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Grading Students against

Teachers’ Standards

Faculty of Education

Grading students against the Teachers’ Standards – All Programmes

1 September 2016

The Canterbury Partnership Teacher

The Canterbury Partnership is committed to the development of outstanding teachers who have a transformative impact on learners’ lives. We work together to ensure that the teachers we educate bring about progress in learning which transforms learners’ knowledge, skills and understanding and their opportunities in life.

• The Canterbury Partnership Teacher is a reflective practitioner who applies

creative and critical approaches to professional practice and academic learning, and who uses an extensive repertoire of knowledge, skills and understanding to make learning transformative.

• The Canterbury Partnership Teacher takes responsibility for his or her own

professional development and demonstrates this through a sustained drive to excellence in professional practice and academic learning through initial training and beyond.

• The Canterbury Partnership Teacher benefits from and contributes to

outstanding research informed teaching and experiences learning environments where the challenge and support needed to achieve outstanding outcomes for learners are constantly sustained.

• The Canterbury Partnership Teacher’s practice is informed by a demanding

professional and academic curriculum enriched by international and global perspectives and an understanding of and commitment to our collective stewardship of the natural world.

• The Canterbury Partnership Teacher is a champion of equality, diversity and

inclusion. He or she is a resilient, resourceful professional, driven by a personal and collaborative quest to make a difference to the life of every learner.

This definition is underpinned by the values emanating from Canterbury Christ Church University’s Church of England foundation, especially the belief in our responsibility to find and develop potential in all learners. The University works with partners whose values enable them to make a shared enthusiastic commitment to the development of teachers who have a transformative effect on learners’ lives.


2 September 2016

Grading Students against the Teachers’ Standards

Introduction All teachers completing their training on or after 1 September 2012 will be assessed against the Teachers’ Standards formally published by the Department for Education in May 2012. The revised standards also apply to newly qualified teachers (NQTs) and they replace the former Core Standards. An overarching set of standards establishes a platform for the coherent approach to Initial Teacher Education (ITE), induction and continuing professional development (CPD) that the profession aspires to. However, accredited providers of ITE are accountable and responsible for making the professional judgement as to whether each student teacher or trainee has demonstrated the range of skills, knowledge and understanding required to be recommended for QTS at the end of the programme. This guidance has been developed to support a consistent approach to making that judgement. Parts of this guidance and the wording in criteria in particular are adapted from NASBITT Training and Assessment Toolkit: A guide to accuracy in the assessment of trainees (April 2015) Guidance – Awarding the Final Grade N.B: These grades represent a judgement of this student, in this context, at the end of initial education programme. When deciding on grades the decision should represent the ‘best fit’ The one exception to this is in the case of a student teacher receiving a Grade 4 in any standard. In this case the overall placement should be considered unsatisfactory even if all the other grades are higher. (This is because a student teacher has to achieve the minimum level of performance in ALL standards to be recommended for QTS.) When reaching the final grades to be awarded the mentor should hold discussions with both the university tutor and the student teacher. The grades arrived at should be evidence-based, drawing on evidence from a range of sources that might include:

Teaching in lessons; The progress pupils make in lessons; Teaching files; Explanations (e.g. of planning and choice of teaching methods, pupil assessment, the wider

contexts for learning etc); General professional contributions to the school/college.

Students should be clear about which specific elements of their practice have contributed to judgements made and, of course, how they might develop these elements in their NQT year. Important Points: 1. At the end of a programme or pathway the only grades that may be given are 1, 2, 3 or 4. 2. A ‘best fit’ method should be used when deciding on any grade. It is NOT necessary for the student teacher to achieve every single statement to be awarded the grade. These following criteria are to assist mentors and tutors in deciding the grade to award student teachers.


