level descriptors assessment of teachers' standards...
TRANSCRIPT
SBTLevelDescriptorsforAssessmentofTeachers’Standards
Preamble:ThesestatementsprovidedescriptionsofhowtraineesmaydemonstrateachievementatdifferentlevelsinmeetingandexceedingtheTeachers’StandardsPart1:Teaching
Teachers’Standards(TS)DfE2012 EmergingGrade3(E) Grade3 Grade2 Grade1TS1:Sethighexpectationswhichinspire,motivateandchallengepupils• establishasafeandstimulating
environmentforpupils,rootedinmutualrespect
• setgoalsthatstretchandchallengepupilsofallbackgrounds,abilitiesanddispositions
• demonstrateconsistentlythepositiveattitudes,valuesandbehaviourwhichareexpectedofpupils.
• demonstrateanunderstandingofaneedforasafeandstimulatingenvironmentforpupilsandshowrespectforpupils
• begintorecognisetheneedtochallengepupilsofallbackgrounds,abilitiesanddispositions
• demonstratethepositiveattitudes,valuesandbehaviourswhichareexpectedofpupils
• beabletoencouragepupilstoparticipateandcontributeinanatmosphereconducivetolearning
• inthecourseofdifferingschoolexperiences,showthathe/shehassetappropriatelyhighexpectations,believingthatallpupilscanmakeprogress
• beabletodeveloparapportwitharangeofindividualsandgroups;mostpupilsareengagedintheirlearning
• consistentlydemonstrateprofessionalbehaviour,respectforpupils,colleagues,parentsandcarersandsupporttheethosoftheschool
• demonstrateenthusiasmforworkingwithpupilsandyoungpeopleandforteachingandlearning
• beconsistentinencouragingpupilstoparticipateandcontributeinanatmosphereconducivetolearning
• consistentlysethighexpectationsofpupilsindifferenttrainingcontexts
• bewellrespectedbylearnersandeffectivelypromotepupils’resilience,confidenceandindependencewhentacklingchallengingactivities.Asaresultofthismostlearnersareenthusedandmotivatedtoparticipate
• constantlyencouragepupilstoparticipateandcontributeinanatmospherehighlyconducivetolearning
• consistentlysethighexpectationsofpupilsindifferenttrainingcontexts
• therearehighlevelsofmutualrespectbetweenthetraineesandpupils.
• beveryeffectiveinpromotinglearners’resilience,confidenceandindependencewhentacklingchallengingactivities.
• generatehighlevelsofenthusiasm,participationandcommitmenttolearningensuringallchildrentryhardandtakeprideinalloftheirwork
SBTTeachers’Standards(TS)DfE2012 EmergingGrade3(E) Grade3 Grade2 Grade1
TS2:Promotegoodprogressandoutcomesbypupils• beaccountableforpupils’
attainment,progressandoutcomes• beawareofpupils’capabilitiesand
theirpriorknowledge,andplanteachingtobuildonthese
• guidepupilstoreflectontheprogresstheyhavemadeandtheiremergingneeds
• demonstrateknowledgeandunderstandingofhowpupilslearnandhowthisimpactsonteachingencouragepupilstotakearesponsibleandconscientiousattitudetotheirownworkandstudy.
• begintounderstandhow
teachersareaccountableforattainment,progressandoutcomesofpupilsandhaveengagedinaspectsofthisalongsidetheclassteacher
• demonstrateadevelopingabilityinsupportingpupilsinreflectingontheirlearningandidentifyingtheirneeds
• demonstrateanincreasingknowledgeandunderstandingofeffectiveteachingstrategiestosupportpupils’learning
• begintodevelopteachingandlearningactivitieswhichencourageindependentlearning
• pupilprogressandlearningovertimeissometimesasexpected
• understandhowteachersare
accountablefortheattainment,progressandoutcomesofpupilsandhavetakensomeresponsibilityforthiswithguidancefromtheusualclassteacherorotherprofessional
• ensurehis/hershortandmediumtermplanningandteachingdemonstratesomeunderstandingof,andprovisionfor,pupilprogressiontakingintoaccountpriorachievement
• supportpupilsinreflectingontheirlearningandidentifyingtheirprogressandemerginglearningneeds
• planlessonswithsuitableopportunitiesforlearnerstoevaluateandimprovetheirperformance
• beabletoexplainhoweffectiveteachingstrategiesareinformedbyanunderstandingofhowpupilslearnandofferarationaleforchoicesmadeinthecontextofpractice
• planteachingandlearningactivitieswhichencourageindependentandautonomouslearning
• pupilprogressandlearningovertimeisnotalwaysasexpected
• assumeresponsibilityforthe
attainment,progressandoutcomesofthepupilshe/sheteaches
• demonstrateasoundunderstandingoftheneedtodeveloppupillearningovertime
• ensurehis/hershortandmediumtermplanningconsistentlytakesintoaccountthepriorlearningofthepupils
• regularlyprovidepupilswiththeopportunitytoreflectontheirownlearningandusethis,alongwithotherformsofassessment,toinformhis/herfutureplanningandteaching
