Teaching Standard 1: Set high expectations which inspire, motivate and challenge
a. Establish a safe and stimulating environment for pupils, rooted in mutual respect.
b. 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.
Examples of Evidence
●TtT A, B, C & D forms
●Lesson evaluations that focus on pupil behaviour; behaviour systems promoting learning, e.g. peer feedback.
●Photographs of displays with commentary on how this supports and extends learning
●Examples of learning opportunities outside the school day.
●Use of rewards and sanctions (including celebration assemblies, class assemblies), emails home, contact with parents / carers etc.
●Examples of working with parents/carers to establish positive behaviour.
●Lesson plans that indicate: how children know their targets and how to reach them; next steps marking; and AfL embedded within plans.
●Examples of differentiated learning outcomes on lesson plans and tracking documents that show how these have informed planning.
●Examples of activities undertaken that demonstrate (pupil) deep thinking and learning.
●Reflections following discussions at a consultation evening regarding pupil progress.
●Actions taken following pupil progress meetings.
●Examples of marking that include target setting.
●Examples of effective interventions.
●Use of resources and support staff that demonstrate a positive impact on pupil learning.
●Target walls differentiated to ensure personal success.
●Examples of progress reports that show evidence of the trainee modelling positive behaviour, respect and /or politeness expected in and outside class (to other colleagues and visitors, not just pupils).
●Evidence of regular marking and feedback to pupils.
Teaching Standard 2: Promote good progress and outcomes by pupils
- Be accountable for pupils’ attainment, progress and outcomes
- Be aware of pupils’ capabilities and prior knowledge and plan teaching to build on these.
- Guide pupils to reflect on the progress they have made and their emerging needs
- Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching.
- Encourage pupils to take a responsible and conscientious attitude to their own work and study.
Examples of Evidence
●TtT A, B, C & D forms
●Pupil progress meetings that include examples of teacher’s analysis of data, impact & progress of vulnerable groups.
●Examples of intervention and subsequent impact (if outcomes or progress is limited,include evidence of actions taken).
●Examples of trainees’ tracking documents, exam and test outcomes that reflect progress
●Lesson plans that illustrate how evaluation feeds into the ‘A’ box.
●Seating and group plans that identify how individual pupils are targeted
●Examples of the impact of directed, improvement and reflection time with pupils.
●Examples of pupils’ responses to feedback.
●Evidence of pupil self-review and target setting that identifies their own success criteria.
●Actions taken following University sessions and/or examples of knowledge and understanding demonstrated in assignments.
●Lesson plans that identify how EAL, SEND, G&T groups etc. are targeted.
●Records of CPD/ staff training.
●Examples of verbal feedback notes from conversations with pupils.
Teaching Standard 3: Demonstrate good subject and curriculum knowledge
- Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings.
- Demonstrate a critical understanding of developments in the subject and curriculum areas and promote the value of scholarship
- 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.
- If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics. If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies
Examples of Evidence
●Examples of knowledge and understanding demonstrated in subject knowledge assignments and through personal research etc.
●Actions taken following subject knowledge webinars / Intensive Delivery Period inputs.
●Lesson observations that illustrate the effective use of subject knowledge to secure pupil progress, including the effective deployment of TAs.
●Notes from meetings that consider the impact of curriculum change.
●Examples of materials produced by the trainee that is shared and used by other staff.
●Records of CPD / staff training and/or participation in subject development planning.
●Examples of how common pupil misconceptions have been addressed.
●Lesson observations that illustrate a specific focus on subject knowledge.
●Feedback that illustrates: trainee modelling of spoken and written English in all lessons; confident use of subject specific language; teaching SSP; promoting calculation, data handling and using and applying mathematics (primary).
Teaching Standard 4: Plan and teach well structured lessons
- Impart knowledge and develop understanding through effective use of lesson time.
- Promote a love of learning and pupils’ intellectual curiosity.
- Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.
- Reflect systematically on the effectiveness of lessons and approaches to teaching.
- Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)
Examples of Evidence
●TtT A, B, C & D forms.
●Lesson plans that show pace, timekeeping, progression and effective questioning.
●Progress reviews that indicate: a high level of productivity, curiosity and engagement, including the use of TAs to promote effective learning; opportunities for pupils to question, offer ideas and engage in deep questioning.
●Examples of pupil feedback following enrichment activities that highlight high levels of intellectual curiosity.
●Examples of how homework has impacted positively on learning and motivation.
●Examples of the trainee’s contribution to developmental activities within departments and year groups.
●Examples of where resources have been reviewed, improved and updated, e.g. online materials.
Teaching Standard 5: Adapt teaching to respond to the strengths and needs of all pupils.
- Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively.
- Have a secure understanding of how a range of factors can inhibit pupils' ability to learn, and how best to overcome these.
- 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.
- 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 Evidence
●TtT A, B, C & D forms.