3 September 2016

Pen Portrait for early placements

(to be used for benchmarking – individual Programmes will advise when this is to be used) Introduction A student teacher who passes an early placement, will fulfil all expectations of the pen portrait below as a minimum requirement and will be doing so independently. The mentor’s qualitative comments will communicate the extent to which the student teacher meets or exceeds these expectations. If, of course the student teacher has failed to meet these expectations then the comments will reflect why this is the case. This decision at the end of the assessed period will have been preceded by the Area of Concern process. Pen Portrait Student teachers successful on early placements: Maintain a safe learning environment for pupils. They use strategies to begin to develop a positive and caring classroom ethos. They are able to communicate and promote positive attitudes, values and behaviour by personal example. Understand their role in safeguarding, including identifying the designated safeguarding officer in the school. Know where to find support and resources for all aspects of safeguarding, including Prevent. Understand the importance of prior learning and are able to use this to plan for pupil progress. They use their knowledge and understanding of how pupils learn to reflect on and justify their practice. They continue established good practice of pupil reflection on their learning and build in opportunities for this into their planning. Demonstrate a secure understanding of the underpinning subject and pedagogical knowledge relevant to sessions they are required to teach. If the student teacher is working in the primary phase this will include SSP, early maths and PE. Demonstrate the ability to plan sessions that enable progress and continuity in pupil learning. They understand that children have diverse needs and use some initial ideas of how to address these in the context of this placement. Can use formative assessment to inform the next lesson / teaching sequence, beginning to develop their systems of recording assessment evidence. They can evaluate the effectiveness of teaching in terms of the progress pupils make in the lesson/s and can support pupil development through some goal and target setting. They know how the placement school is tracking pupil progress and understands that this may not be the same across settings. Understand and maintain the established rules and routines in line with school policy and practice. They develop positive relationships with pupils, based on mutual respect. They evaluate and revise their use of praise, sanctions and rewards on an on-going basis. Professional at all times, they develop positive working relationships with colleagues. They seek out opportunities to engage with parents and carers in a range of ways. They demonstrate a sound ability to use reflection and feedback on practice in order to set appropriate targets, which are acted upon in a timely manner.


4 September 2016

N.B. Words in italics in the criteria below are directly from the ‘Initial teacher inspection handbook’ (September 2015)

Part 1

A teacher must:

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

Standard sub-headings Grade 1: The Student Teacher has developed a personal professional identity and is able to sustain transformative classroom practice.

Grade 2: The Student Teacher is proactive and is able to sustain transformative classroom practice

Grade 3 - meeting the Standard: The Student Teacher is resilient and is able to reflect on their practice and make a difference. The Student Teacher needs targeted advice to be grade 2.

Grade 4 – failing to meet the standard

The Student Teacher fails to meet the minimum level of practice.

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

Is able to use a r a n g e o f innovative strategies to establish a safe learning environment for all.

Is able to create a learning environment that is stimulating for pupils, rooted in mutual respect, which motivates and inspires pupils to learn and enjoy the subject.

Is able to use a range of strategies to establish a safe learning environment.

Is able to create a learning environment that is often stimulating and rooted in mutual respect.

Is able to establish a safe learning environment for al l pupi ls .

Is able to create a learning environment rooted in mutual respect.

Is unable to establish a safe learning environment.

Is unable to create a stimulating environment for pupils.

b set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

Is able to set t a rge ted and e f f e c t i ve goals that stretch, challenge and motivate pupils.

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

Is able to set goals that stretch, challenge and motivate pupils.

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

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.

Is able to demonstrate and model effectively the positive attitudes, values and behaviour which are expected of pupils on a consistent basis.

Is able to demonstrate and model the positive attitudes, values and behaviour which are expected of pupils on a consistent basis.

Is able to demonstrate the positive attitudes, values and behavior which are expected of pupils on a consistent basis.

Is unable to demonstrate the positive attitudes, values and behaviour which are expected of pupils on a consistent basis.


5 September 2016

2. Promote good progress and outcomes by pupils



Grade 3 - meeting the Standard: The Student Teacher is resilient and is able to reflect on their practice and make a difference. The Student Teacher needs targeted advice to be grade2



a be accountable for pupils’ attainment, progress and outcomes

Is independently accountable for pupils’ attainment, progress and outcomes.

Is mov ing towards be ing independent ly accountable for pupils’ attainment, progress and outcomes

Is accountable 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;

Is able to 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;

Is able to 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 targeted 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, 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 and how this informs their teaching over time.

Makes good use of knowledge and understanding of how pupils learn and how this informs 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.

Encourages pupils, to take a responsible and conscientious attitude to work and study by setting expectations for learning.

Encourages 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.


6 September 2016

3. Demonstrate good subject and curriculum knowledge

Standard sub-headings Grade 1: The Student Teacher has developed a personal professional identity and is able to sustain transformative classroom 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

Demonstrates strong subject and curriculum knowledge and phase expertise through high quality teaching.

Is confident to work within the current and new curriculum.

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

Demonstrates good subject and curriculum knowledge and phase expertise through good quality teaching

Works within the current and new curriculum arrangements.

Much of the time demonstrates the ability to pre-empt and 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 c urriculum areas, and promote the value of scholarship

Confidently demonstrates critical understanding of developments in the subject and curriculum areas and promotes the value and importance of scholarship.

