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Teachers’ Standards DfE 2013:
Guidance on the use of the Warwick assessment descriptors
Guidance for Use
The statements in the DFE Teachers’ Standards set out the minimum standard that can reasonably be
expected of the trainee teacher at the point of recommendation for the award of QTS. All trainees
recommended for the award of QTS must meet all of the standards at least at this minimum level
(grade 3). This is a demanding standard in itself; nevertheless in order to achieve continued
improvement in the quality of teaching, the target should be to achieve good (grade 2) or better
outcomes by the end of ITT.
The Teachers’ Standards are not graded. However, for the purposes of quality improvement, and in the
context of the inspection of ITE, providers are required to grade trainees. The additional statements
provided here in relation to Part One of the Teachers’ Standards set out typical characteristics of the
practice of trainees deemed to be good (grade 2), or of those who achieve the standards at a high level
(grade 1). Good and high achievement is a relative judgement and will be based on an assessment of
the available evidence to decide which descriptor provides the best fit and will take into account the
setting and context of the complementary school experiences in which the training has taken place.
Part Two of the Teachers’ Standards relates to personal and professional conduct. Trainees embarking
on a programme of ITE will have demonstrated that they possess the required attitudes and
behaviours as an element of the selection process. No matter which route to QTS they follow all
trainees are expected to demonstrate high professional standards from the outset. For that reason the
guidance on the standards in Part Two is not graded.
This document is intended to be used formatively throughout each placement by mentors and link
tutors in discussion with trainees. As well as deciding which statement (from grades ‘WT’ to 1) best
describe a trainee’s performance across each strand and standard at that point in time, the discussion
should also identify ‘next steps’ so that the trainee’s progress is maximised. To support this process,
each facing page contains ‘learning questions’ and lists possible sources of evidence to support this
formative discussion.
The document will also support decision-making about summative grades at the interim and final
stage of each placement.
THESE ASSESSMENT DESCRIPTORS, LEARNING QUESTIONS AND EVIDENCE HAVE BEEN
UPDATED ON 2 OCCASIONS: FOLLOWING EVALUATION AND REVIEW BY PARTNERSHIP
MENTORS AND LINK TUTORS AT THE PRIMARY AND EARLY YEARS PARTNERSHIP
CONFERENCE IN SEPTEMBER 2012; AND AFTER ONE YEAR OF USE, IN JULY 2013, BY A
GROUP OF MENTORS, CLASS TEACHERS AND LINK TUTORS FROM THE PARTNERSHIP.
PARTNERSHIP COLLEAGUES ARE THANKED FOR THEIR VALUABLE FEEDBACK AND
CONTRIBUTIONS
PREAMBLE
LEARNING QUESTIONS SOURCES OF EVIDENCE
For example…. How do you:
show your commitment to your pupils and teaching?
show that you are accountable for achieving high standards in your own
work and conduct?
respond to guidance from your class teacher and/or mentor
feel that you have been able to respond to previous targets?
set out to establish respectful relationships with colleagues and parents?
Trainee’s conduct :
- they are keen to respond to guidance and feedback and accept responsibility
for making changes to their own practice
- they plan, prepare and teach to the best of their ability, and to a generally
consistent standard;
- they are well prepared for lessons including researching relevant subject
knowledge
- they make an effort to build positive relationships with colleagues and parents
Lesson plans : with annotated evaluations/changes/assessments.
Lesson evaluations: with honest reflections
Mentor meetings logs : completed by trainee and showing a response to previous targets
Lesson observations: which note good subject knowledge and organisation.
1. SET HIGH EXPECTATIONS WHICH INSPIRE, MOTIVATE AND CHALLENGE PUPILS
LEARNING QUESTIONS SOURCES OF EVIDENCE
For example…. How do you:
show your awareness of the school health and safety policy? How is this
reflected in your planning?
use the classroom environment to support your learners?
motivate or enthuse pupils?
ensure tasks are relevant end engaging?
set meaningful and challenging targets for pupils?
act as a positive role model in class and in the wider school?
encourage all pupils to participate fully in their learning?
create relationships with pupils based on mutual respect?
Lesson observations which note:
- Challenging objectives
- appropriate actions to minimise health and safety risks;
- appropriate behavioural expectations clearly set
- enthusiasm.
