Meeting the Teachers Standards (Spring/Summer) 2016-17

Institute of Education Secondary Meeting the Teachers’ Standards (Spring/Summer) – 2016-17

Name ______

Subject ______

Subject Tutor ______

School______

Mentor______What are the Teachers’ Standards? The Teachers’ Standards are the minimum level of practice expected of trainees and teachers from the point of being awarded qualified teacher status (QTS). The Teachers’ Standards are used to assess all trainees working towards QTS, and all those completing their statutory induction period. They will also be used to assess your performance when you are a qualified teacher. The standards apply to the vast majority of teachers regardless of their career stage. For this reason, the Standards need to be applied as appropriate to your role, experience and context. The monitoring of your progress against the Standards is set out in such a way that in term 1 you begin to familiarise yourself with the standards and in terms 2 and 3 you begin to consider how you can demonstrate that you are good or outstanding.

When will I be assessed? It is important that we (you, your mentors and your tutor(s)) track progress at interim points. As a minimum this occurs ten times during the course. This is in addition to the tracking that is completed as part of the weekly review process. Tracking is always on-going and a negotiated action plan (between you, your mentor and tutor) can be put into place at any point to offer additional support. The ten points are: 1. At interview

2. Using the ‘Meeting the Teachers’ Standards’ (Autumn)’ Term booklet which links to the first school report

3. First report (December)

4. Action planning and first progress review (December) (part of PSEC3004 – Meeting the Teachers’ Standards)

5. Using the ‘Meeting the Teachers’ Standards’ (Spring/Summer) booklet that links to the second school report

6. Second report – (end of March)

7. Action planning and second progress review (Easter) (part of PSEC3004 – Meeting the Teachers’ Standards)

8. Using the ‘Meeting the Teachers’ Standards’ (Spring/Summer)’ booklet

9. Final report – June

10. University of Worcester Career Entry Profile (UWCEP) (part of PSEC3004 – Meeting the Teachers’ Standards)

Mentors should use their professional judgement and common sense to assess you at a level that is consistent with what should reasonably be expected of you given your level of experience. Trainees, mentors and tutors track progress periodically using this ‘Meeting the Teachers’ Standards’ booklets in addition to the weekly review meetings. Standards are presented in this booklet as separate headings, each of which is accompanied by a number of bullet points. The bullets are an integral part of the Page | 2 Standards, designed to illustrate the scope of each heading. They should not be interpreted as separate standards in their own right but used by you, mentors and tutors to track progress against each Standard, to determine areas where additional experience and development might be need, or to identify areas where you are already demonstrating excellent skills.

This booklet is a formative assessment tool allowing you to periodically self-assess your progress (weekly reviews) and set challenging personal targets. Use the language to help you to write focused targets considering how you move to a good or outstanding profile. Mentors should also use the booklet as guidance when writing school reports.

How the booklet works. Using the booklet in weekly reviews - Below is an example of how a maths trainee might use the booklet in a weekly review Meeting the Standards Characteristics Emerging Pass (minimum requirements) Good trainees Outstanding trainees 4. Can design some homework c. Is able to set homework and plan other out-of- Set homework and other out- Set inspiring and creative Pl activities with support. class activities to consolidate and extend the of-class activities that are homework, and other out of an knowledge and understanding pupils have creatively planned to ensure class activities. Engage learners an acquired. pupils make good progress and to consolidate and extend their d consolidate knowledge and knowledge and understanding te understanding. Homework is ensuring pupils make very good ac monitored and recorded. progress. Rigorous and h systematic recording and w monitoring of homework is ell employed. - str uc tu re d es so ns .

Page | 3 Using the booklet for progress reviews (March and June) – When the second and final reports are being written it is useful to reflect on your progress and ‘where you are at now’. This will allow you to set meaningful and realistic targets for your development as part of the action plans for assignment 4 PSEC3004 – Meeting the Teachers’ Standards. Before your second report is written in March underline where you are working at and before your final report highlight your progress. This will help you and your mentor to agree on the final outcomes in reports.