Effectively demonstrates critical understanding of developments in the subject and curriculum areas and promotes the value and importance 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.


7 September 2016

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 subject.

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.

d if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics (primary)

Is able to teach early reading, systematic synthetic phonics, communication and language development … confidently and competently so that pupils make good or better than expected progress.

Consistently demonstrates a thorough understanding of the role of systematic synthetic phonics in the teaching of early reading.

Is able to teach early reading, systematic synthetic phonics, communication and language development … with increasing confidence and competence so that pupils make at least expected progress.

Demonstrates a good understanding of the role of systematic synthetic phonics in the teaching of early reading.

Is able to, if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics.

Is unable to, if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics.

e if teaching early* mathematics, demonstrate a clear understanding of appropriate teaching strategies. (primary) * The current ‘Initial teacher education inspection handbook’ frequently replaces ‘early’ with ‘primary’.

Is able to teach primary mathematics … confidently and competently so that pupils make good or better than expected progress.

Consistently demonstrates a thorough understanding of appropriate teaching strategies for the teaching of primary mathematics.

Is able to teach primary mathematics … with increasing confidence and competence so that pupils make at least expected progress.

Demonstrates a good understanding of strategies for the teaching of primary mathematics.

When teaching primary mathematics is able to demonstrate a clear understanding of appropriate teaching strategies.

When teaching primary mathematics is unable to demonstrate a clear understanding of appropriate teaching strategies.


8 September 2016

4. Plan and teach well-structured lessons



Grade 3 - meeting the Standard: The Student Teacher is resilient and is able to reflect on their practice and make a difference. The Student Teacher needs targeted advice to be grade 2



a impart knowledge and develop understanding through effective use of lesson time

Effectively imparts knowledge and develops understanding through using lesson time highly effectively.

Is able to impart knowledge and develop 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

Effectively promotes and demonstrates a love of learning and children’s intellectual curiosity.

Consistently 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

Effectively plans and sets differentiated and purposeful homework/out-of-class activities that consolidate and extend existing knowledge and understanding.

Plans and sets homework / out- of-class activities that provide differentiated opportunities that consolidate and extend existing knowledge and understanding.

Is able to set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.

Is unable to set homework and plan other out-of-class activities to consolidate and extend the 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.

Is able to judge accurately 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).

Makes highly constructive contributions to the design and provision of an engaging curriculum within the relevant subject area(s).

Makes e f fec t i ve 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).


9 September 2016

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






a know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

Differentiates effectively and appropriately using timely approaches which enable pupils to be taught effectively.

Differentiates appropriately for the majority of pupils/groups 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

Understands and knows causes of under achievement and how to adapt teaching to overcome barriers to learning.

Understands how to challenge and motivate pupils that have been identified as requiring extra support; and use effective strategies to support underperforming groups.

Knows how to overcome a variety of barriers to learning and understands how to challenge and motivate pupils that have been identified as requiring support.

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.

Is able to demonstrate an awareness of the physical, social and intellectual development of pupils and adapts the i r teaching to support pupils’ education at different stages of 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’ education at different stages of 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.


10 September 2016

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).

Challenges and motivates all pupils and use effective strategies to support all groups.

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

Is able to evaluate and adapt 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).

Understands how to challenge and motivate all pupils and use strategies to support all groups.

Uses and evaluates a range of 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.


11 September 2016

6. Make accurate and productive use of assessment






a know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

Is able to assess accurately achievement and attainment in relevant subject and curriculum areas, including statutory assessment requirements, using new curricula … examinations and assessment arrangements relevant to the setting.

Is able to 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 curriculum areas, including statutory 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.

Is able to use 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.

Is able to use 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 progress, set targets, and plan subsequent lessons.

Is unable to use relevant data to monitor progress, set targets, and plan subsequent lessons.


12 September 2016

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.

Is able to use a range of methods to give pupils regular feedback and the opportunity to respond to it.

Accurate and regular marking and oral feedback contribute 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.


13 September 2016

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






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;

is able to tackle bullying, including cyber and prejudice- based (and homophobic) bullying effectively, in consultation with relevant colleagues.

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 in consultation with relevant colleagues.

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

Is able to sustain and achieve 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.

Is able to achieve high expectations of behaviour.

Establishes and maintains or applies the school’s framework for discipline consistently and fairly, 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.


14 September 2016

c manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

Consistently motivates and involve pupils using a wide range of effective approaches appropriate to the pupils’ needs.