- Trainee challenges inappropriate behaviour/comments (sexist, racist, homophobic
etc)
Lesson plans : where appropriate including risk assessment.
Resources : planned to engage and stimulate
Activities : relevant to pupil experience
Lesson evaluations : reflecting on : Learning environment, classroom management strategies,
differentiation
Assessment records which show evidence of progress over time for individual pupils.
Professional development programme (SENCO, EAL,TAs etc)
2 PROMOTE GOOD PROGRESS AND OUTCOMES BY PUPILS
LEARNING QUESTIONS SOURCES OF EVIDENCE
For example….
In what ways are teachers accountable for pupils’ attainment and progress?
In what ways can a teacher make an impact on pupils’ attainment and
progress?
How do you use age-related expectations for pupil achievement and progress
in your planning?
How might you evaluate the impact that you are having on pupils’ learning
within your lessons?
Can you explain the impact you have had on pupils’ achievements on this
placement?
What information do you need in order to be able to plan for progression?
How do you sequence activities to secure this?
Can you explain how you have planned for progression?
How do you use assessment information to move pupils’ learning forward?
How are particular learning objectives set? How are they linked to prior
learning?
How do you evaluate whether pupils have met the learning objective?
How do you guide learners to reflect on their own progress?
What learning theories are you aware of?
How are these learning theories applied in the classroom?
What strategies have you used to scaffold learning effectively?
With reference to learning theories, why have you selected a particular
teaching/learning approach or strategy, and how has this promoted learning?
Discussion with the trainee which shows an understanding of:
- how teachers and schools are accountable for pupil progress
- age-related expectations of achievement and progress
- an awareness of the impact they have upon pupil progress
- an awareness of the effect of different learning approaches and
strategies, in relation to learning theories, and their fitness for
purpose
Planning which shows :
- Annotations which reflect the use of assessment data to
inform/change subsequent lessons;
- An awareness of prior learning
- clear development of ideas across a lesson and from one lesson to the
next
Lesson evaluations showing:
- Identification of pupils’ achievements against learning objectives
- Reflection upon pupil outcomes and the trainee’s impact upon this;
- Reflection upon pupil outcomes and implications identified for the
next lesson
Lesson observations which note :
- Links with prior learning/next steps identified
- clear introduction to and development of ideas;
- that children have learned and made progress within a lesson
2. PROMOTE GOOD PROGRESS AND OUTCOMES BY PUPILS
DfE Teachers’ Standards Working Towards 3 3 2 1
The trainee working towards QTS
demonstrates that he/she:
The trainee awarded QTS demonstrates
as a minimum that he/she:
The trainee achieving the standards at
a good level may demonstrate these
characteristics:
The trainee achieving the standards at a
high level may demonstrate these
characteristics:
be accountable for attainment,
progress and outcomes of the
pupils
understands how teachers are accountable for the attainment, progress and outcomes of pupils
needs support to recognise how
their practice impacts upon pupil
progress and outcomes
is aware of the impact that they have on
pupils’ attainment, progress and
outcomes, and accept responsibility for
this.
gives examples of the impact that they
have on pupils’ attainment, progress
and outcomes, and accept
responsibility for this.
gives a variety of examples of the impact
that they have on pupils’ attainment,
progress and outcomes, and accept
responsibility for this.
be aware of pupils’ capabilities
and their prior knowledge, and
plan teaching to build on these
requires support to ensure that
short and medium term planning
and teaching demonstrates an
understanding of, and provision
for, pupil progression that builds on
learners’ capabilities, interests and
prior knowledge.
short and medium term planning and
teaching demonstrates an understanding
of, and provision for, pupil progression
that builds on learners’ capabilities, and
prior knowledge.
can explain how their short and
medium term planning and teaching
demonstrate provision for pupil
progression across a sequence of
lessons that builds on learners’
capabilities, and prior knowledge.
can explain, across a range of
lessons/subjects , how their short and
medium term planning and teaching
clearly identifies provision for pupil
progression across a sequence of lessons
that builds on learners’ capabilities, and
prior knowledge.
guide pupils to reflect on the
progress they have made and
their emerging needs
with support, is beginning to
incorporate into lessons
opportunities for learners to
evaluate their achievement
can incorporate into lessons,
opportunities for learners to evaluate
their achievement E.g. incorporate
opportunities for self and peer assessment
against learning objectives/success criteria
Can incorporate into lessons
opportunities for learners to evaluate
their achievement which therefore
improves their performance.