Meeting the Standards Characteristics Emerging Pass (minimum requirements) Good trainees Outstanding trainees 4. Can design some homework c. Is able to set homework and plan other out-of- Set homework and other out- Set inspiring and creative Pl activities with support. class activities to consolidate and extend the of-class activities that are homework, and other out of an knowledge and understanding pupils have creatively planned to ensure class activities. Engage learners an acquired. pupils make good progress and to consolidate and extend their d consolidate knowledge and knowledge and understanding te understanding. Homework is ensuring pupils make very good ac monitored and recorded. progress. Rigorous and h systematic recording and w monitoring of homework is ell employed. - str uc tu re d es so ns . Please note: Words italics are directly from the ‘Initial teacher education inspection handbook’ (March 2015)

Meeting the Standards Characteristics Emerging Pass (minimum requirements) Good trainees Outstanding trainees

Page | 4 1 Begin to encourage learners to a. Is able to establish a safe and Ensure pupils are safe and feel safe. Understand very clearly what constitutes unsafe . participate and contribute. stimulating environment for Build good working relationships with situations and be highly aware of how to S Recognise how teachers create pupils, rooted in mutual respect. pupils and make classrooms co- promote safety in different situations, including e appropriate working operative places. Establish an in relation to e-safety. Create collaborative t environments. atmosphere conductive to learning by lessons in which pupils feel that their h With support can maintain a setting high expectations of learners contributions are consistently valued and i safe learning environment. that are generally appropriate. welcomed. Pay explicit attention to the content g of pupils’ contributions. h e x p e Start to discuss the need for b. Is able to set goals that stretch Set goals that stretch, challenge and Consistently set goals that stretch, challenge and c varying goals and approaches in and challenge pupils of all motivate pupils. Use strategies to motivate pupils. Use effective strategies to t lesson planning. backgrounds, abilities and support the learning and progress of support the learning and progress of a dispositions. underperforming groups. underperforming groups. ti o n s Positive attitudes, values and c. Is able to demonstrate Show awareness of the significance of Demonstrate and discuss issues of behaviour and w behaviour are beginning to consistently the positive being a role model and consistently good working relationships, making this part of h develop. Support and attitudes, values and behaviour model good working relationships lesson planning where this is appropriate. Model ic enthusiasm for the school ethos which are expected of pupils. with pupils, colleagues and parents. exemplary positive attitudes and values when h and working with learners are Most learners are enthused and working with pupils, colleagues and parents. All i at an early stage. motivated to actively participate in pupils show high levels of enthusiasm, n learning. participation and commitment to learning. s p ir e , m o ti v a t

Page | 5 e a n d c h a ll e n g e p u p il s.

Page | 6 Meeting the Standards Characteristics Emerging Pass (minimum requirements) Good trainees Outstanding trainees 2. Promote good progress Begin to understand teachers’ a. Is able to take Ensure that learners are Ensure that all learners make and outcomes by pupils accountability for learners’ accountability for sufficiently challenged and very good progress so that they attainment, progress and attainment, progress and achieve the intended learning fully achieve the challenging outcomes. outcomes of the pupils objectives. Monitor and assess intended learning outcomes over Planning of short and medium learners’ achievement and time. Monitor learners’ progress term learning acknowledges to a provide feedback to them that is to evaluate quickly how well they limited extent the need for based on the specific needs of are learning so that the approach learners’ progression. learners, or groups of learners, can be changed during the lesson that leads to further progress. if necessary. Provide detailed feedback and targets to individual learners that are focused well to ensure further progress. Begin to take account of prior a. Is able to plan teaching Plan lessons that show Are able to discuss in detail, achievement when planning to build on learners’ flexibility / adaptability that take individual learners’ progress as and/or teaching. capabilities and prior account of prior knowledge. well as attainment / knowledge. Assess pupils’ achievements and achievement. Short and medium plan/teach lessons that enable term planning demonstrates a pupils, including those who have clear and deep understanding of special educational needs, to how to plan for progression – make at least expected progress. stages in learning, different rates of progress - identifying clear ‘strands of progression’ and the use of these to plan ‘steps in learning’. Begin to provide tentative a. Is able to guide pupils to Regularly provide learners with Routinely create time and opportunities for learners to reflect on the progress the opportunity to reflect on opportunities for learners to reflect on their learning. they have made and specific aspects of their learning. reflect on their progress. High their emerging needs Learners are given time and quality intervention enables opportunity to reflect on their learners to identify the progress progress and identify emerging they have made and understand needs. what they need to do to improve. Begin to demonstrate an a. Is able to demonstrate Use knowledge and Are able to use a depth of awareness of how learners learn knowledge and understanding of how learners subject-specific pedagogical Page | 7 and can select from a basic range understanding of how learn to select effective teaching understanding to explain in of teaching strategies ad pupils learn and how this strategies and evaluate how this detail why they use particular interventions. impacts on teaching. impacts on teaching and ways teaching approaches and why outcomes could be improved. these are likely to be more successful than others. Plans for teaching and learning a. Is able to encourage Use effective teaching strategies Regularly create opportunities provide some opportunities for pupils to take a to encourage independent for autonomous learning to potential independent learning. responsible and learning and set appropriately enable the majority of learners conscientious attitude to challenging tasks which enable to make very good progress. their own work and the majority of learners to make study good progress.

