induction monitoring / review sheet · induction monitoring sheet for nqt: part 1: teaching...

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Induction Monitoring / Review SheetNQT name:

Induction checklist for TutorsKey aspects: (tick boxes below)

Please Note: the following sheets are optional and are intended as a guide in order to assist Manchester schools/colleges with personalising and structuring NQT induction within the statutory framework set out by the government. Completing this and the following sheets is not a substitute for completing the online end of term assessment via NQT Manager - they can be used to make notes / prepare your end of term assessment at regular intervals throughout the term i.e. following each lesson observation / review meeting with your NQT.

For further guidance relating to the completion of NQT assessments and a list of full examples of varying formats and level of detail please see - Example Assessments

This form is best used with/can be typed onto using Adobe Acrobat Reader (Free). For a word version of an assessment template, please see - NQT Induction Assessment Template

NQT: Next Page ▷

Have you registered your NQT for Induction (via NQT Manager)Induction Guidance and/or Statutory Guidance have been read Previous assessments obtained & previous targets discussed with NQT (if applicable) Targets and objectives for the upcoming period have been discussed with the NQT Observations & prompt 1:1 feedback are provisionally arranged Half term review date provisionally scheduled in/arranged 10% PPA and 10% NQT time have been allocated (must be protected by law - see diagram)

End of term review meeting provisionally scheduled in/arranged

Ensuring a reduced timetable for NQTs during induction

https://manchester.nqtmanager.com/Login.aspx

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https://www.gov.uk/government/publications/induction-for-newly-qualified-teachers-nqts

Induction monitoring sheetfor NQT:

Part 1: Teaching Standard 2 ▷

⌽ Descriptive evidence e.g. strengths Area(s) for further development Area(s) of concern (for NQTs at risk)

⌽ Judgements relating to progress Points for discussion at 1:1 / next review Targets / actions to be completed for this standard during next period…

AREA

1a) Establish a safe, stimulating environment rooted in mutual respect• They are able to carry out effective risk assessments

and their practice matches statutory/school policy• They are able to encourage pupils to participate and

contribute in an atmosphere conducive to learning;• They are able to develop a rapport with a range of

individuals & groups inc. colleagues i.e. TA’s, SENCo• There are high levels of mutual respect between the

NQT and pupils.

• CPD e.g. Safeguarding / H&S / E-Safety / First Aid• Lesson observation records / drop ins / pupil voice• Records of classroom environment i.e. layout,

regularly updated class displays, learning walls, curriculum walls / target walls / calm behaviour

• Display and implementation of school / class rules / expectations / routines / clear boundaries

• Use of pupil rewards, sanctions & incentives

1b) Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

• They know pupils well and consistently set high expectations of pupils in different learning contexts.

• They are very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities.

• They demonstrate an understanding of how to set appropriately high expectations, believing that all pupils have the potential to make progress

• Good use of resources and support staff• Lesson observation / celebration of achievements• Pupil assessment and evaluation records• Regular feedback to pupils/pupil progress/next steps• Classroom layout for pupil independence &

cooperation inc. planning for EAL and SEN pupils• Quality lesson planning / differentiated tasks• Pupil voice activities / outcomes

1c) Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

• They generate high levels of enthusiasm, participation and commitment to teaching and learning.

• They demonstrate professional behaviour in and outside of the classroom including demonstrating respect for all pupils, colleagues, parents and carers

• They demonstrate a high standard of attendance and punctuality, courtesy, respect & politeness to all

• They demonstrate enthusiasm for working with individual/groups of children and young people

• Participation in activities with pupils beyond the classroom e.g. support for playtime / lunchtime

• Lesson observation records/professional discussions• Modelling expectations / feedback from colleagues• High levels of attendance & punctuality;• Behaviour in classroom / around school / community• Feedback from outside agencies and community,

e.g. trips out, visitors’ book, parents’ feedback• Adherence to school code of conduct inc dress code

Please remember: an NQT cannot ‘pass’ or ‘fail’ a term - they can only pass or fail induction at the end of 3 fully completed induction terms (i.e. the final term)

During terms 1 and 2 you are reporting on their progress towards fully embedding the areas above and this progress can either be satisfactory or unsatisfactory

1.(During lesson observations / general day to day practice) (To describe in reports & back up your judgement)

Suggested NQT behaviours to look for Suggested evidence

NB: Notes prepared below can be cut and pasted into NQT Manager. For full example assessments please click here

(The areas below are not individual standards - they define the minimum expectations in order to meet this standard)

Set high expectations which inspire, motivate & challenge pupils.