Regularly incorporate into lessons
opportunities for learners to evaluate their
achievement which therefore improves
their performance.
when guided , can support pupils in
reflecting on their learning and
identifying their progress and
emerging learning needs
with guidance from experienced teachers,
reviews progress and supports pupils in
reflecting on their learning; identifying
their progress and emerging learning
needs E.g. knows the children’s personal
targets; can help the child to review
his/her target and next steps
Understands school’s system of
personal target-setting and can give
examples of how they have
implemented this system in their
teaching
Understands school’s system of target-
setting and can give examples of how they
have implemented this system in their
teaching with an impact on learning
demonstrate knowledge and
understanding of how pupils
learn and how this impacts on
teaching
can engage in a mentor-led
discussion about how effective
teaching and learning strategies are
informed by an understanding of
how pupils learn
is able to explain how effective teaching and learning strategies are informed by an understanding of how pupils learn and offer a
rationale for choices made in the context of practice.
encourage pupils to take a
responsible and conscientious
attitude to their own work and
study.
when guided , can manage teaching
and learning activities which
encourage independent and
autonomous learning
can manage teaching and learning
activities which encourage independent
and autonomous learning.
consistently manages teaching and
learning activities which encourage
independent and autonomous learning.
Is proactive in implementing strategies
which promote independent and
autonomous learning.
e.g. supporting pupils to develop resilience and confidence; promoting independence via accessible resources, working walls, helpsheets, writing frames etc.
3. DEMONSTRATE GOOD SUBJECT AND CURRICULUM KNOWLEDGE
DfE Teachers’ Standards Working Towards 3 3 2 1
The trainee working towards QTS
demonstrates that
The trainee awarded QTS demonstrates as a
minimum that he/she:
The trainee achieving the standards at a
good level may demonstrate these
characteristics:
The trainee achieving the standards at a
high level may demonstrate these
characteristics:
have a secure knowledge of the
relevant subject(s) and curriculum
areas, foster and maintain pupils’
interest in the subject, and address
misunderstandings
is developing secure knowledge and
understanding of the subjects/curriculum
taught for the age phase in which they are
training to teach...
has a secure knowledge and understanding of the relevant subjects/curriculum for the age phase in which they are training to teach...
... requires support to use this knowledge to
develop learners’ understanding and skills
and address pupils’ misconceptions and
misunderstandings.
...and can use this knowledge in their planning to
develop learners’ understanding and skills and
address pupils’ misconceptions and
misunderstandings.
…consistently using this knowledge in their
planning to develop learners’
understanding/skills and address
misconceptions/misunderstandings.
as for grade 2; in addition, the trainee can
use this knowledge as opportunities arise
within a lesson in order to maximise
learning.
demonstrate a critical understanding of
developments in the subject and
curriculum areas, and promote the
value of scholarship
requires support to recognise the need to
extend and update their subject and
pedagogical knowledge as a key element of
continuing professional development and
when prompted shows the ability and
readiness to do so.
recognises the need to extend and update their
subject and pedagogical knowledge as a key
element of continuing professional development
and shows the ability and readiness to do so.
as for grade 3; in addition , implementing
innovations to improve their practice.
as grade 2; in addition, engaging in
evaluative dialogue about the impact on
learning of the innovations implemented.
e.g. implements new approaches/strategies identified by the school or trainee; implements
outcomes of school-based staff training in which they have participated.
With support can help pupils to understand
the value of learning
Can help pupils to understand the value of learning. Is able to plan a range of opportunities
which help pupils to understand the value of
learning.
Takes every opportunity to help pupils
understand the value of learning. e .g.
both planned and incidental opportunities
E.g. relating learning to real-life contexts or the world of work promoting life aspirations; or preparing outcomes for real audiences.
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
With help , is able to understand how to
promote high standards of communication,
reading and writing and mathematics.
Requires support to build into their teaching
appropriate opportunities to support the
development of these areas
understands the need to promote high standards of
communication, reading and writing and
mathematics, and is able to build into their teaching
appropriate opportunities to support the
development of these areas.
