Teaching standard for QTS

Examples of activities in school

Your Comments Section

Professional Attributes

Relationships with children and young people

Q1 Have high expectations of children and young people including a commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful, trusting, supportive and constructive relationships with them.

• Using data to aid planning-reflect on the professional development session; use notes and session notes to provide evidence
• Induction sessions- ‘listening skills/circle time’ and ‘being part of the community’- which focused on developing positive relationships with pupil. Reflect and use notes as evidence
• Discuss this standard with mentor- record of discussions will act as evidence

Q2 Demonstrate the positive values, attitudes and behaviour they expect from children and young people.

• Observe how other teachers demonstrate these values-record your evidence
• Be observed-have this standard as a focus for a lesson- use feedback and discussion with mentor/professional tutor as evidence
• Be observed by student voice/ video record your lesson using this standard as a focus-feed back and discussion to provide evidence

Frameworks

Q3 (a) Be aware of the professional duties of teachers and the statutory framework within which they work.

(b) Be aware of the policies and practices of the workplace and share in collective responsibility for their implementation.

• Discuss these with your mentor these standards and use a record of your discussion as evidence

Communicating and working with others

Q4 Communicate effectively with children, young people, colleagues, parents and carers.

• Ensure that you attend a parents evening-record your learning from this experience
• Support a colleague in the department with report writing
• Discuss with mentor-information provided on the report cards to parents/guardians

• Find an opportunity to contact parents/guardians directly; discuss with your mentor and ensure that they observe/listen to this conservation
• Attend departmental meetings and be proactive within these discussion-your mentor will record your attendance
• How do you communicate with children?-this standard could be part of a focus for an observation

Q5 Recognise and respect the contribution that colleagues, parents and carers can make to the development and well-being of children and young people, and to raising their levels of attainment.

• Record your one-to-one work with a student on the action record
• Record your thoughts from professional development sessions, e.g. Learning Support Department, All-agencies meetings, School counselor
• Discuss with mentor- the role other adults in the school in supporting pupil learning, e.g. all agency meeting, SENCO, Support Unit, Learning Support department, PSHE department, school counselor 

Q6 Have a commitment to collaboration and co-operative working.

• Working with other ITTs and the Professional Tutor- record your contribution to the professional reflection meetings held on Wednesday; this is an example of working collaboratively
• Record team teaching experiences-reflections, evidence of joint planning, your role in class
• Record departmental meetings- your contribution, learning

Personal professional development

Q7 (a) Reflect on and improve their practice, and take responsibility for identifying and meeting their developing professional needs.

(b) Identify priorities for their early professional development in the context of induction.

• Discussions with your mentor/professional tutor will form a large part of this standard. Be proactive and ensure that the mentor meetings meet your learning needs. Keep evidence of these meetings. Reflect on what you learn from discussion with these colleagues.
• Use this standards document to monitor your progress against the new teaching standards- record your progress against the standards in the final column
• Ensure that you consider your strengths and areas for development to support your induction- record this information in your CEDP.

Q8 Have a creative and constructively critical approach towards innovation, being prepared to adapt their practice where benefits and improvements are identified.

• Observe different colleagues- record variety of teaching styles and the impact on teaching and learning
• Incorporate ideas from the above bullet point into  your lessons-reflect on the impact on teaching and learning/be observed by appropriate teacher; record all evidence
• Discuss with mentor-different approaches to teaching lessons planned and incorporate these approaches into lessons. Record your reflections/be observed and record feed back.

Q9 Act upon advice and feedback and be open to coaching and mentoring.

• Highlight on lessons plans where and how you have acted on advice
• Mentor sessions- discuss and record how you have acted on advice during these sessions

Professional knowledge and understanding

Teaching and learning

Q10 Have a knowledge and understanding of a range of teaching, learning and 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

• Lesson plans should provide evidence of differentiation and strategies to personalise learning
• Record your one-to-one working with the student on the action record
• Observe and record different colleagues in terms of teaching, learning and behaviour management styles
• Access Teachers TV and other resources, e.g. TES, to develop your knowledge and understanding of aspects of this standard
• Record your learning from the professional development sessions- e.g. ‘Managing Behaviour’, ‘Rewards and sanctions’, ‘Classroom Strategies for managing positive behaviour for learning’, ‘Use of data projectors to improve teaching and learning’

Assessment and monitoring

Q11 Know the assessment requirements and arrangements for the subjects/curriculum areas they are trained to teach, including those relating to public examinations and qualifications.

• This standard should be discussed with your mentor and department
• Find an opportunity mark pupil work/course work with your mentor and/or another colleague in the department
• Record discussions in relation to this target during departmental meetings and the impact this has on your teaching

Q12 Know a range of approaches to assessment, including the importance of formative assessment.

• Discuss this with your mentor/department.
• Observe different strategies that are being used in lessons; record and reflect on the impact on teaching and learning
• Access/research resources to investigate this standard-recording learning

Q13 Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment.

• Discuss this standard with your mentor
• Reflect and record learning gained from appropriate professional development session-e.g. ‘Use of data to aid planning’
• Mark pupil work with a colleague in the department to increase understanding of formative feedback

Subjects and Curriculum

Q14 Have a secure knowledge and understanding of their subjects/curriculum areas and related pedagogy to enable them to teach effectively across the age and ability range for which they are trained.

• Be observed teaching different key stages; this standard can be a focus for an observation
• Demonstrate/acknowledge/record where your subject knowledge has been developed/extended

Q15 Know and understand the relevant statutory and non-statutory curricula 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

• Research internet (TDA web site) to access information in relation to this standard
• Discuss with mentor

Literacy, numeracy and ICT

Q16 Have passed the professional skills tests in numeracy, literacy and information and communications technology (ICT).