Meeting the Standards Characteristics Emerging Pass (minimum requirements) Good trainees Outstanding trainees 3. Demonstrate good subject With support can apply subject a. Has a secure knowledge Work within the current Demonstrate the ability to and curriculum knowledge and curriculum knowledge to of the relevant subject(s) and new curriculum consistently teach plan lessons that begin to meet and curriculum areas, foster arrangements to find exceptionally well pupils’ needs. Begin to and maintain pupils’ interest different ways of demonstrating strong demonstrate sufficient subject in the subject, and address explaining or modeling subject knowledge and knowledge to be aware of misunderstandings. teaching approaches. curriculum knowledge, misunderstandings and begin to Teach in a way that with phase expertise, take account of these. engages pupils’ to support pupils in interest so that pupils acquiring become fully involved understanding and in the lesson and make skill. Is confident to good progress. work within the Have a clear recognition of current and new how to deal with curriculum. Ensures misconceptions– and planning and teaching through this anticipates potential demonstrate good misconceptions and subject and curriculum addresses knowledge with phase misunderstandings. expertise.

Page | 8 Recognise the need to clarify and a. Is able to demonstrate a Employ appropriate Are proactive and astutely update subject knowledge and critical understanding of professional aware of professional subject-specific pedagogy. developments in the development development by subject and curriculum strategies to develop extending and areas, and promote the and extend subject updating value of scholarship. knowledge. subject/curriculum/pe dagogical knowledge. Recognise the need to develop a. Is able to demonstrate Confidently use subject Demonstrate highly pupils’ reading, writing and an understanding of and specific vocabulary effective teaching of communication skills. take responsibility for and structures when reading, writing and promoting high communicating with communication. standards of literacy, pupils to develop Demonstrate a clear articulacy and the pupils’ literacy skills. and deep correct use of standard Plan opportunities to understanding of how English, whatever the develop reading, to plan for the teacher’s specialist writing, development of pupils’ subject. communication skills in literacy skills and use lessons and this to plan teaching; understand how to dealing with barriers overcome barriers to to learning. Model learning such as low high standards of levels of literacy. written and spoken communication in all professional activities. Recognise the need to develop a a. If teaching early reading, Can teach early reading, Has a strong knowledge of clear understanding of is able to demonstrate a systematic synthetic the Rose Report on systematic synthetic phonics. clear understanding of phonics, early reading and can systematic synthetic communication and teach early reading, phonics. language development systematic synthetic with increased phonics, confidence and communication and competence. language development confidently and competently. Recognise the need to develop a. If teaching early Use range of mathematics Demonstrate confidently and pupils’ mathematics skills and mathematics, is able to skills within lessons competently a clear can apply to their subject demonstrate a clear understanding of how to plan Page | 9 teaching with guidance. understanding of with increased proactively for the development appropriate teaching confidence and of pupils’ mathematical skills and strategies. competence. use this to plan teaching, dealing Understand how to with barriers to learning where overcome barriers to applicable. learning such as low levels of numeracy where applicable. Meeting the Standards Characteristics Emerging Pass (minimum requirements) Good trainees Outstanding trainees 4. Plan and teach well- Lessons have some structure that a. Is able to impart knowledge Plan structured activities which Consistently and structured lessons contributes towards supporting and develop understanding match the needs of the learners, effectively impart learning. Awareness that the through effective use of including matching pace to knowledge and pace of the lesson needs to be lesson time. learning through effective use of develop understanding more effective. lesson time. through using pace and lesson time to great effect. Learners are motivated by some b. Is able to promote a love of Teach in a way that engages Teach lessons that parts of the lesson. learning and children’s learners’ interest so that learners regularly capture the intellectual curiosity. become fully involved in lessons. interest of pupils, are Take some risks when trying to inclusive of all pupils, make teaching interesting and and feature debate deal with the unexpected to between pupils and ‘grab the moment’. between pupils and the teacher. Inspire and communicate enthusiasm to pupils. Take risks confidently to make teaching interesting. Can design some homework c. Is able to set homework and Set homework and other out-of- Set inspiring and creative activities with support. plan other out-of-class class activities that are creatively homework, and other out of activities to consolidate and planned to ensure pupils make class activities. Engage learners extend the knowledge and good progress and consolidate to consolidate and extend their understanding pupils have knowledge and understanding. knowledge and understanding acquired. Homework is monitored and ensuring pupils make very good