As for grade 3; in addition this will be across
an increasing proportion of the curriculum
As for grade 3; in addition this will be
evident across the trainee’s practice.
if teaching early reading, demonstrate a
clear understanding of systematic
synthetic phonics
if teaching early reading : is developing
secure knowledge and understanding of the
principles and practices of teaching and
assessing reading and writing, including the
use of systematic synthetic phonics.
Requires support to apply this effectively
across the specific age phases they are
training to teach.
if teaching early reading: demonstrates secure
knowledge and understanding of the principles and
practices of teaching and assessing reading and
writing, including the use of systematic synthetic
phonics, to be able to apply this effectively across
the specific age phases they are training to teach
if teaching early reading: As for 3; in addition
confidently teaches and manages all
elements of the phonics lesson.
if teaching early reading: As for 2; in
addition utilises appropriate incidental
opportunities during teaching across a
range of curriculum contexts to apply
principles of systematic synthetic phonics.
For definition and further information see: ‘Systematic Synthetic Phonics in ITT: Guidance and Support Materials’
if teaching early mathematics,
demonstrate a clear understanding of
appropriate teaching strategies.
NB. ‘Early mathematics’ refers to
mathematics throughout the early years
AND primary age range.
In relation to early years OR primary
mathematics: Is developing understanding
of the principles and practices of teaching
and assessing early mathematics.
Requires support to apply this effectively
across the specific age phases they are
training to teach.
In relation to early years OR primary mathematics:
will know and understand the principles and
practices of teaching and assessing early
mathematics, to be able to apply this effectively
across the specific age phases they are training to
teach.
In relation to early years OR primary
mathematics:
As for 3; in addition confidently teaches and
manages all elements of the mathematics
lesson.
In relation to early years OR primary
mathematics:
As for 2; in addition utilises appropriate
incidental opportunities during teaching
across a range of curriculum contexts to
apply principles of mathematics.
4. PLAN AND TEACH WELL-STRUCTURED LESSONS
LEARNING QUESTIONS SOURCES OF EVIDENCE
For example….
How do you set clear, challenging and differentiated learning objectives?
How do your lessons make effective use of time?
How do you ensure that your lessons have sufficient time for all phases of the lesson?
How do you ensure that what you plan meets the needs of all children?
How do you manage transitions effectively?
What constitutes an effective plenary?
How do you know your pupils have understood what you have communicated to them?
How do you explain key content clearly and make it accessible to all abilities?
How will you check pupils’ knowledge and understanding during the course of a lesson?
How do you communicate enthusiasm for what is being learned?
How do you know that you have aroused pupils’ curiosity?
How do you plan and deliver an imaginative/creative lesson?
How do you know that pupils are engaged in learning in all stages of the lesson?
How do you know that pupils are making progress in all stages of the lesson?
How have you used ICT effectively to enable learners or enhance learning?
How do you reflect on the strengths and areas for development of your lesson? How does this
reflection inform subsequent planning?
Planning which :
- sets challenging objectives based on prior assessments;
- has a clear structure
- is sufficiently detailed
- seek to relate to/incorporate pupils’ interests;
Lesson observations which note :
- enthusiasm for what is being taught/learned
- a clearly structured, well-paced lesson
- questioning which builds on answers given and where pupils
are asked to explain their thinking and reflect upon their
learning;
- effective plenaries;
- effective transition management
- clear explanations and use of appropriate vocabulary
- appropriate teaching and learning strategies and resources
- use of ICT (where appropriate) to support/enhance learning
Lesson evaluations which :
- identify strengths and areas for development
- reflect upon pupil outcomes
- clearly feed into future practice
reflect systematically on the
effectiveness of lessons and
approaches to teaching
Requires support to reflect upon the
effectiveness of lessons and approaches to
learning to inform future planning,
teaching and learning; and is beginning to
seek advice from colleagues on how to
improve; tries to act appropriately on
written and oral feedback and targets.
reflects upon the effectiveness of lessons and
approaches to learning to inform future planning,
teaching and learning; seeks advice from
colleagues on how to improve, and acts
appropriately on written and oral feedback and
targets.