• usehis/herknowledgeofeffectiveteachingstrategiestoencourageindependentlearningandsetappropriatelychallengingtaskswhichenablethelearnerstomakeexpectedprogress
• pupilprogressandlearningovertimemustbeatleastasexpected
• assumeahighlevelof
responsibilityfortheattainmentprogressandoutcomesofthepupilshe/sheteaches
• demonstrateconfidentjudgementinplanningforpupilprogressionbothwithinindividuallessonsandovertimeandareabletoarticulateaclearandwell-justifiedrationaleastohowhe/sheisbuildingonpriorachievement
• activelypromoteengagingandeffectivemethodsthatsupportpupilsimprovetheirlearning
• setappropriatelychallengingtasks,drawingonasoundknowledgeofthepupils’priorattainmentwhichhasbeenobtainedthroughsystematicandaccurateassessment
• regularlycreateopportunitiesforindependentandautonomouslearning
• identifyandsupportanypupilswhofallbehindandenablethemtocatchup
• pupilprogressandlearningovertimemustbegoodorbetterthanexpected
SBTTeachers’Standards(TS)DfE2012 EmergingGrade3(E) Grade3 Grade2 Grade1
TS3:Demonstrategoodsubjectandcurriculumknowledge• haveasecureknowledgeofthe
relevantsubject(s)andcurriculumareas,fosterandmaintainpupils’interestinthesubject,andaddressmisunderstandings
• demonstrateacriticalunderstandingofdevelopmentsinthesubjectandcurriculumareas,andpromotethevalueofscholarship
• demonstrateanunderstandingofandtakeresponsibilityforpromotinghighstandardsofliteracy,articulacyandthecorrectuseofstandardEnglish,whatevertheteacher’sspecialistsubject
• haveanadequateknowledge
andunderstandingoftherelevantsubject/curriculumareas,andactivelyseektodevelopthis,recognisingthatsubjectandpedagogicalknowledgearekeyelementsofhis/herdevelopmentforwhichhe/sheisresponsible
• generallyusesubjectspecificlanguageaccuratelyandrespondappropriatelytoquestionswhichlearnersask
• demonstrateandencouragegoodstandardsofliteracyandarticulationandcorrectuseofstandardEnglish
• havesufficientlysecure
knowledgeandunderstandingoftherelevantsubject/curriculumareastoteacheffectivelyintheagephaseforwhichhe/sheistrainingtoteach
• knowhowlearningprogresseswithinandacrossthesubject/curriculumagephaseshe/sheistrainingtoteach,intermsofthedevelopmentofkeyconceptsandoflearners’commonmisconceptions
• beabletorespondappropriatelytosubjectspecificquestionswhichlearnersaskandusesubjectspecificlanguageaccuratelyandconsistentlyinordertohelplearnersdevelopknowledge,understandingandskillsinthesubject
• recognisetheneedtoextendandupdatehis/hersubjectandpedagogicalknowledgeasakeyelementofprofessionaldevelopmentandshowtheabilityandreadinesstodoso
• demonstrateanunderstandingoftheneedtopromotehighstandardsofcommunication,readingandwritingforalllearnersandbegintobuildthisintolessons
• havewelldeveloped
knowledgeandunderstandingoftherelevantsubject/curriculumareashe/sheistrainingtoteachandusethiseffectivelytomaintainanddeveloppupils’interest
• makegooduseofhis/hersecurecurriculumandpedagogicalsubjectknowledgetodeepenlearners’knowledgeandunderstanding,addressingcommonerrorsandmisconceptionseffectivelyinhis/herteaching
• becriticallyawareoftheneedtoextendandupdatehis/hersubject,curriculumandpedagogicalknowledgeandknowhowtoemployappropriateprofessionaldevelopmentstrategiestofurtherdeveloptheseinhis/herearlycareer
• modelgoodstandardsofwrittenandspokencommunicationinallprofessionalactivitiesandencourageandsupportlearnerstodeveloptheseskillsinhis/herlessons
• drawonhis/herin-depth
subjectandcurriculumknowledgetoplanconfidentlyforprogressionandtostimulateandcapturepupils’interest
• demonstrateverywell-developedpedagogicalsubjectknowledge,byanticipatingcommonerrorsandmisconceptionsinhis/herplanning
• beastutelyawareofhis/herowndevelopmentneedsintermsofextendingandupdatinghis/hersubject,curriculumandpedagogicalknowledgeinhis/herearlycareerandhavebeenproactiveindevelopingtheseeffectivelyduringhis/hertraining
• modelveryhighstandardsofwrittenandspokencommunicationinallprofessionalactivities
• successfullyidentifyandexploitopportunitiestodeveloplearners’skills,incommunication,readingandwriting
SBTTeachers’Standards(TS)DfE2012 EmergingGrade3(E) Grade3 Grade2 Grade1
TS3cont.• ifteachingearlyreading,
demonstrateaclearunderstandingofsystematicsyntheticphonics
ifteachingearlymathematics,demonstrateaclearunderstandingofappropriateteachingstrategies.