Page | 10 recorded. progress. Rigorous and systematic recording and monitoring of homework is employed. Begin to evaluate and reflect on d. Is able to reflect Take responsibility for Show habitual self-evaluation own teaching. Identify that systematically on the professional development with a clear focus on the practice needs to develop to effectiveness of lessons and through evaluating their own progress of learners. Set improve the impact on learners. approaches to teaching. performance and setting challenging targets using weekly challenging targets in weekly reviews to map and review pupil reviews in order to improve progress. Reflect systematically, practice. Work with mentors to and take account of feedback, monitor their own progress and from mentors and other the impact on pupil progress professionals. over time. Where appropriate, in e. Is able to contribute to the Make a positive contribution to Consistently show initiative and collaboration with school design and provision of an curriculum planning showing examples of innovation, for colleagues, contribute tentatively engaging curriculum within some examples of innovation. example within a scheme of to curriculum planning and the relevant subject area(s). Make creative use of resources work. Produce high quality design to plan lessons to take account of innovative resources, to ensure the needs of groups of pupils and that all pupils make very good individuals. progress

Meeting Characteristics the Standards Emerging Pass Good trainees Outstanding trainees (minimum requireme nts) 5. Adapt teaching to Begin to recognise the needs of a. Know Develop effective targeted support and intervention Consistently teach lessons which respond to the strengths different learners. With support when that are matched to the needs of most individuals. differentiate effectively to and needs of all. can differentiate some activities and Teaching takes account of the different progress made accurately match individual so that learners can make some how to by most learners during the lesson. As a result of needs. Teaching takes account of progress. differe differentiation learners make good progress. the different progress made by Page | 11 ntiate each learner during the lesson. approp As a result of differentiation all riately, learners make excellent using progress. Show understanding of approa the principles of differentiation ches which go beyond planning for which varying abilities. enable pupils to be taught effectiv ely Begin to recognise some a. Has a Use a variety of strategies to challenge and motivate Consistently use a variety of potential barriers to learning and secure learners where attainment is low. Overcome barriers strategies to overcome barriers can suggest some strategies to unders to learning for all learners, enabling them to make to learning for all learners. overcome them. tandin good progress. Understand the cause of low g of achievement; challenge and how a motivate leaners where range attainment is low; and use of effective strategies to support factors underperforming groups. can inhibit pupils’ ability to learn, and how best to overco me these

