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Professional Standards for Qualified Teacher Status and Requirements

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Professional Standards for Qualified Teacher Status and Requirements Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training (Revised 2008) The standards and requirements in this document replace those in Qualifying to Teach and have the same legal standing. They set out: the Secretary of State’s standards, which must be met by trainee teachers before they can be awarded qualified teacher status (QTS); and the requirements for training providers and those who make recommendations for the award of QTS. Only trainee teachers who have met all of the standards will be awarded QTS. The document is relevant to anyone involved in initial teacher training (ITT), including trainee and qualified teachers and those who employ and support newly qualified teachers (NQTs). All those involved in initial training should have access to it. The document should be used to establish a common framework of expectations and will help to promote the highest professional standards for all entrants to the teaching profession. Contents 2 Introduction 4 QTS standards 12 ITT requirements 18 Annex A: Introduction to the Professional Standards for Teachers 1 General introduction to the QTS standards and ITT requirements Standards for the award Professional attributes of QTS These standards outline the attitudes and commitment to be expected of anyone qualifying The standards for the award of QTS are outcome to be a teacher. Expectations relate to the teacher’s statements that set out what a trainee teacher ability to: develop professional relationships, must know, understand and be able to do to be communicate with others, understand relevant awarded QTS. They were developed through a legal frameworks, and engage with professional process of public consultation that included the development. review and development of core, post-threshold, advanced skills teacher and excellent teacher standards. The full suite of standards is available at www.tda.gov.uk/standards. A range of stakeholders including accredited ITT providers Professional knowledge and schools made a substantial contribution to and understanding the development of the new QTS standards. The consultation was informed by a changing education These standards require NQTs to be confident in the landscape. Every Child Matters, personalised subjects they teach and to have a clear understanding learning, 14-19 reform, new professionalism, new of how all children and young people make progress. equality duties and workforce reform have all Additionally, they require an understanding of how guided the development of the standards. teachers contribute to the well-being of children and young people and of the variety of influences affecting The QTS standards apply to all trainee teachers, child development. whatever route they take to QTS. They allow providers autonomy in deciding how they will organise their training and respond to the training needs of individual trainee teachers. They do not set a curriculum, nor do they specify how training should be designed or managed. The revised QTS standards give ITT providers increased flexibility in the way they design their programmes, and encourage the use of professional judgement in the assessment of trainees. Many of the standards are inter-related, and single assessment opportunities will produce evidence for several different standards. The standards are organised in three inter-related sections which describe the criteria for the award: 2 Professional skills Requirements for initial These standards relate to the skills of teaching, teacher training including planning, assessing, monitoring, giving The requirements for the provision of initial teacher feedback, team working and collaboration. They training specify what ITT providers must do. They are establish clear expectations relating to the promotion organised in three sections: of positive attitudes to learning, discipline and safe • entry requirements learning environments. They are underpinned by • training requirements the attributes and knowledge covered in the first • management and quality assurance requirements. two sections. Ofsted will judge whether providers are meeting the Annex A contains the introduction to the full suite of requirements when it inspects their provision. Details professional standards for teachers. of how it will do this are contained in the Framework for the Inspection of Initial Teacher Education 2008-11 published by Ofsted, and in supplementary guidance. Guidance Guidance to accompany the QTS standards and ITT requirements is available on the TDA website at www.tda.gov.uk/qts 3 Qualified Teacher Status Those recommended for the award of QTS(Q) should meet the following standards. 4 Professional attributes Those recommended for the award of QTS (Q) should: Relationships with children and young people Have high expectations of children and young people including a Q1 commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful, trusting, supportive and constructive relationships with them. Demonstrate the positive values, attitudes and behaviour they expect Q2 from children and young people. Frameworks (a) Be aware of the professional duties of teachers and the statutory Q3 framework within which they work. (b) Be aware of the policies and practices of the workplace and share in collective responsibility for their implementation. Communicating and working with others Communicate effectively with children, young people, colleagues, parents Q4 and carers. Recognise and respect the contribution that colleagues, parents and carers Q5 can make to the development and well-being of children and young people, and to raising their levels of attainment. Q6 Have a commitment to collaboration and co-operative working. 5 Personal professional development (a) Reflect on and improve their practice, and take responsibility for Q7 identifying and meeting their developing professional needs. (b) Identify priorities for their early professional development in the context of induction. Have a creative and constructively critical approach towards innovation, Q8 being prepared to adapt their practice where benefits and improvements are identified. Q9 Act upon advice and feedback and be open to coaching and mentoring. 6 Professional knowledge and understanding Those recommended for the award of QTS should: Teaching and learning Have a knowledge and understanding of a range of teaching, learning and Q10 behaviour management strategies and know how to use and adapt them, including how to personalise learning and provide opportunities for all learners to achieve their potential. Assessment and monitoring Know the assessment requirements and arrangements for the subjects/ Q11 curriculum areas they are trained to teach, including those relating to public examinations and qualifications. Know a range of approaches to assessment, including the importance of Q12 formative assessment. Know how to use local and national statistical information to evaluate Q13 the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment. Subjects and curriculum Have a secure knowledge and understanding of their subjects/curriculum Q14 areas and related pedagogy to enable them to teach effectively across the age and ability range for which they are trained. Know and understand the relevant statutory and non-statutory curricula Q15 and frameworks, including those provided through the National Strategies, for their subjects/curriculum areas, and other relevant initiatives applicable to the age and ability range for which they are trained. 7 Literacy, numeracy and ICT Have passed the professional skills tests in numeracy, literacy and Q16 information and communications technology (ICT). Know how to use skills in literacy, numeracy and ICT to support their Q17 teaching and wider professional activities. Achievement and diversity Understand how children and young people develop and that the progress Q18 and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences. Know how to make effective personalised provision for those they teach, Q19 including those for whom English is an additional language or who have special educational needs or disabilities, and how to take practical account of diversity and promote equality and inclusion in their teaching. Know and understand the roles of colleagues with specific responsibilities, Q20 including those with responsibility for learners with special educational needs and disabilities and other individual learning needs. Health and well-being (a) Be aware of the current legal requirements, national policies and Q21 guidance on the safeguarding and promotion of the well-being of children and young people. (b) Know how to identify and support children and young people whose progress, development or well-being is affected by changes or difficulties in their personal circumstances, and when to refer them to colleagues for specialist support. 8 Professional skills Those recommended for the award of QTS (Q) should: Planning Plan for progression across the age and ability range for which they are Q22 trained, designing effective learning sequences within lessons and across series of lessons and demonstrating secure subject/curriculum knowledge. Design opportunities for learners to develop their literacy, numeracy and Q23 ICT skills. Plan homework or other out-of-class work to sustain learners’ progress Q24 and to extend and consolidate their
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