Support: +44 (0)7757 990241
Home > Resources > Teachers Standards vs QTS
Teachers' Standards mapped against QTS Standards
Teachersí Standards 2011 mapped against The Professional Standards for Teachers (QTS) 2007

Relationships with children and young people, setting high expectations and motivating learners

Teachersí Standards 2011

QTS 2007

PART ONE: TEACHING

†A teacher must:

1 ††Set high expectations which inspire, motivate and challenge pupils

  • establish a safe and stimulating environment for pupils, rooted in mutual respect
  • set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
  • demonstrate consistently the positive attitudes, values and behaviour† which are expected of pupils.

Those recommended for the award of QTS should:

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

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.

Pupil progress

Teachersí Standards 2011

QTS 2007

2 ††Promote good progress and outcomes by pupils

  • be accountable for pupilsí attainment, progress and outcomes
  • plan teaching to build on pupilsí capabilities and prior knowledge
  • guide pupils to reflect on the progress they have made and their emerging needs
  • demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
  • encourage pupils to take a responsible and conscientious attitude to their own work and study.

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

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.

Subject and curriculum knowledge and pedagogy

Teachersí Standards 2011

QTS 2007

3 Demonstrate good subject and curriculum knowledge

  • have a secure knowledge of the relevant subject(s) and curriculum† areas, foster and maintain pupilsí interest in the subject, and address misunderstandings
  • demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
  • demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacherís specialist subject
  • if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
  • if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

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.
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.

Literacy, numeracy and ICT
Q16 Have passed the professional skills tests in numeracy, literacy and information and communication technology (ICT). (Nb. These are shortly to become entry tests for teacher training and the proposal is to limit candidates to two resits. These changes will come into force from September 2012 for trainees who are starting training from September 2013).
Q17 Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities.

Effective classroom practice

Teachersí Standards 2011

QTS 2007

4 ††Plan and teach well structured lessons

  • impart knowledge and develop understanding through effective use of lesson time
  • promote a love of learning and childrenís intellectual curiosity
  • set homework and plan other out-of-class activities to consolidate and

extend the knowledge and understanding pupils have acquired

  • reflect systematically on the effectiveness of lessons and approaches to teaching
  • contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

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.
Q23 Design opportunities for learners to develop their literacy, numeracy and ICT skills.
Q24 Plan homework or other out-of-class work to sustain learners' progress and to extend and consolidate their learning.

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.

Diversity and Special Needs: meeting the needs of all pupils

Teachersí Standards 2011

QTS 2007

5 ††Adapt teaching to respond to the strengths and needs of all pupils

  • know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
  • have a secure understanding of how a range of factors can inhibit pupilsí ability to learn, and how best to overcome these
  • demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupilsí education at different stages of development
  • have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

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.
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.
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.

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.
Q21(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.

Assessment for learning

Teachersí Standards 2011

QTS 2007

6 †††Make accurate and productive use of assessment

  • know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements†
  • make use of formative and summative assessment to secure pupilsí progress
  • use relevant data to monitor progress, set targets, and plan subsequent lessons
  • give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

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.
Q12 Know a range of approaches to assessment, including the importance of formative assessment.
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.†
Assessing, monitoring and giving feedback
Q26(a) Make effective use of a range of assessment, monitoring and recording strategies.
Q26(b) Assess the learning needs of those they teach in order to set challenging learning objectives.
Q27 Provide timely, accurate and constructive feedback on learners' attainment, progress and areas for development.

Managing behaviour

Teachersí Standards 2011

QTS 2007

7† Manage behaviour effectively to ensure a good and safe learning environment

  • have clear rules and routines for behaviour in classrooms, and take

responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the schoolís behaviour policy

  • have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
  • manage classes effectively, using approaches which are appropriate to pupilsí needs in order to involve and motivate them
  • maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

Knowledge and understanding
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.

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

The wider professional role of the teacher

Teachersí Standards 2011

QTS 2007

8 ††Fulfil wider professional responsibilities

  • make a positive contribution to the wider life and ethos of the school
  • develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
  • deploy support staff effectively
  • take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
  • communicate effectively with parents with regard to pupilsí achievements and well-being.

Communicating and working with others
Q4 Communicate effectively with children, young people, colleagues, parents and carers.†
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.
Q6 Have a commitment to collaboration and cooperative working.

Personal professional development
Q7(a) Reflect on and improve their practice, and take responsibility for identifying and meeting their developing professional needs.
Q7(b) Identify priorities for their early professional development in the context of induction.
Q8 Have a creative and constructively critical approach towards innovation, 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.†

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

Professional attributes and suitability to teach

Teachersí Standards 2011

QTS 2007

PART TWO: PERSONAL AND PROFESSIONAL CONDUCT

A teacher is expected to demonstrate consistently high standards of personal
and professional conduct. The following statements define the behaviour and
attitudes which set the required standard for conduct throughout a teacherís
career.

  • Teachers uphold public trust in the profession and maintain high

standards of ethics and behaviour, within and outside school, by:
-treating pupils with dignity, building relationships rooted in
mutual respect, and at all times observing proper boundaries
appropriate to a teacherís professional position
-having regard for the need to safeguard pupilsí well-being, in
accordance with statutory provisions
-showing tolerance of and respect for the rights of others†
-not undermining fundamental British values, including
democracy, the rule of law, individual liberty and mutual respect,
and tolerance of those with different faiths and beliefs
-ensuring that personal beliefs are not expressed in ways which
exploit pupilsí vulnerability or might lead them to break the law.

  • Teachers must have proper and professional regard for the ethos,

policies and practices of the school in which they teach, and maintain
high standards in their own attendance and punctuality.†

  • Teachers must have an understanding of, and always act within, the

statutory frameworks which set out their professional duties and
responsibilities.

Frameworks
Q3(a) Be aware of the professional duties of teachers and the statutory framework within which they work.
Q3(b) Be aware of the policies and practices of the workplace and share in collective responsibility for their implementation.

From the ITT Requirements applicable to all accredited ITT providers
Suitability requirements.
Providers must ensure:
R1.3 That all entrants: as part of the provider's selection procedures, have taken part in an interview designed to assess their suitability to teach.
R1.4 That all entrants: have been subject to a Criminal Records Bureau enhanced disclosure check and/or any other appropriate background check.
R1.5 That all entrants: are provisionally registered with the GTC(E) within 28 days of the commencement of their training programme.
R1.6 That all entrants:
a. have the intellectual and academic capabilities needed to meet the required QTS standards;
b. possess the appropriate qualities, attitudes and values expected of a teacher;
c. can read effectively and are able to communicate clearly and accurately in standard English;
d. have met the Secretary of Stateís requirements for health and physical capacity to teach.

NOTE: Part Two of the Teachersí Standards 2011 effectively replaces the current GTCE Code of Conduct. Some elements represented in Part Two of the revised Teachersí Standards are currently expressed as ITT Requirements linked to selection and entry. They are included here for ease of reference and pending further information on the role of the Teaching Agency in relation to Teacher Registration from April 2012.† They are not intended to be interpreted as additional standards.

Copyright © 2018 e-Portfolios.net. All Rights Reserved.