Page | 12 Show a basic awareness of the c. Is able Adapt teaching to support pupils’ education at Use creative approaches in physical, social and intellectual to different stages of development, showing awareness of response to the different development of children, and demon the physical, social and intellectual development of physical, social and intellectual with support, adapt teaching to strate learners. Employ a variety of teaching approaches to needs of learners. Employ a wide support pupils’ education at an engage and support learners in an inclusive classroom range of distinctive and age different stages of development aware including those for which the Pupil Premium provides appropriate innovative ness of support. approaches to support pupils the with a range of educational physic needs. Ensure that all pupils al, make very good progress social including those for which the and Pupil Premium provides support. intellec tual develo pment of childre n, and know how to adapt teachin g to suppor t pupils’ educati on at differe nt stages of develo pment

Page | 13 Show a basic awareness of the d. Have a Can demonstrate different approaches towards Consistently and effectively needs of pupils, including those clear inclusive teaching to ensure all learners (including demonstrate and evaluate a with special educational needs; unders Gifted and Talented) EAL, SEND and pupils eligible for variety of creative approaches to those of high ability; those with tandin the pupil premium (Including Free School Meals) are inclusive teaching to engage and English as an additional g of engaged and appropriately supported. support all learners (including language; those with disabilities; the Gifted and Talented) EAL, SEND and be able to identify some needs and pupils eligible for the pupil teaching approaches to engage of all premium (Including Free School and support them. pupils, Meals). includi ng those with special educati onal needs; those of high ability; those with English as an additio nal langua ge; those with disabili ties; and be able to use and evaluat

Page | 14 e distinct ive teachin g approa ches to engage and suppor t them.

Page | 15 Meeti Characteristics ng the Stand ards Emerging Pass Good trainees Outstanding trainees (mini mum requir ement s) 6. Make accurate and With support, assess pupils’ a. Kn Assesses pupils’ achievement for the Accurately assess achievement and attainment for productive use of attainment against national o subjects, curriculum areas and age the subjects, curriculum areas and age phases assessment benchmarks w ranges taught. taught. Confidently, accurately and independently s Match teaching and learning activities assess pupils’ attainment using new curricular, an to the intended learning outcomes for examinations and assessment arrangements. d groups of pupils. Assess accurately un against national benchmarks. de rst an ds ho w to as se ss th e re le va nt su bj

Page | 16 ec t an d cu rri cu lu m ar ea s, in cl ud in g st at ut or y as se ss m en t re qu ire m en ts

Page | 17 Planning and teaching makes b. Is Use a range of appropriate formative, Consistently and effectively use a wide range of use of a basic range of formative ab continuous assessment and formative, continuous assessment and summative and summative assessment le summative strategies effectively. strategies in day to day practice to monitor every strategies that indicate a learner to Know how progression has been learner’s progress. Assessment methods match well has made progress m secured for groups of learners through to the expected learning outcomes. Evaluate how ak a sequence of lessons, including how well individual pupils have progressed over time so e they know that learners have made approaches can be changed if necessary. us progress over time. e of fo r m at iv e an d su m m at iv e as se ss m en t to se cu re pu pil s’

Page | 18 pr og re ss

Plan lesson/s or part lessons to c. Is Maintain accurate records to Systematically use relevant data to set challenging show a basic understanding that ab demonstrate pupils’ progress. Monitor and differentiated targets. Planning relates to the school and pupil data needs to le and recording learners’ progress and review and monitoring of data from previous be used to set targets for groups to how the outcomes are used in learning to secure progress over time. and individuals. With support us subsequent planning, with a clear identify the next steps in e focus on groups and individual learning. re learners. le va nt da ta to m on it or pr og re ss, se t ta rg et s, an d Page | 19 pl an su bs eq ue nt le ss on s

With support monitor learners’ d. Is Monitor and assess learners’ Systematically and regularly monitor learners’ progress and assess their ab achievement in line with the school progress, including school progress data, to achievement. le policy. Provide written and oral evaluate progress and learning over time. In to feedback based on the specific needs partnership with pupils provide detailed feedback gi of learners or groups of learners that and targets that are focused to ensure very good ve leads to further progress. Build time progress. Records of pupil progress and pu into lessons to encourage pupils to learning/attainment are accurate and up-to-date to pil respond to feedback and as a inform future planning and target setting. s consequence make good progress. re gu lar fe ed ba ck , bo th or all y an d