Inrelationtoearlyreadingandmathematics:demonstratehe/sheisdevelopingasufficientunderstandingofteachingsystematicsyntheticphonics,readingandwritingandofteachingearlymathematics
Inrelationtoearlyreading:• demonstratesufficient
knowledgeandunderstandingoftheprinciplesandpracticesofteachingandassessingreadingandwriting,includingtheuseofsystematicsyntheticphonics,tobeabletoapplythiseffectivelyacrossthespecificagephaseshe/sheistrainingtoteach
See‘SystematicSyntheticPhonicsinITT:GuidanceandSupportMaterials’forfurtherinformationInrelationtoearlymathematics:• knowandunderstandthe
principlesandpracticesofteachingandassessingearlymathematics,tobeabletoapplythiseffectivelyacrossthespecificagephaseshe/sheistrainingtoteach
See:`UnderstandingArithmeticinITTMathematics’fordefinitionandfurtherinformation
Inrelationtoearlyreading:• haveaverysecure
knowledgeandunderstandingofsystematicsyntheticphonicsanditsroleinteachingandassessingreadingandwritinginthecontextoftheage-phaseshe/sheistrainingtoteach
Inrelationtoearlymathematics:haveaverysecureknowledgeandunderstandingoftheprinciplesandpracticesofteachingearlymathematicsandemployeffectiveteachingstrategiesacrosstheage-rangeshe/sheistrainingtoteach
Inrelationtoearlyreading:• drawonhis/herverystrong
understandingofsystematicsyntheticphonicsanditsroleinteachingandassessingreadingandwritingtoteachliteracyveryeffectivelyacrosstheage-phaseshe/sheistrainingtoteach
Inrelationtoearlymathematics:drawonhis/herverystrongknowledgeandunderstandingoftheprinciplesandpracticesofteachingearlymathematicstoselectandemployhighlyeffectiveteachingstrategiesacrosstheage-rangeshe/sheistrainingtoteach
SBTTeachers’Standards(TS)DfE2012 EmergingGrade3(E) Grade3 Grade2 Grade1
TS4:Planwell-structuredlessons• impartknowledgeanddevelop
understandingthrougheffectiveuseoflessontime
• promotealoveoflearningandchildren’sintellectualcuriosity
• sethomeworkandplanotherout-of-classactivitiestoconsolidateandextendtheknowledgeandunderstandingpupilshaveacquired
• reflectsystematicallyontheeffectivenessoflessonsandapproachestoteaching
• contributetothedesignandprovisionofanengagingcurriculumwithintherelevantsubjectarea(s).
• begintoemployarangeof
teachingstrategiesandtoplanindividuallessonsandlearningexperiencesthataimtodeveloppupils’knowledge,skills,understanding,engagementandenthusiasm
• begintodevelopanunderstandingoftheimportanceofhomeworkandoutofclassworkinconsolidatingandextendinglearning
• reviewandreflectonhis/herownplanningandteaching
• haveanawarenessoftheroleandimportanceofandrelationshipbetweenmediumtermplans,schemesofwork,curriculumframeworksetc.andbegintocontributetowardsthese
• employarangeofteaching
strategiesandresources• planindividuallessonsthat
areappropriatelystructuredtosupportpupilsindevelopingtheirknowledge,skills,understanding,interestandpositiveattitudes
• maintainthepaceofthelearning,beabletorespondflexiblytowhatishappeningintheclassroomandhavetheconfidencetoadapthis/herteachinginordertorespondtotheneedsofthelearners
• createanenvironmentinwhichthelearnersareusuallyengaged
• understandhowhomeworkorotheroutofclassworkcansustainlearners’progressandconsolidatelearningandcandesignandsetappropriatetasks
• reviewandreflectonhis/herownplanningandteachingtopreparefutureactivitiesandtaskswhichbuildonandsustainprogressioninpupils’learning
• workcollaborativelywithmoreexperiencedcolleagues,whereappropriate,toadaptand/ordeveloptheschool’smediumtermplans,schemesofwork,curriculumframeworksetc.