As for grade 3; in addition, evaluation is
systematic and reviews impact on
learners.
As for grade 3; in addition is
highly and critically reflective
in systematically evaluating
their own practice, judging its
impact on all groups of
learners.
e.g. respond to targets set by colleagues e.g. on lesson observation proforma, report.
contribute to the design and
provision of an engaging
curriculum within the
relevant subject area(s).
Requires support to work collaboratively
with more experienced colleagues;
requires support to contribute to the
planning and development of an engaging
curriculum.
working collaboratively with more experienced
colleagues, can contribute to the planning and
development of an engaging curriculum.
working collaboratively with more
experienced colleagues, can proactively
contribute to the planning and
development of an engaging curriculum.
working collaboratively with
more experienced colleagues,
can actively contribute
creative ideas to the planning
and development of an
engaging curriculum.
5. ADAPT TEACHING TO RESPOND TO THE STRENGTH AND NEEDS OF ALL PUPILS
LEARNING QUESTIONS SOURCES OF EVIDENCE
For example….
How does your planning take account of different needs and strengths of learners?
How does your planning refer to individual and group learning needs?
What differentiation strategies have you found to be most effective and why?
How do you know if your differentiation strategies have been effective?
In what ways do the resources you create/select promote inclusion?
How do you organise pupil groupings to promote inclusion?
How do you challenge the most able pupils in a particular subject?
How do you support the least able pupils in a particular subject?
How do you identify any barriers to learning? How do you use this information in your
planning and teaching?
How do you cater for any specific individual needs (SEN/IEPs, G&T, EAL etc)?
How do you devise age appropriate teaching and learning strategies?
Why are these particularly appropriate for the children you are teaching?
Planning which :
- demonstrates an attempt to meet the needs of all learners
- identifies individuals or groups which need specific provision or differentiation
- identifies strategies or approaches to differentiation
Lesson evaluations which :
- evaluate the strategies used
- reflect upon the outcomes of individuals and groups
Lesson observations which note :
- an inclusive approach to all learners
- resources selected to promote inclusion (culture/gender etc)
- management of pupil groupings to support inclusion;
- support for individuals who are struggling;
- strategies to extend and challenge high attaining pupils
Discussion with the trainee which shows:
- awareness of specialist staff/provision
- awareness of child development
- an inclusive approach to teaching and learning
- awareness of barriers to learning and strategies to overcome barriers
5. ADAPT TEACHING TO RESPOND TO THE STRENGTHS AND NEEDS OF ALL PUPILS
DfE Teachers’ Standards Working Towards 3 3 2 1
The trainee working towards QTS
demonstrates that he/she:
The trainee awarded QTS demonstrates
as a minimum that he/she:
The trainee achieving the standards
at a good level may demonstrate
these characteristics:
The trainee achieving the standards at
a high level may demonstrate these
characteristics:
know when and how to
differentiate appropriately, using
approaches which enable pupils
to be taught effectively
Recognises some of the different
needs and strengths of learners
and with support can differentiate
appropriately by matching learning
activities to individual needs for
these learners
can recognise the different needs
and strengths of all learners and can
differentiate appropriately by
matching learning activities to
individual need.
recognises the different needs
and strengths of all learners and
usually differentiates
appropriately by matching
learning activities to individual
need
recognises the different needs and
strengths of all learners and
consistently differentiates
appropriately by matching learning
activities to individual need across
the range of lessons/subjects
taught
have a secure understanding of
how a range of factors can inhibit
pupils’ ability to learn, and how
best to overcome these
Has a developing understanding of
some factors that are potential
barriers to achievement and is
beginning to understand how
experienced teachers use a range
of strategies to reduce these
barriers.
is aware of a range of factors that
are potential barriers to achievement
and understands how experienced
teachers use a range of strategies to
reduce these barriers. They begin to
deploy these strategies themselves,
with advice from experienced
teachers and support staff.
has a clear recognition of how to
deal with any potential barriers
to learning through deploying
well-targeted interventions.
as for grade 2, however, this is
achieved consistently , across a
range of lessons/subjects.
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.
Has a developing understanding of
distinctive needs, for example,
those with: special educational
needs; high ability; English as an
additional language; and
disabilities.
has a clear understanding of distinctive needs, for example those with special educational needs; those of high
ability; those with English as an additional language; and those with disabilities.