Page | 20 th ro ug h ac cu ra te m ar ki ng , an d en co ur ag e pu pil s to re sp on d to th e fe ed ba ck

Page | 21 Meeting the Standards Characteristics Emerging Pass (minimum requirements) Good trainees Outstanding trainees 7 Understand the school’s a. Has clear rules and routines for behaviour in Ensure pupils are properly Has the knowledge, . behaviour policy and begin to classrooms, and takes responsibility for promoting prepared for each lesson, understanding and skills to good and courteous behaviour both in classrooms bringing the right equipment, Mapply rules and routines. Be adopt a proactive approach to and around the school, in accordance with the and are ready and eager to a aware of the responsibility for managing behaviour both in school’s behaviour policy. learn. Take responsibility for n promoting good and courteous and out of the classroom. learners’ behaviour both in the a behaviour in the classroom and, Apply the school’s behaviour classroom and around the to some extent around the policy confidently in all g school. Able to tackle bullying school. situations to create an e including cyber and prejudice- excellent climate for learning. based (and homophobic) Can effectively tackle bullying, b bullying. including cyber and prejudice- e based (and homophobic) h bullying. a v b. Have high expectations of behaviour, and establish a Develops classroom rules and i Is beginning to manage classes Create an environment which framework for discipline with a range of strategies, routines that enable pupils o appropriately with regard to is unreservedly positive about using praise, sanctions and rewards consistently and to demonstrate consistently behaviour and safety using u expectations of behaviour. Is fairly. positive attitudes whatever the strategies that promote high r beginning to use praise, sanctions and rewards to activity. Praise, sanctions and levels of engagement, e minimise disruption. rewards are used consistently, collaboration and cooperation. f routinely and fairly to ensure Know pupils well and use f pupils are involved and highly rewards and sanctions in a e motivated. personalised and positive c manner. t i v c. Is able to manage classes effectively, using Make timely and appropriate Plan and use a range of highly e With support can engage pupils and cope with the management approaches which are appropriate to pupils’ needs interventions to maintain effective strategies to promote l of small groups. Some in order to involve and motivate them. positive learning behaviour. learning which are appropriate y individuals are involved and Implement planned to pupils’ needs. Ensure t motivated. interventions so that lessons attitudes to learning are o flow smoothly and without consistently at an equally high interruption. Encourage pupils standard across subjects (if

Page | 22 to take pride in their work, applicable), years and classes. e their appearance and their Incidences of low-level n school. Low level disruption in disruption in lessons are s lessons are rare. extremely rare. u r e

Begin to develop positive d. Is able to maintain good relationships with pupils, Promote a positive rapport Form highly effective a relationships with pupils and exercise appropriate authority, and act decisively with learners. Seek out relationships that make a

exert authority. when necessary. additional support when strong contribution to an g required, particularly when exceptionally positive learning o dealing with challenging environment. o behaviour. d a n d s a f e l e a r n i n g e n

Page | 23 v i r o n m e n t

Page | 24 Meeting the Standards Characteristics Emerging Pass (minimum requirements) Good trainees Outstanding trainees 8. Begin to understand the school a. Is able to make a positive contribution to the wider Regularly contribute to the Proactively contribute in a F ethos. With prompts can life and ethos of the school wider life and ethos of the significant way to the wider life ul contribute to the wider life of school and ethos of the school fil the school w Begin to build professional b. Is able to develop effective professional relationships Build effective relationships Build strong professional id relationships with colleagues; with colleagues, knowing how and when to draw on with colleagues and works well relationships and effectively er basic skills in working advice and specialist support collaboratively. Shows collaborate with colleagues on pr collaboratively; recognises the independence in seeking a regular basis; proactively of need to seek advice from relevant staff and seek advice from relevant es information/advice from professionals in relation to professionals in relation to si specialist staff. learners’ specific needs. learners’ specific needs. o Begin to communicate with c. Is able to deploy support staff effectively Plan to work effectively with Take responsibility for n support staff and direct the learning support and other creatively deploying and al supporting of learning. professionals in planning, managing support staff in re teaching and monitoring. lessons to support the full sp range of learners in their o learning. Independently ns instigate appropriate ib intervention strategies from ili support staff. ti With support can identify basic d. Is able to take responsibility for improving teaching Actively evaluate professional Critically and rigorously es developmental targets and through appropriate professional development, practice to identify challenging evaluate professional practice suggest ways to address these. responding to advice and feedback from colleagues targets; actively seek and value to identify challenging/focused feedback from colleagues, targets; deliberately seeking using the advice to develop out wide-ranging opportunities professional practice. Lesson to develop professional evaluations, weekly and learning; respond positively periodic reviews show and proactively to evidence of implementation of advice/feedback from targets, review and critical colleagues. Maintain files reflection. (including lesson evaluations, weekly and periodic reviews) as evidence of self-evaluation