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Please Note - An area of concern is not the same as an area for further development. Please only use the linked form below if you have serious concerns regarding an NQTs ability to meet this teaching standard by the end of induction.

If so, you must act early and put into place a targeted, short term additional support action plan which must be regularly monitored, reviewed & updated until the NQT is back on track click here for further guidance and an example plan/template

https://manchester.nqtmanager.com/Uploads/Documents/20/260-Example%20Assessments%20(1).pdf





⌽ Area(s) for further development Area(s) of concern (for NQTs at risk)


AREA2a) Be accountable for pupils’ attainment, progress and outcomes

• They assume a high level of responsibility for the attainment progress and outcomes of the pupils they teach.

• They can talk with confidence regarding their own analysis of data, impact and progress of vulnerable groups

• They produce planning reflecting gap analysis/data interpretation

• Analysis of assessment data from classes/groups taught • APP & teacher records / learning journals / IEP reviews• Book scrutiny; marking in books & indicating next steps• Progress against targets / personal support plans• Records of pupil progress meetings/Intervention & impact

2b) Be aware of pupils’ capabilities and their prior knowledge and plan teaching to build on these

• They demonstrate confident judgement in planning for pupil progression both within individual lessons and over time and are able to articulate a clear and well-justified rationale as to how they are building on prior achievement.

• They use assessment to inform planning-SIMS assessment data

• Baseline assessments / transition information• Annotated lesson plans (including differentiation)• Learning logs / learning walks / AFL strategies• Records of barriers to learning / pupil tracking sheets• Observations / seating & group plans / cohort meetings

2c) Guide pupils to reflect on the progress they have made and their emerging needs • They actively promote engaging and effective methods that support pupils in reflecting on their learning.

• They are able to provide a classroom environment that promotes space for reflection including student voice (process - not a one off conversation)

• Lesson observations / learning walls / pupil progress• Peer evaluations / IEP reviews / response to feedback• Pupil awareness of development targets / reflection time• Discussion with pupils / self assessment / target setting /

pupils select own success criteria

2d) Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

• They are able to set appropriately challenging tasks, drawing on a sound knowledge of the pupils’ prior attainment, which has been obtained through systematic and accurate assessment.

• They plan for independent learning tailored to pupils preferred learning styles

• They adapt lessons in response to pupils needs (EAL/SEN/VAK)

• CPD / staff training / using a range of resources• Curriculum planning / skills progression / weekly reviews• Work scrutinies / lesson study / self evaluation notes• Varied and creative teaching styles to meet varied needs• Awareness of current curriculum initiatives/SEN

processes/IEPs inc own research & ‘keeping up to date’

2e) Encourage pupils to take a responsible and conscientious attitude to their own work and study.

• They create opportunities for independent and autonomous learning and encourage pupils to take pride in their work

• They use feedback effectively to move learning on & encourage all pupils to reflect on, evaluate and learn from mistakes

• As a result the majority of pupils make very good progress.

• Marked worked indicates dialogue/discussion & target setting with pupils / exam and test outcomes

• Good balance between teacher talk & independent work• Student voice activities • Samples of pupils works / pride taken in their work


Suggested NQT behaviours to look for Suggested evidence(The areas below are not individual standards - they define the minimum expectations in order to meet this standard)

Promote good progress and outcomes by pupils

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Descriptive evidence e.g. strengths NB: Notes prepared below can be cut and pasted into NQT Manager. For full example assessments please click here









AREA3a) Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and

maintain pupils’ interest in the subject, and address misunderstandings

• They draw on their in-depth subject and curriculum knowledge to plan confidently for progression and to stimulate and capture pupils’ interest.

