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Teacher Training: Assessing Pupil Progress and Classroom Management, Study notes of Mathematics

This document evaluates a trainee teacher's performance in various aspects of teaching, including their ability to engage students, plan lessons, assess progress, manage behavior, and establish rapport. It also highlights their understanding of accountability, learning theories, and the importance of personal targets and prior knowledge.

What you will learn

  • What classroom management strategies does the trainee teacher employ to maintain a positive learning environment?
  • What is the trainee teacher's understanding of learning theories and their application to teaching?
  • How does the trainee teacher assess pupil progress and use assessment data to inform future planning?
  • What strategies does the trainee teacher use to engage students and promote learning?
  • How does the trainee teacher differentiate instruction to meet the needs of all learners?

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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
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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.