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Teacher Standards Guidelines

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.

Free Career Consultation

 
  • If you would like to discuss a career in teaching, simply complete the form below or call us on 01252 350583.
 

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