• They demonstrate very well developed pedagogical subject knowledge, by anticipating common errors and misconceptions in their planning.

• CPD records e.g attendance at internal/external training• Evidence of subject knowledge in teacher’s planning• Use of school schemes of work in teachers’ planning• Lesson observations records / scaffolding in lessons• Accurate/up to date subject and curriculum knowledge• Contributions to INSET / staff meetings / working groups

3b) Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

• They are astutely aware of their own development needs in relation to extending and updating their subject, curriculum and pedagogical knowledge in their early career and have been proactive in developing these effectively during their training.

• Policy and planning review and scrutiny• Impact and outcome of learning/mid & long term planning• Relevant pedagogy / conducting own research• Pupil and parent voice/pupil attitudes and pupil progress

3c) Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

• They model/articulate very high standards of written and spoken communication in all professional activities regardless of subject inc. communication with parents, pupils and other colleagues in and outside of school.

• They demonstrate flexibility and creativity by adapting schemes for particular groups

• Planning shows development of literacy / building literacy• Lesson observations - correcting pupils during lessons• Books and classroom environment shows accurate use/

promotion of literacy key skills and reading• Own use of language/correct spelling and handwriting• Drop in sessions/learning walls/class resources/displays

3d) If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

• They successfully identify and exploit opportunities to develop learners’ skills in communication, reading and writing.

• Their planning, including letters and sounds or other schemes of work and guided reading, show accurate, regular and prompt planning of groups, interventions and regular assessment

• Phonics plans / work scrutiny / analysis of data• Outcomes of formal assessments• Literacy leader monitoring / undertaking focused obs.• Personal research / approaching colleagues for guidance • Aware of next steps for SEN pupils/Phonics development

3e) If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies

• They implement school policy for developing strategies and this is applied consistently

• They are aware of next steps for SEN pupils and are proactive in promoting calculation, data handling and using and applying mathematics

• Awareness of school policy outlining strategies• Work scrutiny shows school policy for developing

strategies is applied consistently• Undertaking of focused observations e.g Maths Lead• Planning / analysis of data / use of resources & support



Demonstrate good subject and curriculum knowledge

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Descriptive evidence e.g. strengths










AREA4a) Impart knowledge and develop understanding through effective use of lesson time

• They plan lessons that often use well-chosen, imaginative and creative strategies, and that match individuals’ needs and interests - keeping pupils engaged and challenged.

• They show a high level of productivity and engagement• They use assessment data (e.g. from SENCo) to inform planning

• Structured lesson planning / timekeeping & pace• Plenaries / pupil conferencing / feedback• Work scrutiny/productivity/short-medium-long objectives • Lesson plans reflect progression and well planned/

thought through questioning / evaluations for next lesson

4b) Promote a love of learning and children’s intellectual curiosity • They can create an environment in which the learners are engaged and pupil’s questions / ideas are encouraged including opportunities for deep questioning & curiosity to be aroused

• They promote a love of books/reading (e.g. World Book Day)

• Record of learning environment / positive behaviour• Evidence that pupils ideas have fed into topics• Discussions with pupils / recognition of pupils interests• Pupil evaluation / parental responses / staff feedback

4c) Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

• They plan opportunities to extend learning beyond the classroom e.g. visits and visitors, extra-curricular activities etc

• They provide appropriate and motivating homework showing links to learning/engaging parents to contribute to the homework

• Homework records / stimulating homework challenges• Scrutiny of appropriateness and motivation of work set• Visits/visitors used to enhance learning; school trips and

associated work

4d) Reflect systematically on the effectiveness of lessons and approaches to teaching • They are highly reflective in critically evaluating their practice.• They can accurately judge the impact of their practice on

individual and groups of learners and can use their evaluation to inform future planning, teaching and learning.

• They contribute & participate in CPD activity to improve teaching

• Lesson objectives with measurable outcomes to gauge progress including lesson evaluations / lesson study

• Completion of peer observations / coaching / mentoring• Minutes of key stage / phase meetings / weekly reviews• CPD and impact in classes / feedback from staff/parents

4e) Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

• They show initiative in contributing to curriculum planning and developing and producing effective learning resources in their placement settings.

