Suggested evidence for meeting teaching standards
Part One:
A Teacher must set high expectations which inspire, motivate and challenge pupils
- Lesson plans / feedback
- Weekly reviews
- Testimonials from staff / wider work force
- Trainee reflection’s; daily/weekly
- Implementing and supporting school systems e.g. behaviour.
Promote good progress and outcomes by pupils
- Lesson evaluations commenting on learning intentions
- Lesson plan shows learning informed by evaluation
- Mentor feedback identifies use of trainees knowledge of pupils
- Lesson plan (LP) shows that pupils are given opportunities to assess their own and peers learning and setting of futures targets.
Demonstrate good subject and curriculum knowledge
- Subject specific feedback and questioning
- Lesson planning short and medium term
- Lesson feedback
- Trainee reflections
- Proactive research
- Pupil engagement
- Modelling accurate spoken and written English
- Appropriate high quality resources
- Deployment of a range of effective T&L strategies
Plan and teach well-structured lessons
- LP; creative and imaginative
- Observations and feedback show appropriate pace and time management and all pupils engaged in learning
- Resources are engaging
- LP; include a range of appropriate homework/extended learning tasks
- Lesson evaluations demonstrate reflection rather than description and impact subsequent lessons
- Mentor feedback
- Schemes of work/medium term plans
Adapt teaching to respond to the strengths and needs of all pupils
- LP; personalisation and differentiation
- Planning and managing the role of colleagues
- Use of pupil information/data
- Reflection of impact on pupil progress
- Learning journals, case studies, recording mechanisms/systems
- Learning dialogue
Make accurate and productive use of assessment
- Examples of marked and levelled pieces of work
- Extract from mark book/monitoring sheet
- LP shows a variety of AfL strategies
- Examples of formative assessment including verbal
- LP shows pupil level data is used to inform differentiated tasks(including SEN and G&T)
- Observations that comment on individualised feedback
Manage behaviour effectively to ensure a good and safe learning environment
- Lesson planning/ Feedback
- Engaging resources
- Risk assessment documentation
- Setting and applying expectation with consistency
- Modelling expectations
- Use of a range of behaviour management strategies
- Trainee explanations and evaluations
- Examples of effective reward and sanctions processes
- Observations of more experienced colleagues and good practice
Fulfil wider professional responsibilities
- Work with staff and colleagues outside the department
- Contributions in other areas of school e.g. pastoral/extra-curricular
- Weekly reviews and reflections
- Work in the community
- Parents evening
- Attendance at professional meetings
- Use of support and collaboration for planning
- Use of CPD time and target setting
- Formal and informal meetings with staff, pupils, parents etc
- School visits and planning for them
PART TWO: Personal and professional conduct
- Child protections certificate
- Mentor summative and formative feedback
- Personal testimonials
- Record of attendance
- Engagement in wider school issues.