Requires support to evaluate
distinctive teaching approaches
which engage and support them.
can use and evaluate distinctive
teaching approaches which engage
and support them.
generally uses and evaluates
distinctive and carefully-matched
teaching approaches which
engage and support them.
as for grade 2, however, this is
achieved across the range of
lessons/subjects taught.
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
For the age range they are
training to teach, has a
developing awareness of how
children and young people
develop and with support can
devise developmentally-
appropriate teaching and
learning experiences
For the age range they are training to
teach, shows an awareness of how
children and young people develop
and is able to devise
developmentally-appropriate
teaching and learning experiences
As for grade 3 ; in addition the
trainee explains how/why the
teaching and learning
experiences are
developmentally-appropriate,
and can evaluate their
effectiveness.
As for grade 2; however, this is
achieved across a range of
lessons/subjects.
e.g. activities, resources, expectations and language are well matched to the pupils’ age/stage of development.
6. MAKE ACCURATE AND PRODUCTIVE USE OF ASSESSMENT
DfE Teachers’
Standards
Working Towards 3 3 2 1
The trainee working towards QTS demonstrates that
he/she:
The trainee awarded QTS
demonstrates as a minimum that
he/she:
The trainee achieving the standards at a good
level may demonstrate these characteristics:
The trainee achieving the standards at a
high level may demonstrate these
characteristics:
know and understand
how to assess the
relevant subject and
curriculum areas,
including statutory
assessment
requirements
for the age phase in which they are training to teach, has a
developing understanding of:
for the age phase in which they are training to teach, has a secure understanding of:
- the statutory assessment requirements for the relevant subjects/curricula;
- how schools/settings use national and/or local benchmarks to assess achievement, set targets and monitor progress
- the statutory assessment requirements for the relevant subjects/curricula;
- how schools/settings use national and/or local benchmarks to assess achievement, set targets and monitor progress
And with support , is developing the ability to make
assessments against national benchmarks.
And with support can make broadly
accurate assessments against national
benchmarks.
And can make broadly accurate
assessments against national benchmarks.
And can make accurate assessments against
national benchmarks.
make use of formative
and summative
assessment to secure
pupils’ progress
Has a developing understanding of the purposes of a
limited range of assessment strategies to assess pupil
progress; requires support to set assessment criteria.
uses a limited range of assessment
strategies to assess pupil progress, and
can set assessment criteria.
plans informal and structured assessment
opportunities into their teaching, using an
increasing range of strategies, to assess
pupil progress, and sets clear and accurate
assessment criteria
consistently plans informal and structured
opportunities, using a wide range of strategies, to
assess pupil progress.
Makes effective use of clear and accurate
assessment criteria to maximise learning
use relevant data to
monitor progress, set
targets, and plan
subsequent lessons
Is beginning to keep records of attainment and is beginning
to use assessment information formatively to plan future
lessons.
keeps records of attainment and uses
assessment information formatively to
plan future lessons.
keeps a range of records of attainment and
uses assessment information formatively to
plan future lessons and check learners’
understanding throughout lessons
keeps a range of records of attainment and uses
assessment information formatively to plan future
lessons and systematically and effectively check
learners’ understanding throughout lessons,
anticipating where intervention may be needed
and doing so with notable impact on the quality of
learning.
Has a developing understanding of how assessment data is
used to set periodic targets for the pupils that they teach
and with help can use these targets to inform their
planning and feedback.
understands how assessment data is used to set periodic targets for the pupils that they teach and they use these targets to inform their
planning and feedback.
With guidance can monitor, review and set targets/next
steps
with guidance from experienced
teachers, reviews progress and
supports pupils in reflecting on
their learning; identifying their
progress and emerging learning
needs E.g. knows the children’s
personal targets; can help the child
to review his/her target and next
steps ( cross-reference with T2)
Understands school’s system of
personal target-setting and can give
examples of how they have
implemented this system in their
teaching
( cross-reference with T2)
Understands school’s system of target-setting
and can give examples of how they have
implemented this system in their teaching
with an impact on learning
( cross-reference with T2)
give pupils regular
feedback, both orally
and through accurate
marking, and encourage
pupils to respond to the
feedback.