• They work collaboratively with more experienced colleagues, where appropriate, to adapt and/or develop the school’s medium term plans, schemes of work, curriculum frameworks etc.

• Adaptation of planning / development of SoW• Participation in enrichment activity linked to subjects e.g.

running visits / trips / CPD / cross-curricular opportunities• Planning and scrutiny – curriculum areas; learning arc;

pupil voice activities • Contributions to team/key stage/school planning/meeting• Review and sharing of resources with staff



Plan and teach well structured lessons

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Descriptive evidence e.g. strengths










AREA5a) Know when and how to differentiate appropriately, using approaches which enable

pupils to be taught effectively

• They know their pupils well enough to recognise the different needs and strengths of individuals and groups and begin to adapt their teaching to address those needs and strengths so that learners are supported towards achieving their potential

• They are able to demonstrate effective differentiation for all pupils and groups when planning for all learning activities

• Planning shows aims/objectives for individual and groups of learners to extend learning outcomes

• Decision making processes with support staff/colleagues • Appropriate learning outcomes / pupils work• Use of Bloom’s Taxonomy / thinking skills / mini plenaries • Differentiated questioning informed by data• Seating plans; appropriate groupings / pupil progress

5b) Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

• They are aware of a range of factors that are potential barriers to achievement and understand how experienced teachers use a range of strategies to reduce these barriers.

• They use focussed observations to take on strategies already in place and working well - in school/partner school

• They begin to deploy these strategies themselves, working alongside experienced teachers and support staff

• Assessment of planning/differentiation• Use of Pupil Profile/SEN/ADHD Information & strategies• Use of referral to internal and external support agencies• Observing/shadowing SENCo / senior colleagues• Effective use of resources and support staff e.g. TA• Knowledge of and application of up-to-date pedagogies• Training records / attendance at multi-agency meetings

5c) Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

• They show awareness of how children and young people develop and take account of this in their teaching.

• They show an awareness of age related expectations • They have a developing understanding of the challenges

and opportunities of teaching in a diverse society

• CPD / application of appropriate strategies & assessment• Lesson observations / records of observing other phases• Lesson plans show an understanding of next steps

based on pupils needs / PSHE / target setting• Records of teacher reflection and self evaluation

5d) 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

• They show a developing understanding of the needs of all pupils and are able to articulate distinctive teaching approaches and strategies needed to engage and support pupils with particular needs, including EAL and SEND. When the opportunity has arisen they have used these successfully and are able to evaluate the impact of the adaptations employed, on the progress of individual learners.

• Seek / record advice from internal/external specialists• Observing practice of experienced/senior colleagues• Application of appropriate methods of assessment• Lesson plans show evidence of explicit differentiation • Written feedback shows understanding of the different

needs of all pupils inline with policy and guidelines• Resources that are created / shared show awareness of

the need for differentiation and delivery is inclusive



Adapt teaching to respond to the strengths & needs of all pupils

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AREA6a) Know and understand how to assess the relevant subject and curriculum areas,

including statutory assessment requirements

• They can confidently and accurately assess pupils’ attainment against national benchmarks.

• They have a secure understanding of the statutory assessment requirements for the subject / curriculum in the age phases they are teaching

• They are aware of whole school results and demonstrate a clear understanding of expectations.

• Accurate use of assessment to identify gaps/next steps • Moderation (external, internal and across schools/

departments) including outcomes and pupil progress• Monitoring cycle / assessment and evaluation records• Lesson observation (and feedback) • Work sampling / work based on pupil levels • Statutory assessment carried out correctly

6b) Make use of formative and summative assessment to secure pupils’ progress • They use a range of assessment strategies very effectively in their day-to-day practice to monitor progress and to inform future planning.