Page | 25 With support and guidance, can e. Is able to communicate effectively with parents with Communicate effectively, both Communicate very effectively communicate with regard to pupils’ achievements and well-being verbally and in writing, with both verbally and in writing, parents/carers about learners’ parents and carers in relation with parents and carers in achievement and/or well-being. to pupils’ achievements and relation to pupils’ well-being. Assume some achievements and well-being. responsibility for doing so in This is when required to do so response to individual pupils’ formally and also are proactive emergent needs in communicating in relation to individual pupils’ emergent needs. Meeting the Standards Part 2 Pass Fail A teacher is expected to  Have a commitment to  Fails to follow the course code of conduct demonstrate consistently high the teaching profession,  Unable to demonstrate a commitment to the teaching profession. Unable to develop standards of personal and and are able to develop appropriate professional relationships with colleagues and pupils or do so inconsistently. Have professional conduct. The appropriate professional little or no regard to the need to safeguard pupils’ well-being, in accordance with statutory following statements define relationships with provisions. Do not understand or do not demonstrate that, by law, schools are required to the behaviour and attitudes colleagues and pupils. teach a broad and balanced curriculum and they are have not begun to develop learners’ which set the required Have regard to the need to wider understanding of social and cultural diversity. standard for conduct safeguard pupils’ well-  Unwilling or unable to assume an appropriate degree of responsibility for the throughout a teacher’s career. being, in accordance with implementation of workplace policies in the training setting. Do not fully and/or adequately Teachers uphold public trust in statutory provisions. adhere to school policies and practices, including those for attendance and punctuality. the profession and maintain Understand that by law  Little or no understanding of the challenges of teaching in a modern British school or the high standards of ethics and schools are required to implications of the Prevent strategy. behaviour, within and outside teach a broad and  Do not have a broad enough understanding of their statutory professional responsibilities, school, by: balanced curriculum and including the requirement to promote equal opportunities and to provide reasonable  treating pupils with are beginning to develop adjustments for pupils with disabilities, as provided for in current equality legislation. Are dignity, building learners’ wider unaware of the professional duties of teachers as set out in the statutory School Teachers’ Pay relationships rooted in understanding of social and Conditions document. mutual respect, and at all and culture of different  Unable to adhere to the school’s or provider’s VLE/internet safety policy including safe and times observing proper faiths, in line with the responsible use of social media. boundaries appropriate to maintenance of a teacher’s professional fundamental British values. position  Understand the  having regard for the need challenges of teaching in to safeguard pupils’ well- modern British schools and being, in accordance with the implications of the Page | 26 statutory provisions Prevent strategy.  showing tolerance of and  Are willing to assume respect for the rights of an appropriate degree of others responsibility for the  not undermining implementation of fundamental British values, workplace policies in this including democracy, the training setting. Adhere to rule of law, individual school policies and liberty and mutual respect, practices, including those and tolerance of those for attendance and with different faiths and punctuality. beliefs  Have a broad  ensuring that personal understanding of their beliefs are not expressed statutory professional in ways which exploit responsibilities, including pupils’ vulnerability or the requirement to might lead them to break promote equal the law. opportunities and to  Teachers must have proper provide reasonable and professional regard for adjustments for pupils the ethos, policies and with disabilities, as practices of the school in provided for in current which they teach, and equality legislation. Are maintain high standards in aware of the professional their own attendance and duties of teachers as set punctuality. out in the statutory School Teachers’ Pay and Teachers must have an Conditions document. understanding of, and always  Adhere to the school’s act within, the statutory and provider’s frameworks which set out their VLE/internet safety policy professional duties and including safe and responsibilities. responsible use of social media.