• To take these tests asap
• Discuss with colleagues in induction year

Q17 Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities.

• Observe these skills being used by colleagues in lessons
• Plan a lesson using these skills; be observed/ ask for pupil feed back/be observed by student voice
• Know and understand where these skills are highlighted in schemes of work/curriculum

Achievement and diversity

Q18 Understand how children and young people develop and that the progress and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences.

• Discuss with mentor- e.g. use existing/past case studies
• Familiarize yourself with the Every Child Matters Agenda-where did it originate from? What are the outcomes?
• Research inclusion, e.g. TDA/DfES web site

Q19 Know how to make effective personalised provision for those they teach, 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.

• Reflect on learning from appropriate professional development sessions (school or university)- e.g. EAL, Learning Support, Behaviour Unit, listening skills and circle time
• Plan lessons to incorporate your learning from the latter bullet point, e.g. a circle time session

Q20 Know and understand the roles of colleagues with specific responsibilities, including those with responsibility for learners with special educational needs and disabilities and other individual learning needs.

• Discuss the standard with your mentor- variety of support mechanisms in school
• Familiarize yourself with the Every Child Matters Agenda- i.e. the importance of partnerships with all services related to children and young adults

Health and well-being

Q21 (a) Be aware of the current legal requirements, national policies and 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.

• Familarise yourself with the Child Protection Policy
• Discuss ECM agenda with your mentor/professional tutor
• Discuss with mentor-mechanisms to support pupils in school

Professional skills

Planning

Q22 Plan for progression across the age and ability range for which they are trained, designing effective learning sequences within lessons and across series of lessons and demonstrating secure subject/curriculum knowledge.

• Discuss with mentor-lesson plans and sequences of lesson plans/ how to plan lessons/ understanding of subject knowledge
• Be observed-consecutive lessons to highlight progression

Q23 Design opportunities for learners to develop their literacy, numeracy and ICT skills.

• Observe how other colleagues incorporate these learning opportunities into their lessons
• Plan for these opportunities in your lessons-be observed, gain feed back from pupils in your class, feed back from student voice

Q24 Plan homework or other out-of-class work to sustain learners’ progress and to extend and consolidate their learning.

• Be part of department initiatives-e.g. home work club, revision classes, revision clubs, and trips. If there is no such activity discuss setting one up.
• Be proactive and observe/support other departments to increase depth and understanding of this standard

Teaching

Q25 Teach lessons and sequences of lessons across the age and ability range for which they are trained in which they:

(a) use a range of teaching strategies and resources, including e-learning, taking practical account of diversity and promoting equality and inclusion

(b) build on prior knowledge, develop concepts and processes, enable learners to apply new knowledge, understanding and skills and meet learning objectives

(c) adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively

(d) demonstrate the ability to manage the learning of individuals, groups and whole classes, modifying their teaching to suit the stage of the lesson.

• Lesson plans will provide evidence for this standard
• Be observed on aspects of this standard-by your mentor, professional tutor, student voice
• Demonstrate whole group teaching/group work/ partner work-record the impact that these have on teaching and learning.
• Discuss with mentor-How you modify lesson plans for different abilities; also record how lesson plans have been altered (describe and explain rationale)

Assessing, monitoring and giving feedback

Q26 (a) Make effective use of a range of assessment, monitoring and recording strategies.

(b) Assess the learning needs of those they teach in order to set challenging learning objectives.

• Discuss with mentor- strategies used in the  department to assess pupils etc
• Observe colleagues-record learning
• Discuss with mentor-learning objectives

Q27 Provide timely, accurate and constructive feedback on learners’ attainment, progress and areas for development.

• Plan for opportunities to provide feed back to pupils
• Be observed- use this standard as a focus
• Observe other colleagues providing feed back to pupils

Q28 Support and guide learners to reflect on their learning, identify the progress they have made and identify their emerging learning needs.

• Plan for opportunities for pupils to reflect on their own learning.
• Discuss with mentor-different ways of encouraging pupil reflection
• Be observed-use this standard as a focus
• Observe other colleagues

Reviewing teaching and learning

Q29 Evaluate the impact of their teaching on the progress of all learners, and modify their planning and classroom practice where necessary.

• Take time to reflect and evaluate your lessons-do this with your mentor as well. Record your reflections and record how this impacts on future lessons
• Evaluate impact on learning- e.g. student voice, questionnaire to pupils

Learning environment

Q30  Establish a purposeful and safe learning environment conducive to learning and identify opportunities for learners to learn in out-of-school contexts.

• Be proactive and get involved in out-of-school contexts-discuss opportunities with your mentor
• Discuss with mentor- out-of-school opportunities undertaken by the department and its impact on learning
• Plan a lesson that accesses the schools facilities- e.g. environmental centre and surroundings
• Record your learning from other school activities, e.g. Sussex skills event, field trip to coast
• Be observed-the focus could be on aspects from this standard

Q31 Establish a clear framework for classroom discipline to manage learners’ behaviour constructively and promote their self-control and independence.

• Reflect and record learning from appropriate professional development sessions, e.g. behaviour management
• Discuss with your mentor the policy for behaviour in school and in the department.
• Discuss with your mentor appropriate behaviour strategies for your lessons.
• Be observed and use feed back as evidence for this standard.
• Observe different strategies for managing behaviour for learning and incorporate these into your lessons

Team Working and Collaboration

Q32 Work as a team member and identify opportunities for working with colleagues, sharing the development of effective practice with them.

• Undertake a peer observation with mentor-give feed back to your peer on effective practice observed
• Find opportunities to team teach/support other colleagues in your department-record our learning

Q33 Ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfill.

• Plan for other adults in your lessons
• Find opportunities to support other colleagues-be involved in the planning, understand your role and get feed back/give feed back following a lesson