Is beginning to understand the value of feedback to pupils
but requires support to provide regular, constructive
oral/written feedback which helps pupils to make progress.
Is starting to encourage pupils to engage with and respond
to feedback
provides pupils with regular,
constructive oral/written feedback
which helps them to make progress.
They are able to encourage pupils to
engage with and respond to feedback.
provides pupils with regular, constructive
oral/written feedback and helps them to
make progress by discussing assessments
with them so that learners know how well
they have done and what they need to do
to improve
They provide pupils with regular, constructive
oral/written feedback
and work with them to accurately target further
improvement and secure rapid progress
7. MANAGE BEHAVIOUR EFFECTIVELY TO ENSURE A GOOD AND SAFE LEARNING ENVIRONMENT
LEARNING QUESTIONS SOURCES OF EVIDENCE
For example….
What steps do you take to minimise poor behaviour arising in the first place?
To what extent are pupils involved and motivated within your lessons?
How do you consider classroom management issues when selecting activities and
resources and organising groups?
How do you communicate behavioural expectations to pupils?
What daily routines do you use to minimise disruption?
To what extent do you the use the school’s behaviour policy?
How do you identify the main behaviour challenges in your teaching?
What are you doing to address these?
How do you use and justify a variety of behaviour management strategies?
To what extent have you established consistent and effective systems?
What areas still need development?
What strategies have you used to establish good relationships with pupils?
How have these been successful?
To what extent do you use positive reinforcement to promote a positive classroom
ethos?
What challenging incidents have you experienced and are you able to learn from
these?
How do you know when and who you might seek additional support from in
managing (challenging) behaviour?
How do you promote good behaviour around the school?
What strategies do you use to promote independent behaviour management?
Planning which :
- Shows awareness of potential behavioural issues
- Show strategies planned to minimise behavioural issues (e.g. seating
planned for pair/group work; use of support staff; discussion of expectations
etc);
Lesson evaluations which:
- analyse behaviour problems and evaluate strategies
- recognise behaviour strategies which promoted a calm and purposeful
atmosphere
Lesson observations which note :
- an awareness of the whole class and behaviour
- use of school behaviour policies and procedures;
- use of a range of behaviour management strategies at a range of levels
graded to the problem;
- communication of high expectations of behaviour
- the avoidance of confrontation and being drawn into arguments when
disciplining pupils;
- varying style, tone and language depending on audience;
- use of non-verbal communication;
- effective management of transitions;
- promotion of a positive and purposeful working environment
Record-keeping which:
- record sanctions and rewards
Discussion with the trainee which shows awareness of:
- specialist staff/provision e.g. SENCO
- reasons why pupils and/or specific individuals misbehave
- a range of strategies
- the importance of promoting positive pupil relationships
8. FULFIL WIDER PROFESSIONAL RESPONSIBILITIES
LEARNING QUESTIONS SOURCES OF EVIDENCE
For example….
Beyond your classroom practice, how have you contributed to the wider school
community?
With whom do you feel you have established effective professional relationships?
How have you established these relationships?
How have you used staff expertise in the school to support you?
Give examples of your ability to work collaboratively with colleagues.
How successfully have you integrated into staff teams and established positive
working relationships with colleagues, including those with specific responsibility
areas?
In what ways have you been able to deploy support staff to support learning and
teaching?
What action have you taken to improve your teaching?
What action have you taken in response to feedback from mentoring and coaching?
What professional development targets have you identified?
How have you engaged parents in their child’s learning?
Trainee’s conduct :
- which shows engagement in the wider life of the school
- positive feedback from colleagues about the trainee’s conduct around school
- positive feedback from colleagues about the trainee’s ability to establish
positive relationships
- positive feedback from colleagues about the trainee’s ability to work in
teams and contribute appropriately
Planning which show :
- appropriate deployment of teaching assistants/other adults
- annotations as a result of previous evaluation/assessments
Lesson evaluations which :
- evaluate appropriate use of teaching assistants/other adults
- reflect upon steps taken in response to previous evaluations, coaching and
feedback.
Lesson observations
Mentor Meeting Logs which :
- recognise participation in the wider life of the school
- responsiveness to previous targets
- consultation with pastoral staff and SENCO to better understand the pupils
they teach; team teaching; contribution to the success of the paired
placement; understanding of the needs of the pupils in the class and the
ability to direct support staff to work with pupils as appropriate.