●Lesson plans that show explicit differentiation for all pupils - SEND, EAL, G&T etc
●Resources that meet the needs of all learners.
●Lesson plans that provide evidence that the learning outcomes have been achieved.
●Examples of how data is used to generate differentiated questions.
●Seating and group plans that identify how individual pupils are targeted.
●Examples of knowledge and understanding demonstrated in assignments, through personal research etc.
●Actions taken following webinars / Intensive Delivery Period inputs that illustrate the application of current / innovative teaching pedagogies.
●Progress reviews that indicate a comprehensive understanding of / ability to impact on pupils’ needs and stages of development.
●Records of CPD / staff training.
Teaching Standard 6: Make accurate and productive use of assessment
- Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements.
- Make use of formative and summative assessment to secure pupils progress.
- Use relevant data to monitor progress, set targets and plan subsequent lessons.
- Give pupils regular feedback, both orally and through accurate marking and encourage pupils to respond to the feedback.
Examples of Evidence
●TtT A, B, C & D forms.
●Records of moderation and assessment meetings that include reflections on the impact of this process.
●Examples of where accurate use of assessment has impacted on pupil progress and learning.
●Assessment and data records that show how pupils are monitored.
●Examples of work sampling and the impact of this on future planning.
●Examples of correct use of statutory assessments: SATs, Controlled Assessments etc.
●Lesson plans that focus on AfL strategies designed to improve learning outcomes.
●Examples of effective assessment strategies used on pupils work, together with their responses to feedback.
●Outcomes of intervention strategies that have been designed to meet the needs of targeted pupils.
●Examples of target setting data and evidence of the impact of this on pupil progress.
●Records of pupil progress meetings that have influenced and informed future planning.
●Examples of where pupils have articulated their targets.
Teaching Standard 7: Manage behaviour effectively to ensure a good and safe learning environment
- Have clear rules and routines for behaviour in classrooms and take responsibility for promoting good and courteous behaviour both in the classroom and around the school in accordance with the schools’ behaviour policy.
- Have high expectations of behaviour and establish a framework for discipline with a range of strategies using praise sanctions and rewards consistently and fairly.
- Manage classes effectively using approaches which are appropriate to pupils’ needs in order to involve and motivate them.
- Maintain good relationships with pupils exercise appropriate authority and act decisively when necessary.
Examples of Evidence
●TtT A, B, C & D forms.
●Evidence of successful implementation of behaviour for learning strategies: e.g. lesson evaluations.
●Lesson plans that demonstrate clear rules and high expectations of positive behaviour and/or the identification of specific strategies for behaviour.
●Lesson plans that demonstrate how risk assessment has been considered.
●Examples of professional development undertaken where the focus has been on promoting positive behaviour.
●Examples of the celebration of positive behaviour: e.g. letters to parents, certificates, log of rewards and sanctions.
●Examples of effective use of resources to promote positive behaviour, including LAs and other adults.
●Examples of differentiated tasks and learning outcomes that are appropriate to the needs of all and/or targeted pupils.
●Consideration that management and organisation strategies are used to manage behaviour effectively: e.g. seating plans; displays.
● Feedback that provides evidence of: modelling appropriate behaviour; actively promoting good behaviour; showing confidence and consistency when responding to poor behaviour.
Teaching Standard 8: Fulfil wider professional responsibilities
- Make a positive contribution to the wider life and ethos of the school
- Develop effective professional relationships with colleagues knowing how and when to draw on advice and specialist support
- Deploy support staff effectively.
- Take responsibility for improving teaching through appropriate professional development responding to advice and feedback from colleagues.
Examples of Evidence
●Reflections with an explicit focus on contributions to: parents’ evenings; open days; lunch and break duties; residentials.
●Reflections on how CPD and other training has had an impact on teaching and learning.
●Progress reports that demonstrate contributions made to medium term planning / schemes of work and departmental/school policies.
●Examples of engagement in enrichment activities: e.g. after school activities, residentials, whole school events, clubs, fairs, community and charity events as referenced in the School Based activities section of the eportfolio.
●Progress reports and mentor meetings that illustrate how the trainee has drawn on advice and specialist support.
●Examples of where feedback from lesson observations has changed and impacted on practice.
●Examples of when responsibility has been taken for own professional development. (Reference can be made to the action plans on the eportfolio).
●Examples of professional communication with colleagues – verbal, email etc.
●Weekly eportfolio reflections that focus on professional responsibilities.
●Examples of keeping up to date with pedagogy, practice and subject in chosen phase and subject.
●Examples of report writing.
Specific evidence for Part 2 of the Teachers’ Standards might include:
●Screenshot of certificate showing completion of the online Prevent Training.
●Critical reflection on British Values university session.
●TtT forms that refer to Part 2 of the Standards.
●Safeguarding training undertaken in the Delivery School.
●Evidence of involvement in extra-curricular activities.