• They deploy these strategies effectively in lessons, both to evaluate the impact of teaching on the progress of learners and as a basis for modifying their teaching and classroom practice

• Effective use of data / APP / other materials• Interventions including the more able and vulnerable

groups / deployment of other adults• Scrutiny of planning and books inc quality of marking• Planning of guided groups and circular target setting• Use of school assessment procedures in planning

6c) Use relevant data to monitor progress, set targets, and plan subsequent lessons • They systematically & effectively check learners’ understanding throughout lessons, anticipating where intervention may be needed and do so with notable impact on the quality of learning.

• They understand how school and pupil level summative data is used to set targets for groups and individuals and they use that knowledge to monitor progress in the groups they teach

• Clear learning outcomes set out in planning• Monitoring of pupil progress and maintaining accurate

records setting new targets for individuals and groups• Records of learning environment e.g target walls• Liaising with support staff / colleagues• Lesson observations• Knowledge of Raise online/profile/school data & systems

6d) Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback

• They assess learners’ progress regularly and work with them to accurately target further improvement & secure rapid progress.

• They mark pupils’ work constructively and provide appropriate oral feedback to pupils to help them to make progress

• Lesson evaluations showing analysis of pupil progress towards learning objectives

• Work scrutiny showing effective marking and written feedback to pupils

• 1:1 oral feedback with pupils / pupil questionnaires



Make accurate and productive use of assessment

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AREA7a) 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 school’s behaviour policy

• They rapidly adapt to the different circumstances in which they teach, working confidently within the frameworks established in different settings and applying rules and routines consistently and fairly

• They are able to display a range of effective behaviour management techniques/strategies

• Behaviour support / intervention records / CPD• Observation(s) of pupil behaviour • Observing the techniques/strategies of senior colleagues• Lesson observations and drop ins• Clear, visible classroom rules; evidence of class

agreement on rules; rewards/consequences• Engagement with students in & outside of classroom time

7b) Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

• They consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these very effectively, including use of school sanctions and rewards, and use of praise, in order to create an environment highly supportive of learning.

• Observations of positive behaviour management• Pupil voice; happiness survey, classroom observations • Certificates home; SIMS log, Detentions/ exclusions• Effective communication with pupils and colleagues• Adhering to school policy/ethos; school & ‘non-

negotiables’ are actioned consistently • Follow up of behaviour outside of class

7c) Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

• They manage pupil behaviour with ease so that learners display very high levels of engagement, courtesy, collaboration and co-operation.

• They can assess the impact of individual behaviour on the learning of other pupils & they target use of support staff with clear aims & strategy defined to support all pupils

• Identification and Implementation of inclusion• IEPs; pupil voice • Quality of work in books; differentiated tasks • Classroom environment; layout of classroom; seating

plans, conflict resolution techniques • Different learning styles in planning • Effective deployment of other adults; support staff

7d) Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

• They actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated

• They are aware of and ensure adherance to school behaviour policy and expectations

• Record keeping by teacher – behaviour / bullying logs• Adherence & implementation of school behaviour policy • Modelling appropriate behaviour and actively promoting

good behaviour, building relationships and respect• Consistency when dealing with poor behaviour • Peer mentoring / comments / feedback from colleagues



Manage behaviour effectively to ensure a good & safe learning environment

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Part 1: Teaching Part 2 of the Teaching Standards - Personal & Professional Conduct ▷



AREA8a) Make a positive contribution to the wider life and ethos of the school

• They are proactive in seeking out opportunities to contribute in a significant way to the wider life and ethos of the school.

• They engage in enrichment activities including after school activities such as whole school events, sports teams, residential, clubs, fairs, home/school/community events.

• They are available to parents and colleagues for formal and informal discussion / consultation.

• Personal CPD records & attendance at school/NQT training which could inc. leading staff training sessions

• Peer mentoring/coaching/mentoring trainees• Contribution in school development discussion/activites• Monitoring evidence that school policy developments are

implemented in personal teaching practice• Self-evaluation and reflection

8b) Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

• They build strong professional relationships and demonstrate that they are able to work collaboratively with colleagues on a regular basis.