What do report grades mean?

Page | 27 The first school report (December) used the ‘on target’ (OT1), ‘on target but with some consistency issues’ (OT2) or ‘not on target’ (NOT) indicators as predictors of your’ final outcomes at the end of the PGCE course based on the trajectory of your progress so far. This report provided you with an overview of your progress allowing for focused target setting.

The second report uses actual grade descriptors based on your performance against the Teachers’ Standards. A summary is shown below. It is acceptable for your progress against the Standards to be ‘emerging’ in the autumn term; however, you are expected to be demonstrating good or outstanding characteristics in the spring and summer terms. A ‘pass’ grade is a cause for concern.

Summary of expected progress against Standards 1-8

First Report OT1 For the identified Standard your progress shows you have the potential to be good or (please remember that outcomes are best fit outstanding professional judgements based on the Teachers’ OT2 For the identified Standard your progress is promising but consistency needs to be Standards) addressed. You will be demonstrating ‘emerging’ characteristics. NOT Requires improvement across the Standard and targeted action is needed. Second Report Outstanding For the identified Standard your progress is good (see Meeting the Teachers’ Standard (please remember that outcomes are best fit profiles*) or outstanding and never less than consistently at a good level. professional judgements based on the Teachers’ Good For the identified standard your progress is good some is outstanding. Standards) Pass Your teaching over time requires improvements as it is not yet good but you have met the minimum requirements for the Standard. Targeted advice is needed to be good. Fail Requires improvement across the standard and has not yet met the pass level. Final Report Outstanding For the identified Standard your progress is good (see Meeting the Teachers’ Standard (please remember that outcomes are best fit profiles*) or outstanding and never less than consistently at a good level. professional judgements based on the Teachers’ Good For the identified standard your progress is good some is outstanding. Standards) Pass Your teaching over time requires improvements as it is not yet good but you have met the minimum requirements for the Standard. Targeted advice is needed to be good. Fail Requires improvement across the standard and has not yet met the pass level. *Standard profiles can be found in the ‘Meeting the Teachers’ Standards (Spring/Summer)’ booklet.

The standards apply to the vast majority of teachers regardless of their career stage. For this reason the Standards need to be applied as appropriate to your role, experience and context.

Part 2 of the standards ‘Personal and Professional Conduct’ are graded ‘pass’ or ‘fail’.

Written comments on the second report

Page | 28 As previously, at this stage in the course it is important that you and those involved in your training, have a clear picture of what has been achieved so far against the Teachers’ Standards. We ask that these reports are detailed and are an honest and fair judgement. Judgement should be based on tracking in the ‘Meeting the Teachers’ Standards’ (Spring/Summer)’ booklets and should be best fit professional opinions. You are not expected to meet every aspect of the bullet points for an overall judgement to be made.

For the second school report mentors are asked to indicate the key strengths against each of the Teachers’ Standards. It should also indicate any areas for development during the final section of the course.

Overall outcomes on the second report If you are deemed NOT for any of the Standards, you will negotiate a targeted action plan with your subject tutor and will meet with the Course Leader. A trainee with 5 or more OT2 outcomes, or one or more OT3 outcomes on the second report, will be monitored closely by the subject tutor with early intervention strategies if needed.

Final report This report should reflect the level you have achieved at the end of the course. This should include evidence gathered from observations, weekly reviews and from reviewing of the ‘Meeting the Teachers’ Standards’ (Spring/Summer)’ booklet. Again the outcomes are best fit professional judgements. Mentors are asked to identify the key strengths against each of the Teachers’ Standards. It is also important to indicate the areas for development and targets that should be taken forward as you enter the teaching profession. In order to pass the course and be recommended for QTS you must achieve a pass in all sections of the Teachers’ Standards.

Page | 29