8. FULFIL WIDER PROFESSIONAL RESPONSIBILITIES
DfE Teachers’ Standards Working Towards 3 3 2 1
The trainee working towards QTS demonstrates
that he/she
The trainee awarded QTS
demonstrates as a minimum that
he/she:
The trainee achieving the standards at a
good level may demonstrate these
characteristics:
The trainee achieving the standards at
a high level may demonstrate these
characteristics:
make a positive contribution to the
wider life and ethos of the school
Is beginning to understand the need for teachers
to make a positive contribution to the wider life
and ethos of the setting and contributes when
prompted.
Is beginning to make a positive
contribution to the wider life and
ethos of the setting_._
is proactive in making positive contribution to
the wider life and ethos of the setting
is proactive and makes a significant
contribution to the wider life and ethos
of their institution e.g. implements a
new extra-curricular activity, amongst
other things E.g. participation in extra-curricular activities; supporting an experienced colleague on playground duty; attending staff meetings or staff
training sessions.
develop effective professional
relationships with colleagues,
knowing how and when to draw on
advice and specialist support
Is beginning to establish effective professional
relationships with colleagues and is developing
the skills required to work collaboratively.
can establish effective professional
relationships with colleagues and
has the skills required to work
collaboratively.
Is proactive in establishing effective
professional relationships with colleagues and
is able to contribute constructively to
teamwork
Is proactive in establishing effective
professional relationships with
colleagues and consistently contributes
constructively to teamwork
Has a developing understanding of the roles of
colleagues with specific responsibilities
understands the roles of colleagues with specific responsibilities and know when/how to draw on advice and specialist support
deploy support staff effectively (where applicable), requires support to liaise
with, direct and deploy support staff enabling
them to facilitate learning and teaching.
(where applicable), liaises with,
directs and deploys support staff
enabling them to facilitate learning
and teaching.
(where applicable), liaises with, directs and
deploys support staff, in an increasing range
of ways which promotes learning
(where applicable), liaises with, directs
and deploys support staff, in an
extended range of ways which
maximises learning
e.g. plans to deploy the TA in different phases of the lesson; or with a range of ability
groups; or for a range of roles such as teaching, assessing, enabling access; or works with
TA to model practice or provide feedback in plenary etc.
take responsibility for improving
teaching through appropriate
professional development,
responding to advice and feedback
from colleagues
Requires support to take responsibility for
improving teaching, and even with support ,
struggles to identify subsequent or on-going
personal professional development targets
takes responsibility for improving
teaching, and with support, they
are able to identify subsequent or
ongoing personal professional
development targets
takes responsibility for improving teaching,
and independently identifies subsequent or
ongoing personal professional development
targets.
As ‘grade 2’; in addition they identify
opportunities to address and meet
these targets.
Tries to act appropriately on written and oral
feedback and targets. (cross-reference with T4);
Requires support to recognise the need to
extend and update their subject and pedagogical
knowledge as a key element of continuing
professional development and when prompted
shows the ability and readiness to do so (see TS
acts appropriately on written and oral feedback and targets (cross-reference with T4);
recognising the need to extend and update their subject and pedagogical knowledge as a key element of continuing
professional development, showing the ability and readiness to do so (cross-reference with T3).
communicate effectively with
parents with regard to pupils’
achievements and well-being.
Is developing understanding of the importance of
good communication between home and school
recognises the importance of good communication between home and school/setting with regard to pupils’ achievements and
well-being.
With guidance can communicate appropriately,
verbally and in writing with parents/carers with
regard to learners’ achievements and well-being.
can communicate effectively,
verbally and in writing with
parents/carers with regard to
learners’ achievements and well-
being.
As for 3; in addition the trainee is
beginning to take responsibility for
communicating with parents in an
appropriate manner, to support pupils’
learning/well-being.
As for 3; however the trainee is proactive in
promoting effective communication with
parents which supports pupil learning/well-
being.
E.g. liaising at the start/end of the school day; managing written communications between home/school; writing mock reports, letters/newsletters to parents, homework
communication, certificates of achievement, parents’ evening.