• showawillingnesstotryout
arangeofapproachestoteachingandlearning
• planlessonsthattakeaccountoftheneedsofgroupsoflearnersandindividuals,throughthesettingofdifferentiatedlearningoutcomes,carefullymatchingteachingandlearningactivitiesandresourcestosupportlearnersinachievingtheseintendedlearningoutcomes
• knowhowtolearnfrombothsuccessfulandlesseffectivelessonsthroughhis/hersystematicevaluationoftheeffectivenessofhis/herpractice,includingitsimpactonlearners
• makeapositivecontributiontothedevelopmentofcurriculumandresourcesinhis/herplacementsettings
• planlessonsthatoftenuse
well-chosenimaginativeandcreativestrategiesandthataccuratelymatchindividuals’needsandinterest
• behighlyreflectiveincriticallyevaluatinghis/herpractice
• accuratelyjudgetheimpactofhis/herpracticeonindividualsandgroupsoflearnersandcanusehis/herevaluationtoinformfutureplanning,teachingandlearning
• showinitiativeincontributingtocurriculumplanninganddevelopingandinproducingeffectivelearningresourcesintheirplacementsettings
SBTTeachers’Standards(TS)DfE2012 EmergingGrade3(E) Grade3 Grade2 Grade1
TS5:Adaptteachingtorespondtothestrengthsandneedsofallpupils• knowwhenandhowtodifferentiate
appropriately,usingapproacheswhichenablepupilstobetaughteffectively
• haveasecureunderstandingofhowarangeoffactorscaninhibitpupils’abilitytolearn,andhowbesttoovercomethese
• demonstrateanawarenessofthephysical,socialandintellectualdevelopmentofchildren,andknowhowtoadaptteachingtosupportpupils’educationatdifferentstagesofdevelopment
• haveaclearunderstandingoftheneedsofallpupils,includingthosewithspecialeducationalneeds;thoseofhighability;thosewithEnglishasanadditionallanguage;thosewithdisabilities;andbeabletouseandevaluatedistinctiveteachingapproachestoengageandsupportthem.
• begintoadapthis/her
teachingtoaddressdifferentneedsandstrengthsofindividuals
• beawareofarangeoffactorsthatarepotentialbarrierstoachievement,developinganunderstandingofhowexperiencedteachersusearangeofstrategiestoreducethesebarriers
• showanincreasingawarenessofhowpupilsandyoungpeopledevelopandbegintotakeaccountofthisinhis/herteaching
• haveagrowingunderstandingofthechallengesandopportunitiesofteachinginadiversesocietyandhaveadevelopingunderstandingoftheneedsofallpupilsincludingEAL,SENDandthosewhoachievehighly
• recognisethedifferentneeds
andstrengthsofindividualsandgroupsandbegintoadapthis/herteachingtoaddressthoseneedsandstrengthssothatlearnersaresupportedtowardsachievingtheirpotential
• beawareofarangeoffactorsthatarepotentialbarrierstoachievementandunderstandhowexperiencedteachersusearangeofstrategiestoreducethesebarriersandbegintodeploythesestrategiesthemselves,workingalongsideexperiencedteachersandsupportstaffasappropriate
• showanawarenessofhowpupilsandyoungpeopledevelopandtakeaccountofthisinhis/herteaching
• havesomeunderstandingofthechallengesandopportunitiesofteachinginadiversesociety
• haveadevelopingunderstandingoftheneedsofallpupilsandbeabletoarticulatedistinctiveteachingapproachesandstrategiesneededtoengageandsupportpupilswithparticularneeds,includingEAL,SENDandthosewhoachievehighly.Whentheopportunityhasarisentheyhaveusedthesesuccessfullyandareabletoevaluatetheimpactoftheadaptationsemployed,ontheprogressofindividuallearners
• consistentlyadapthis/her
teachingtomeettheneedsofindividualsandgroupsoflearnerstosupportprogressioninlearning
• knowhowtosecureprogressforlearnersandhowtoidentifywhengroupsandindividualshavemadeprogress
• havearangeofeffectivestrategiesthathe/shecanapplytoreducebarriersandrespondtothestrengthsandneedsoftheirpupils
• clearlyrecognisehowtodealwithanypotentialbarrierstolearningthroughhis/herapplicationofwell-targetedinterventionsandtheappropriatedeploymentofavailablesupportstaff
• quicklyandaccurately
discernhis/herlearners’strengthsandneedsandbeproactiveindifferentiatingandemployingarangeofclearlydirectedandtimelyinterventionstrategiestosecureprogressionforindividualsandgroups
• haveanastuteunderstandingofhoweffectivedifferentteachingapproachesareintermsofimpactonlearningandengagementoflearners
SBTTeachers’Standards(TS)DfE2012 EmergingGrade3(E) Grade3 Grade2 Grade1
TS6:Makeaccurateandproductiveuseofassessment• knowandunderstandhowtoassess
therelevantsubjectandcurriculumareas,includingstatutoryassessmentrequirements
• makeuseofformativeandsummativeassessmenttosecurepupils’progress
• userelevantdatatomonitorprogress,settargets,andplansubsequentlessons
• givepupilsregularfeedback,bothorallyandthroughaccuratemarking,andencouragepupilstorespondtothefeedback.