Is able to motivate and involve pupils 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.

Is able to demonstrate effective 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.


15 September 2016

8. Fulfil wider professional responsibilities






a make a positive contribution to the wider life and ethos of the school

Is proactive and makes a valued and 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 highly positive.

Effectively consults with relevant 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

Effectively deploys support staff to maximise the learning of pupils.

Is able to deploy 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.

Is able to take 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 when appropriate.

Is able to communicate effectively with parents and carers about pupils’ achievements and well- being when appropriate.

Is able to communicate effectively with parents and carers with regard to pupils’ achievements and well-being.

Is unable to communicate effectively with parents or carers with regard to pupils’ achievements and well-being.


16 September 2016

Teachers’ Standards, Part Two – Personal and Professional conduct

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

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

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

o having regard for the need to safeguard pupil’s well-being, in accordance with statutory provisions; o showing tolerance of and respect for the rights of others; o 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; o ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might

lead them to break the law; 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; Teachers must have an understanding of, and always act within, the statutory frameworks which set out their

professional duties and responsibilities.

Student teachers embarking on a programme of ITE will have demonstrated that they possess the required attitudes and behaviours as an element of the selection process. No matter which route to QTS they undertake all student teachers are expected to demonstrate high professional standards from the outset and throughout their programme. For that reason, Part Two of the standards are not graded.

The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

Teachers’ Standards: Part Two description Key questions to support discussion and judgements

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 positions;

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 student teacher have a commitment to upholding

the high standards of the teaching profession, within and outside school?

• Does the student teacher develop appropriate professional relationships with colleagues and pupils?

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

• Does the student teacher 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 student teacher understand the challenges of teaching in modern British schools? *

• Is the student teacher aware of the Prevent strategy and its implications? *

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


17 September 2016


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. What might this look like:

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

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

The student teacher is punctual for school, lessons, meetings, etc.

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

• Does the student teacher display high standards of

personal and professional behaviour, inside and outside school, including attendance and punctuality at all times?

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


Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities. What might this look like:

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

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

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

• Has the student teacher received relevant training in Child

Protection/safeguarding? Can he/she articulate the school’s policy if reporting a concern?


18 September 2016

PROFESSIONAL PROGRESS LOG

Process of Self-evaluation The Process of Self-evaluation gives you an opportunity to reflect on your learning to date. You will be able to self-evaluate on four occasions throughout your teacher education programme. The first occasion titled, ‘Introduction to Progress Log’ will occur in the university and you will be supported by a tutor. On subsequent occasions the self-evaluation process will take place in your school based setting. As part of the process there will be a progress tutorial, where there may be an opportunity to undertake a peer review.

At each of the three self-evaluations occasions, you will have an opportunity to undertake three activities, these can be located within the Grading Students Against Teachers’ Standards booklet.

On each occasion you will:

1) Highlight against each of the grading criteria the specific area(s) of each standard which you feel best suits your development.

o At the first review point please highlight in yellow o At the second review point please highlight in blue o At the third review point please highlight in green

2) Complete the appropriate Statement of Progress.

3) Use the information from points 1 and 2 in order to set your targets for the ensuing placement, or if

they are relevant to your final placement, leading to your NQT year.

On completion of each self-evaluation ensure that the appropriate signatures are obtained. On the following pages you will find a flowchart that exemplifies the process of grading of placements over the full period of the Initial Teacher Education programme. You will also find the proformas that you need to complete at each review point. Your Programme Director will advise you of the appropriate time at which to undertake each review.


19 September 2016

FLOW CHART FOR GRADING STUDENTS ON PROFESSIONAL PLACEMENT

Introduction to Progess Log tutorial

Early impressions checkpoint for placements more than 4 weeks and

completed by mentor at end of week 3Area of concern raised if necessary

Student Self‐Evaluation shared with mentor

Grading point 1End of placement report completed and emailed to

partnership office

End of placement report completed and emailed to

partnership office


20 September 2016


Progress Tutorial (for some programmes) using self‐

evaluation and targets from placement

Optional early impressions checkpoint if appropriate for

programme. COMPULSORY FOR REPEAT PLACMENTS.

