherNet website at:
Tailored advice for trainee and newly qualified teachers, and links to Teacher Support Network’s free practical and emotional support services are available at:
The CRE Code of Practice on Racial Equality in
Employment (2005) is available at:

Employment/Code%20of%20practice%20on%20
racial%20equality%20in%20employment.pdf
The GTCE Statement of Professional Values and
Practice for Teachers is available at:

Revised guidance for headteachers on appointing
qualified teachers is available on the TeacherNet
website at:

Curriculum
The National Curriculum website contains the programmes of study, non-statutory guidelines and attainment targets for each subject in the National Curriculum. It also includes information, links and materials related to general teaching requirements that apply across subjects. These include the inclusion statement, the use of language, ICT in the curriculum
and health and safety:
Cross-references
Cross references
  • Q5 (Communicating and working with others)
  • Q10 (Teaching and learning)
  • Q15 (Subjects and curriculum)
  • Q18, Q19, Q20 (Achievement and diversity)
  • Q21(a) (Health and well-being)
  • Q30 (Learningenvironment)

Q3 / (b) Be aware of the policies and practices of the workplace and share in collective responsibility for their implementation. / Questions
  • Are you aware of the range of policies that support school practice, for example those that relate to equality, behaviour – including bullying, racial harassment and abuse – and special educational needs?
  • Do you demonstrate an understanding of the place and importance of agreed school policies and practice?
  • Do you make full use of policies and agreed practices to support your planning, teaching and wider involvement in the life of the school?
  • Do you seek advice from others on a range of school policy-related matters?
  • Do you collaborate successfully with others to implement school policies and practices?
Tasks
1. Collect policies in both placements and ensure that you read the documents. Write a list of questions that you will ask relevant staff about how the policies are implemented, communicated, monitored and evaluated.
2 Ask your SBT/Mentor to observe you focussing on your ability to apply and promote the school policies in your classroom teaching. Evaluate the outcome and set targets in agreement with your tutor. / Links (Q3(a), Q3(b))
As above
Cross references
  • Q4, Q5 (Communicating and working with others)
  • Q10 (Teaching and learning)
  • Q11, Q12, Q13 (Assessment and monitoring)
  • Q18, Q19 (Achievement and diversity)
  • Q21(a) Q21(b) (Health and well-being)
  • Q22, Q24 (Planning)
  • Q25 (Teaching)
  • Q26 (Assessing, monitoring and giving feedback)
  • Q30, Q31 (Learning environment)
  • Q32 (Team working and collaboration).

Q4 / Communicate effectively with children, young people, colleagues, parents and carers. / Communicating and working with others (Q4, Q5, Q6)
Planning documentation and observations of your teaching will provide evidence of your ability to use language effectively in the classroom to motivate, support, challenge and manage learners, and to secure learning. These, along with written tasks and other training activities, might additionally provide evidence of your understanding of the benefits to learners of working effectively with colleagues. Discussions with tutors and mentors will provide evidence of your knowledge and understanding of the valuable contribution to learners’ development and progress made by parents and carers. A wide range of opportunities – such as involvement in consultation meetings – might be used to explore your ability to communicate sensitively and effectively with parents and carers.