• haveanunderstandingof
thestatutoryassessmentrequirementsforthesubject/curriculumintheagephaseshe/sheispreparingtoteachandwithsupportfromtheclassteacherbeabletomakebroadlyaccurateassessmentsagainstnationalbenchmarks
• ensureplanningandteachingincludesformativeassessmentstrategies,designedtosupportpupilsinmakingprogress
• evaluatetheimpactofteachingontheprogressoflearnersandusethisasabasisformodifyinghis/herteachingandclassroompracticewhennecessary
• haveanincreasingawarenessofhowschoolandpupillevelsummativedataisusedtosettargetsforgroupsandindividuals
• withguidancefromexperiencedteachers,begintomonitorpupilprogressandmaintainaccuraterecords
• markpupils’workconstructivelyandprovideappropriateoralfeedbacktopupilstohelpthemtomakeprogress
• haveasecureunderstanding
ofthestatutoryassessmentrequirementsforthesubject/curriculumintheagephaseshe/sheispreparingtoteachandbeabletomakebroadlyaccurateassessmentsagainstnationalbenchmarks
• ensureplanningischaracterisedbytheuseofarangeofformativeandsummativeassessmentstrategies,designedtosupportpupilsinmakingprogress
• deploythesestrategieseffectivelyinlessons,bothtoevaluatetheimpactofteachingontheprogressoflearnersandasabasisformodifyinghis/herteachingandclassroompracticewhennecessary
• understandhowschoolandpupillevelsummativedataisusedtosettargetsforgroupsandindividualsandusethatknowledgetomonitorprogressinthegroupshe/sheteaches
• withguidancefromexperiencedteachers,monitorpupilprogressandmaintainaccuraterecordssettingnewtargetsforindividualsandgroups
• markpupils’workconstructivelyandprovideappropriateoralfeedbacktopupilstohelpthemtomakeprogress
• beabletoassesspupils’
attainmentaccuratelyagainstnationalbenchmarks
• employarangeofappropriateformativeassessmentstrategieseffectivelyandadapthis/herteachingwithinlessonsinlightofpupils’responses
• maintainaccuraterecordsofpupils’progressandusethesetosetappropriatelychallengingtargets
• assesslearners’progressregularlyandaccuratelyanddiscussassessmentswiththemsothatlearnersknowhowwelltheyhavedoneandwhattheyneedtodotoimprove
• confidentlyandaccurately
assesspupils’attainmentagainstnationalbenchmarks
• usearangeofassessmentstrategiesveryeffectivelyinhis/herdaytodaypracticetomonitorprogressandtoinformfutureplanning
• systematicallyandeffectivelychecklearners’understandingthroughoutlessons,anticipatingwhereinterventionmaybeneededanddosowithnotableimpactonthequalityoflearning
• assesslearners’progressregularlyandworkwiththemtoaccuratelytargetfurtherimprovementandsecurerapidprogress
SBTTeachers’Standards(TS)DfE2012 EmergingGrade3(E) Grade3 Grade2 Grade1
TS7:Managebehavioureffectivelytoensureagoodandsafelearningenvironment• haveclearrulesandroutinesfor
behaviourinclassrooms,andtakeresponsibilityforpromotinggoodandcourteousbehaviourbothinclassroomsandaroundtheschool,inaccordancewiththeschool’sbehaviourpolicy
• havehighexpectationsofbehaviour,andestablishaframeworkfordisciplinewitharangeofstrategies,usingpraise,sanctionsandrewardsconsistentlyandfairly
• manageclasseseffectively,usingapproacheswhichareappropriatetopupils’needsinordertoinvolveandmotivatethem
• maintaingoodrelationshipswithpupils,exerciseappropriateauthority,andactdecisivelywhennecessary.