Raise concern if necessary

Student Self‐Evaluation shared with mentor

Grading point 2 End of placement report completed and emailed to

partnership office

End of placement report completed and emailed to

partnership office


21 September 2016


Progress tutorial (for some programmes) using self‐

evaluation and targets from placement

Mid placement moderation point. Concensus reached about where

student teacher is meeting standards

Targets set for rest of placement

Final Grading ‐ Assessment point 3

End of placement report form completed and sent to partnership office

Final Progress Tutorial.Targets for NQT year


22 September 2016

Initial Statement of Progress (SoP) Date completed: This is an opportunity for you to reflect on your learning to date and your understanding of the role of the teacher as you begin your initial teacher education programme. You might want to consider addressing the following:

What are your aspirations and why? Which theories of learning resonate most with you and why? What areas concern you most and why?

Targets at the beginning of your initial teacher education programme 1. 2. 3. 4.

Student signature: Date:

Tutor signature: Date:


23 September 2016

Statement of Progress (SoP) 1 Date completed: This is an opportunity for you to reflect on your learning to date. What progress have you made against meeting the Teachers’ Standards? How have you been able to use your learning through experiences, taught sessions and readings to impact on your own development? What impact have you had on pupils’ progress and how do you know? As you reflect try and identify one critical moment for you. Reflect on how this moment contributed to your own professional development and learning.


24 September 2016

Pause for a moment to reflect on your health and well-being. How are you managing your work life balance? Do you manage your professional workload effectively? Are there any factors that you want to discuss or seek advice on from your mentor or tutor?

Reviewing your targets Previous target (carried forward from previous statement)

Progress towards target

1.

2.

3.

4.

New targets arising 1. 2. 3. 4.

The highlighted statements and above reflection are a fair self-assessment of practice at this time:


Mentor signature: Date:



25 September 2016

Statement of Progress (SoP) 2

Date completed: This is an opportunity for you to reflect on your learning to date. What progress have you made against meeting the Teachers’ Standards? How have you been able to use your learning through experiences, taught sessions and readings to impact on your own development? What impact have you had on pupils’ progress and how do you know? As you reflect try and identify one critical moment for you. Reflect on how this moment contributed to your own professional development and learning.


26 September 2016




1.

2.

3.

4.







27 September 2016

Statement of Progress (SoP) 3

Date completed: This is an opportunity for you to reflect on your learning to date. What progress have you made against meeting the Teachers’ Standards? How have you been able to use your learning through experiences, taught sessions and readings to impact on your own development? What impact have you had on pupils’ progress and how do you know? As you reflect try and identify one critical moment for you. Reflect on how this moment contributed to your own professional development and learning.


28 September 2016




1.

2.

3.

4.







29 September 2016

Glossary of Terms

Area of Concern (AoC) A process that identifies concerns about a student teacher’s progress and highlights supportive interventions through establishing an action plan. The action plan will include details of specific targets linked to the teaching standards, how to achieve the targets, the evidence required and key dates for completion.

Early Impressions Form

A process of reviewing mentors’ early impressions of student teachers and identifying targets against the Teachers’ Standards

Final Assessment

A summative assessment against the Teachers’ Standards made towards the end of a student teacher’s final placement. Targets will be focused on the NQT Induction and linked to the NQT Transition Document

Learning Journal

A reflective document maintained throughout a programme containing a summary of student teachers’ evidence against the Teachers’ Standards, records of mentor meetings and agreed targets for development

Newly Qualified Teacher (NQT) Transition Document

A document containing a student teacher’s strengths identified towards the end of the programme with specific targets for the NQT period

Progress Log

An on-going log made by every student teachers of their evidence showing progress towards meeting the Teachers’ Standards.

Progress Tutorial

A tutorial, usually at university, with each student teacher to review their progress towards meeting the Teachers’ Standards. The tutorial will consider the student teachers’ Self Evaluation and use the Progress Log as key evidence.

RoD Record of Development

A document submitted at the end of a student teacher’s programme summarising her/his qualities against the Teachers’ Standards and including a range of evidence as outlined by each programme.

Self- Evaluation

A Self- Evaluation made by each student teacher highlighting their qualities against the grade descriptors. The review is approved by mentors in advance of a Progress Tutorial in university

Subject Knowledge Audit (SKA)

An initial review of a student teacher’s subject knowledge.

Subject Knowledge Tracker

A document or documents that track and demonstrate the student teacher’s subject knowledge development over time.

Statement of Progress (SoP)

A written review made by each student teacher about her/his progress towards meeting the Teachers’ Standards.

Teachers Standards

Nationally determined Standards that in Initial Teacher Education are used as a framework to identify student teachers’ qualities.

Tutor Visit Report (TVR) A summary report outlining the discussions and targets from a university tutor’s visit to a placement.


30 September 2016

Notes


31 September 2016

Notes


32 September 2016

Notes

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