• They are able to adopt new duties, roles and responsibilities, including seeking assistance & support in developmental stages

• Contribution to team/key stage/phase meetings, discussion and development e.g. INSET

• Observing other teachers and being observed to share professional practice / implementing feedback from staff

• Seeking support when appropriate/multi-agency working

8c) Deploy support staff effectively • They take responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils with individual needs.

• IEP / Intervention / pupil progress / assessment• Feedback from TA’s / other support staff• Ensuring support staff have appropriate resources/CPD

8d) Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

• They deliberately seek out opportunities to develop their own professional learning and respond positively to all the feedback they receive.

• They seek out and are responsive to advice from more experienced / senior colleagues

• Regular self reflection and evaluation records• Requesting CPD / acting on feedback from senior staff• Cross-phase and cross-school moderation• Keeping up to date with changes in pedagogy & practice• Sharing good practice and resources

8e) Communicate effectively with parents with regard to pupils’ achievements and well-being

• They communicate very effectively, both verbally and in writing, with parents and carers in relation to pupils’ achievements and well-being when required to do so formally, but are also proactive in communicating in relation to individual pupils’ emergent needs.

• Effective completion of pupil reports / SEN documents• Contribution to pupil reviews• Preparation and involvement in parents meetings• Resolution of parent queries / 1:1 conversations• Open-door sessions/letters home/celebrating successes



Fulfil wider professional responsibilities

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Part 2: Personal and Professional Conduct www.teach-manchester.org





Preamble: A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following a, b, c statements define the behaviour and attitudes which set the required standard of conduct throughout a teacher’s career. During induction you must assess and provide descriptive evidence of the NQTs progress towards meeting these statements.

a) 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 & at all times observing proper boundaries appropriate to a teacher’s professional position

• having regard for the need to safeguard pupils ’well-being, in accordance with statutory provisions• showing tolerance of & respect for the rights of others• not undermining fundamental British values, including democracy, the rule of law, individual liberty & mutual respect,

tolerance of those with different faiths & beliefs• ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law

• They have a commitment to the teaching profession, and are able to develop appropriate professional relationships with colleagues, pupils, parents and other stakeholders

• They are fully aware of the need to safeguard pupils’ well-being, in accordance with statutory provisions and school policy

• They understand that by law schools are required to teach a broad and balanced curriculum and they are beginning to develop learners’ wider understanding of social and cultural diversity.

• They participate in & contribute to development meetings, work groups and engagement with partner schools / external agencies

• Professional CPD e.g. PREVENT/Diversity training etc.• Clear links between vision, ethos, policy & practice within

class and across school• Professional activity in school and the community • Applies statutory and school policies at all times, e.g.

safeguarding, health and safety, risk assessments, first aid, homework etc

• Forging of positive and effective relationships with stakeholders in the school, evidenced through meetings, reviews of service and activities etc.

• Training certificates / sharing of good practice/resources

b) 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.

• They adhere to school policies and practices, including those for attendance and punctuality.

• They are willing to assume an appropriate degree of responsibility for the implementation of workplace policies in the different settings in which they are working

• Their language and dress are highly professional and in line with school policy & they display respect for other members of staff

• They can communicate appropriately with all stakeholders

• Conduct demonstrates a highly professional approach to teaching, understanding and demonstrating that their own conduct is appropriate at all times

• Consistently on time for all beginnings and ends of days, meetings, lessons etc.

• School / colleagues always informed of and reasons for any non-attendance in the school day or other professional meetings & responsibilities in line with policy

c) Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

• They have a broad understanding of their statutory professional responsibilities, including the requirement to promote equal opportunities and to provide reasonable adjustments for pupils with disabilities, as provided for in current equality legislation.

• They are aware of the professional duties of teachers as set out in the statutory School Teachers’ Pay and Conditions document.

• CPD e.g. Equal Opportunities and Diversity etc.• Keeping up to date with changes in statutory/school

policy and procedures inc. the DfE teaching standards.• Fulfilling teachers job description and following statutory

frameworks• NQT evidence folder / actively working on targets set

(During lesson observations / general day to day practice) (To describe in reports & back up your judgement)


Part 2: Personal and professional conduct

AREA

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