• workwithintheschool’s
frameworkforbehaviourandusuallyapplyrulesandroutinesfairly,
• havehighexpectationsandbegintousetherangeofstrategiesthatexperiencedteachersusetopromotepositivebehaviour
• begintoapplytheseappropriatelyusingsanctionsandrewards,includingpraise,inordertocreateanenvironmentsupportiveoflearning
• begintorecognisethatplanningappropriatelessonswhichchallengelearners,teachingtoaddresspupils’needsandemployingappropriateassessmentstrategieswillallcontributetosuccessfulbehaviourmanagement
• begintobuildpersonalisedandmeaningfulrelationshipswithpupilsusingageappropriatelanguage
• begintounderstandhowbarrierstolearning,includingSEND,canimpactonpupilbehaviourandthatbehaviourmanagementiscontext-dependentandreflectonfactorswhichmaycontributetomorechallengingbehaviourbeingexhibitedwithintheclass
• understandtheneedtobeabletoregulatetheirownemotionalstate
• understandwhentoseekadditionalsupportinaddressingtheneedsofpupilswheresignificantlychallengingbehaviourisdemonstrated
• workwithintheschool’sframeworkforbehaviourandapplyrulesandroutinesfairly
• havehighexpectationsandawarenessoftherangeofstrategiesthatexperiencedteachersusetopromotepositivebehaviour
• understandhowtohandleconfrontationandstressfulencounters,includingde-escalatingstrategies,restorativeconversations,useofplannedandscriptedresponseswherepossibleandhowtoseekadditionalsupportwhenappropriate.
• recognisethecontributiontosuccessfulbehaviourmanagementofplanningappropriatelessonsthatchallengelearners,usingavarietyofstrategiesthataddresstheirneedswithappropriateassessmentstrategies.
• buildpersonalisedandmeaningfulrelationshipswithpupils,includingcrucially,usingeachpupils’name
• understandthatbehaviourmanagementiscontext-dependentandbeabletoidentifyfactorsthatmaycontributetosignificantlychallengingbehaviour
• understandhowSENDaffectsbehaviour:understandinge.g.ADHD,autism,dyslexia,Asperger’s,ObsessiveCompulsiveDisorder(OCD)
• understandthebasicpsychologyofmotivation;longandshorttermmemory;focus;learning;cognitiveload,spacingandinterleaving;andgroupdynamics.
• understandtheimpactofbeingabletoregulatetheirownemotionalstate
• workwithintheschool’sframeworkforbehaviourandapplyarangeofstrategiesconsistentlyandfairly
• modelandreinforceexpectationsandboundariesbymakingexplicitexpectationsofcomplianceandeffort
• usesanctionsandrewardsincludingpraise,inordertocreateanenvironmentsupportiveoflearning.
• managebehavioureffectivelysothatlearnersdemonstratepositiveattitudestowardstheteacher,theirlearningandeachotherallowinglessonstoflowsmoothlysothatdisruptionisunusual
• begintohandleconfrontationandstressfulencountersandactivelyseekingadditionalsupportinaddressingtheneedsofpupilswherechallengingbehaviourisdemonstrated.
• applystrategiestoovercomebarrierstolearningthatimpactonpupilbehaviour,workingalongsideexperiencedteachersandsupportstaffasappropriate
• usethebasicpsychologyofmotivationtobuildandmaintaingoodrelationships
• keepcalmandpatientandmaintainaprofessional‘unconditionalpositiveregard’
• rapidlyadapttodifferentcircumstances,workingconfidentlyandeffectivelywithintheframeworksestablishedindifferentsettingsandapplyingrulesandroutinesconsistentlyandfairly
• consistentlymodelandreinforceexpectationsandboundariesbymakingexplicitexpectationsofcomplianceandeffortinordertocreateanenvironmenthighlysupportiveoflearning
• managepupilbehaviourhighlyeffectivelysothatlearnersdisplayveryhighlevelsofengagement,courtesy,collaborationandcooperation
• activelyseekanduseadditionalsupporteffectivelyinaddressingtheneedsofpupilswheresignificantlychallengingbehaviourisdemonstrated
• applystrategieseffectivelytoovercomebarrierstolearningthatimpactonpupilbehaviour,deployingsupportstaffasappropriate
• showmasteryofpsychologyofmotivationtechniquesanddemonstratinggoodrelationships
• displayconfidenceandappropriatelevelsofenthusiasmtomaintainaprofessional‘unconditionalpositiveregard’consistently
SBTTeachers’Standards(TS)DfE2012 EmergingGrade3(E) Grade3 Grade2 Grade1
TS8:Fulfilwiderprofessionalresponsibilities• makeapositivecontributiontothe
widerlifeandethosoftheschool• developeffectiveprofessional
relationshipswithcolleagues,knowinghowandwhentodrawonadviceandspecialistsupport
• deploysupportstaffeffectively• takeresponsibilityforimproving
teachingthroughappropriateprofessionaldevelopment,respondingtoadviceandfeedbackfromcolleagues
• communicateeffectivelywithparentswithregardtopupils’achievementsandwell-being.
• understandtheethosofthe
schoolandshowawillingnesstocontributetothewiderlifeoftheschoolinappropriateways
• begintobuildeffectiveprofessionalrelationshipswithcolleaguesandbeabletoworkcollaboratively
• communicatewithsupportstafftoassistinsupportingtheprogressandachievementofindividualsandgroupsofpupilsandseekandrespondtoadvicefromspecialiststaffandmoreexperiencedcolleaguesaboutindividualpupilswithspecificneeds
• bebecomingincreasinglyreflectiveofhis/herownpracticeandbegintoidentifypersonalprofessionaldevelopmenttargetsandwithsupport,he/shecanidentifyopportunitiestoaddressandmeetthesetargets
• recognisetheimportanceofcommunicatingwithparentsandcarersinsupportingpupils’achievementandmonitoringpupils’well-beingandseektodeveloppositiverelationshipswithparentsandcarers
• understandandbeableto
supporttheethosoftheschoolandshowanreadinesstocontributetothewiderlifeoftheschoolinappropriateways
• buildeffectiveprofessionalrelationshipswithvariouscolleaguesandhavetheskillsrequiredtoworkcollaboratively
• communicatewithanddirectanysupportstaffdeployedinhis/herlessonstoassistinsupportingtheprogressandachievementofindividualsandofgroupsofpupils
• understandwhentoaskforinformationandadvicefromspecialiststaffaboutindividualpupilswithspecificneeds
• seekoutandberesponsivetoadvicefrommoreexperiencedcolleagues
• evaluatehis/herownpracticeandbeabletoidentifysubsequentorongoingpersonalprofessionaldevelopmenttargetsandidentifyopportunitiestoaddressandmeetthesetargets
• recognisetheimportanceofcommunicatingwithparentsandcarersinsupportingpupils’achievementandmonitoringpupils’well-being
• communicateeffectivelyatsetpointsintheschoolyear,includingatparents’eveningsandthroughwrittenreportsandunderstandtheneedtocommunicateatotherpointsinresponsetoindividualpupils’emergentneeds
• bepro-activeinseekingout
opportunitiestocontributetothewiderlifeandethosoftheschool
• beeffectiveinbuildinggoodprofessionalrelationshipswithcolleaguesanddemonstratethathe/shecanworkwellcollaborativelywhenrequiredtodoso
• takeresponsibilityfordeployingsupportstaffinhis/herlessonsandforseekingadvicefromrelevantprofessionalsinrelationtopupilswithindividualneeds
• bepro-activeintermsofhis/herownprofessionallearningandvaluethefeedbackhe/shereceivesfrommoreexperiencedcolleagues,usingittodevelophis/herownteachingfurther
• communicateeffectively,bothverballyandinwriting,withparentsandcarersinrelationtopupils’achievementsandwell-beingandassumesomeresponsibilityfordoingsoinresponsetoindividualpupils’emergentneeds
• bepro-activeinseekingout
opportunitiestocontributeinasignificantwaytothewiderlifeandethosoftheschool
• buildstrongprofessionalrelationshipsanddemonstratethathe/sheareabletoworkcollaborativelywithcolleaguesonaregularbasis
• takeresponsibilityfordeployingsupportstaffinhis/herlessonsandforseekingadvicefromrelevantprofessionalsinrelationtopupilswithindividualneeds
• deliberatelyseekoutopportunitiestodevelophis/herownprofessionallearningandrespondpositivelytoallthefeedbacktheyreceive
• communicateveryeffectively,bothverballyandinwriting,withparentsandcarersinrelationtobothpupils’achievementsandwell-beingwhenrequiredtodosoformallyandbeproactiveincommunicatinginrelationtoindividualpupils’emergentneeds
SBT
Part2:PersonalandprofessionalconductAteacherisexpectedtodemonstrateconsistentlyhighstandardsofpersonalandprofessionalconduct.Thefollowingstatementsdefinethebehaviourandattitudeswhichsettherequiredstandardforconductthroughoutateacher’scareer.
Teachers’Standards(TS)DfE2012 ExpectedStandardsTeachersupholdpublictrustintheprofessionandmaintainhighstandardsofethicsandbehaviour,withinandoutsideschool,by:• treatingpupilswithdignity,building
relationshipsrootedinmutualrespect,andatalltimesobservingproperboundariesappropriatetoateacher’sprofessionalposition
• havingregardfortheneedtosafeguardpupils’well-being,inaccordancewithstatutoryprovisions
• showingtoleranceofandrespectfortherightsofothers
• notunderminingfundamentalBritishvalues,includingdemocracy,theruleoflaw,individuallibertyandmutualrespect,andtoleranceofthosewithdifferentfaithsandbeliefs
• ensuringthatpersonalbeliefsarenotexpressedinwayswhichexploitpupils’vulnerabilityormightleadthemtobreakthelaw.
Traineeteachersupholdpublictrustintheteachingprofessionandmaintainhighstandardsofethicsandbehaviour,withinandoutsideschool,by:• demonstratingacommitmenttotheteachingprofessionandbeingpro-activeindevelopingeffectiveprofessionalrelationshipswith
colleaguesandpupils• demonstratingahighregardtotheneedtosafeguardpupils’well-being,inaccordancewithstatutoryprovisions• understandingthatbylawschoolsarerequiredtoteachabroadandbalancedcurriculum• activelysupportingpupilstodevelopawiderunderstandingofsocialandculturaldiversityandallvaluesincludingBritishvalues• promotingequalityofopportunityanddiversityinteachingandlearning
Teachersmusthaveproperandprofessionalregardfortheethos,policiesandpracticesoftheschoolinwhichtheyteach,andmaintainhighstandardsintheirownattendanceandpunctuality.
• demonstratehighregardforandtakeresponsibilityfortheimplementationofworkplacepoliciesinthedifferentsettingsinwhichhe/shehastrained
• adheretoschoolpoliciesandpractices,includingthoseforattendanceandpunctuality
Teachersmusthaveanunderstandingof,andalwaysactwithin,thestatutoryframeworkswhichsetouttheirprofessionaldutiesandresponsibilities
• demonstrateanunderstandingofhis/herstatutoryprofessionalresponsibilities,includingtherequirementtopromoteequalopportunities
• provideappropriateadjustmentsforpupilswithdisabilitieswhichimpactpositivelyonpupilachievement,asprovidedforincurrentEqualitiesLegislation
• demonstrateasoundunderstandingoftheprofessionaldutiesofteachersassetoutinthestatutorySchoolTeachers’PayandConditionsdocument
SBTProfileofExpectedProgressforEachTeachingStandard
Programme EmergingGrade3(E) Grade3 Grade2 Grade1
BASBT1
Minimumattainment SometraineeswillreachGrade3 ExceptionaltraineeswillreachGrade2 HighlyexceptionaltraineeswillreachGrade1
BASBT2
IfatraineeattainsatGradeEthismaytriggeraNotificationofaCausefor
Concern(see2below)Minimumattainment SometraineeswillreachGrade2 ExceptionaltraineeswillreachGrade1
BASBT3
IfatraineeattainsatGradeEthiswilltriggeraNotificationofaCausefor
Concern(see1below)
IfatraineeisreachingGrade3onlythismaytriggeraNotificationofaCausefor
Concern(see2below)Minimumattainment MajorityoftraineeswillreachGrade1
PGCESBT1IfatraineeattainsatGradeEthismaytriggeraNotificationofaCausefor
Concern(see2below)Minimumattainment SometraineeswillreachGrade2 ExceptionaltraineeswillreachGrade1
PGCESBT2IfatraineeattainsatGradeEthiswilltriggeraNotificationofaCausefor
Concern(see1below)
IfatraineeisreachingGrade3onlythismaytriggeraNotificationofaCausefor
Concern(see2below)Minimumattainment MajorityoftraineeswillreachGrade1
SDTerm1IfatraineeattainsatGradeEthiswilltriggeraNotificationofaCausefor
Concern(see1below)Minimumattainment SometraineeswillreachGrade2 ExceptionaltraineeswillreachGrade1
SDTerm2IfatraineeattainsatGradeEthiswilltriggeraNotificationofaCausefor
Concern(see1below)
IfatraineereachesGrade3onlythismaytriggeraNotificationofaCausefor
Concern(see2below)Minimumattainment SometraineeswillreachGrade1
SDTerm3IfatraineeattainsatgradeEthiswilltriggeraNotificationofaCausefor
Concern(see1below)
IfatraineeisreachingGrade3onlythismaytriggeraNotificationofaCausefor
Concern(see2below)Minimumattainment MajorityoftraineeswillreachGrade1
NotificationofaCauseforConcern1.IfatraineefallsintothecategoryofaCauseforConcern,considerationneedstobegivenastowhetherthetraineecanmaketheacceleratedprogressnecessarytoensurehe/shereachestheminimumattainmentgradesbytheendoftheassessmentperiod.Ifthereisdoubtthattheprogresswillbegoodenoughtoachievetheminimumgradebytheendoftheassessmentperiod,aformalNotificationofaCauseforConcern,togetherwithaSupportPlan,willbeissued.2.NotalltraineesfallingintotheCauseforConcerncategorywillrequireaformalNotificationofaCauseforConcernashe/sheisontracktomakesufficientprogresstoachievetheminimumgradesbytheendoftheplacement.He/shemayonlyrequireaprogresssupportplan.EndofProgrammeExpectationsAtMiddlesexUniversity,wehaveappropriatelyhighexpectationsofourtraineesandourexpectationisthatthemajorityoftraineeswillachieveanoverallGrade2orhigherbytheendofhis/herfinalSBTplacement/endofprogramme.